The purpose of the study is to incrase knowledge about the support available in teaching materials in biology, physics and chemistry for grades 1-3, to strengthen students who have Swedish as a second language. In the Swedish school, there are many students who have a mother tongue other than Swedish. Based on the study criteria, the selection landed on two teaching materials, the Book of NO and the Pulse NO book. These two teaching materials have been analyzed with a qauntitative content analysis and a qualitative text analysis. In the quantitative content analysis, a frequency table was produced that contains subject-specific words and concepts. In the qualitative text analysis, lookups were analyzed from a multimodal perspective with the support of a framework. The framework is based on compositions of text, image, colors, signs and symbols to make visible how a textbook is structured. The content was analyzed from a second language perspective regarding the students´understanding. In the quantitative frequency table, there were many subject-specific words, concepts, explanatory text and pictures, which indicates that there are explanations to support second language students. The results show that the multiomodal aspects of textbooks, which aim to help and clarify subject-specific words and concepts for second language students in their understanding, do not always do so. It turned out that there were gaps in the interaction between text and image. The study shows that there is a difference between the textbooks. One textbook clarifies the understanding of the concept more through better interaction with images, while the other textbook does not make it as clear. / Syftet med studien är att öka kunskapen om vilket stöd det finns i läromedel i biologi, fysik och kemi för årskurs 1-3, för att stärka elever som har svenska som andraspråk. I den svenska skolan finns det många elever som har ett annat modersmål än svenska. Baserat på studiens kriterier landade urvalet på två läromedel, Boken om NO och Puls NO-boken.Dessa två läromedel har analyserats med en kvantitativ innehållsanalys och en kvalitativ textanalys. I den kvantitativa innehållsanalysen producerades en frekvenstabell som innehåller ämnesspecifika ord och begrepp. I den kvalitativa textanalysen analyserades uppslag ur ett multimodalt perspektiv med stöd av ett ramverk. Ramverket bygger på kompositioner av text, bild, färg tecken och symboler för att synliggöra hur en lärobok är uppbyggt. Innehållet analyserades ut ett andraspråksperspektiv med hänsyn till elevernas förförståelse. I den kvantitativa frekvenstabellen fanns det många ämnesspecifika ord, begrepp, förklarande text oh bilder, vilket tyder på att det finns förklaringar för att stödja andraspråksstudenter. Resultaten visar att de multimodala aspekten av läroböcker, som syftar till att hjälpa och förtydliga ämnesspecifika ord och begrepp för andraspråkselever i deras försåelse, inte alltid gör det. Det visade sig att det fanns luckor i interaktionen mellan text och bild. Studien visar att det finns en skillnad mellan läroböckerna. En lärobok klargör förståelsen av begreppen mer genom bättre interaktion med bilder, medan den andra läroboken inte gör det lika tydligt.

Today’s modern society is multicultural, school is therefore a meeting place for pupils withdifferent experiences, prior knowledge, and mother tongue. Second language students whohave not yet developed good skills in various subject languages, face several challenges inupper secondary school. To succeed in different school subjects these students need todevelop language that is specialized for each school subject. The purpose of this study is toexamine how social science teachers in the upper secondary school experience and work withsecond language students who have difficulties with content-based language. The appliedmethod in the study is qualitative interviews. The theoretical framework is based on differentconcepts of literacy to analyze the results. The results in this study show that the teachers useboth similar and different methods to develop second language students’ understanding ofconcepts, reading, and writing skills, subject language, and subject knowledge. However,several differences between teachers’ perceptions and approaches are also discerned. Theteachers in this study understand the importance of placing the language in focus within thesubject, however some of the teachers experience difficulties with integrating language andsubject into the teaching.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2022 / Interlanguage (IL) is a phenomenon that occurs in different language learning contexts including institutions of Higher Education (HE) were English is used as a language of tuition in South Africa (SA). This study researched the IL of first-year English language students at the University of Limpopo (UL) within Polokwane Municipality in Limpopo Province (LP). The research design was explanatory, and a qualitative approach was used. Through interview sessions with first-year English language students and lecturers responsible for teaching these first-years, important insights into the dynamisms of IL in practice were gained. Some of the key findings of this explanatory study was that first-year English language students were unable to communicate effectively in L2, hence, the IL traits manifested in students’ communication. This enhances some understanding of the challenges they experience inside and outside the classroom. The study re-asserts that IL hampers the students’ optimal participation in the target language learning process. The study further highlights that students’ inadvertent use of IL affect their command of the Language of Learning and Teaching in an English language learning environment. This study has also revealed that although lecturers regard IL as an important teaching and learning resource, they do not seem to hone in IL use in a bid to improve the English language students’ performance and mastery of the Language of Learning and Teaching at first-year level.

The problem addressed in this project is the high attrition rate among English as Second Language (ESL) students in a local community college associate degree nursing program. If the retention problem is addressed, the increase in the number of ESL nursing student graduates could result in a more diverse nursing workforce, reflecting the diversity of the community. The purpose of this study was to examine student and faculty views regarding factors that contribute to the academic success and retention of ESL students. To that end, a qualitative case study approach was used, guided by the theoretical frameworks of Cummins's contextual interaction theory and Freire's and Mezirow's transformational learning theory. By using purposeful sampling, 8 ESL students and 5 faculty members were interviewed in both structured and unstructured interviews. The data were decoded using Nvivo computer software to establish themes and categories for analysis. The themes pointed to faculty lacking: (a) cultural awareness and sensitivity, (b) knowledge of the academic needs of ESL students, (c) knowledge of teaching strategies to accommodate the learning of ESL students, and (d) skills to prepare ESL students for what to expect. The findings led to creating a professional development workshop for faculty and led to recommending that the director and dean of the nursing program make it mandatory for faculty to continue their education on skills to improve academic success of ESL students. The findings suggest administrators should make cultural awareness competency compulsory. These efforts and faculty training may result in broader positive social change for ESL students and faculty, administrators, and the community, improving the number of graduating nurses to serve a diverse patient population.

<p>Upp till 15 % (Statistiska centralbyrån, 2005) av barnen i Sverige har en utländsk bakgrund. Detta innebär bl. a. att andelen elever med en annan språklig och kulturell bakgrund kommer att öka. Det är därför angeläget att lärare utvecklar en kompetens att undervisa barn och ungdomar som har ett annat modersmål än svenska.</p><p>I detta arbete kommer jag att fokusera på att göra en genomgång av litteratur som innefattar matematikundervisningen med fokus på andraspråkselever. En intervjuundersökning med tre berörda lärare som undervisar i matematik i en förberedelseklass på en gymnasieskola har också genomförts. Frågorna i intervjuerna behandlar matematikundervisningen för elever, som har ett annat modersmål än svenska. Det är frågor rörande undervisningsmiljö, bl. a. hur lärare kommunicerar med elever som inte kan svenska än; om det utgör en skillnad ifall den nytillkomne eleven redan har vissa matematiska kunskaper från hemlandet; hur planerar lärare undervisningen för en elev på vägen till betyget, vilka hjälpmedel använder lärare i undervisningen. Jag tog även upp frågor om samarbete mellan matematiklärare och hemspråkslärare.</p><p>Resultaten av min studie visar att andraspråkseleverna lyckas mindre bra än svensktalande elever pga. språket. Även de elever som klarar vardagssvenska relativt bra har svårt att förstå matematisk terminologi och även svenskan i matematiska sammanhang. När en lärare inte kan elevens hemspråk provar sig läraren fram genom något gemensamt tredje språk. Det används matematiklexikon från Skolverket och även hemspråkslexikon. Lärare uppmuntrar elever att skriva egna glosor. Läraren använder mycket visuella material i sitt dagliga arbete, så som bilder, kort, skisser, OH bilder. Laborativa medel som litermått, decilitermått, måttband, våg, kubikmeter, kubikcentimeter. Dessutom använder läraren matematiska ramsor, soduku, matematiska spel, vardagsföremål. Lärare använder även sin egen kropp och gester för att förklara matematiska relationsbegrepp, så som större – mindre, högre – lägre osv.</p> / <p>Because of the large and increasing number of second-language students, teachers should develop the competence in mathematics education of minority students.</p><p>This essay focuses on findings in the literature about education in mathematics of minority students. Three teachers who are teaching mathematics in the prepare-class at gymnasium were interviewed.</p><p>Following issues are discussed, the professional attitudes to educational environment, communication with the new-arrived students; if the mathematical knowledge from the land of origin makes the possible difference; how education is planned in order to give certification; which practical teaching aids are used in the education. Further cooperation between the native-language teacher and mathematics teacher is discussed.</p><p>In the situations, when students can not speak Swedish, the teacher and the student use sometimes another language which is common for them both. A lot of practical aids are used in the education. Even mathematical strings of words, soduku, mathematical games, and everyday-used articles are widely used. Body language and gests are generally used to explain the mathematical relation concepts.</p>

Upp till 15 % (Statistiska centralbyrån, 2005) av barnen i Sverige har en utländsk bakgrund. Detta innebär bl. a. att andelen elever med en annan språklig och kulturell bakgrund kommer att öka. Det är därför angeläget att lärare utvecklar en kompetens att undervisa barn och ungdomar som har ett annat modersmål än svenska. I detta arbete kommer jag att fokusera på att göra en genomgång av litteratur som innefattar matematikundervisningen med fokus på andraspråkselever. En intervjuundersökning med tre berörda lärare som undervisar i matematik i en förberedelseklass på en gymnasieskola har också genomförts. Frågorna i intervjuerna behandlar matematikundervisningen för elever, som har ett annat modersmål än svenska. Det är frågor rörande undervisningsmiljö, bl. a. hur lärare kommunicerar med elever som inte kan svenska än; om det utgör en skillnad ifall den nytillkomne eleven redan har vissa matematiska kunskaper från hemlandet; hur planerar lärare undervisningen för en elev på vägen till betyget, vilka hjälpmedel använder lärare i undervisningen. Jag tog även upp frågor om samarbete mellan matematiklärare och hemspråkslärare. Resultaten av min studie visar att andraspråkseleverna lyckas mindre bra än svensktalande elever pga. språket. Även de elever som klarar vardagssvenska relativt bra har svårt att förstå matematisk terminologi och även svenskan i matematiska sammanhang. När en lärare inte kan elevens hemspråk provar sig läraren fram genom något gemensamt tredje språk. Det används matematiklexikon från Skolverket och även hemspråkslexikon. Lärare uppmuntrar elever att skriva egna glosor. Läraren använder mycket visuella material i sitt dagliga arbete, så som bilder, kort, skisser, OH bilder. Laborativa medel som litermått, decilitermått, måttband, våg, kubikmeter, kubikcentimeter. Dessutom använder läraren matematiska ramsor, soduku, matematiska spel, vardagsföremål. Lärare använder även sin egen kropp och gester för att förklara matematiska relationsbegrepp, så som större – mindre, högre – lägre osv. / Because of the large and increasing number of second-language students, teachers should develop the competence in mathematics education of minority students. This essay focuses on findings in the literature about education in mathematics of minority students. Three teachers who are teaching mathematics in the prepare-class at gymnasium were interviewed. Following issues are discussed, the professional attitudes to educational environment, communication with the new-arrived students; if the mathematical knowledge from the land of origin makes the possible difference; how education is planned in order to give certification; which practical teaching aids are used in the education. Further cooperation between the native-language teacher and mathematics teacher is discussed. In the situations, when students can not speak Swedish, the teacher and the student use sometimes another language which is common for them both. A lot of practical aids are used in the education. Even mathematical strings of words, soduku, mathematical games, and everyday-used articles are widely used. Body language and gests are generally used to explain the mathematical relation concepts.

The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.

Orientador: Angela Kleiman / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T10:22:50Z (GMT). No. of bitstreams: 1 Tapias-Oliveira_EvelineMattos_D.pdf: 1497034 bytes, checksum: 6756d0bb5e78494c6a8c0394bdb68913 (MD5) Previous issue date: 2006 / Resumo: A presente tese de Doutorado conduz análise lingüístico-enunciativo-discursiva de diários produzidos por alunos universitários, iniciantes no curso de Letras, buscando evidências da sua construção identitária profissional no mundo figurado do Ensino Superior. Os dados dos diários foram obtidos em uma pesquisa-ação, em que as vivências ocorridas nas atividades partilhadas em sala forneceram subsídios para autopercepção dos alunos (desde o que aprendiam, em que medida, até como o faziam ¿ com dificuldade, facilidade, assombro). Os objetos de análise (os enunciados dos diários) mostram os alunos configurando-se em professores de várias maneiras. Uma delas refere-se ao posicionamento dos sujeitos (pelo uso das pessoas verbais, do tratamento mais ou menos cerimonioso) nos diários. O modo como vêem a si mesmos (sua imagem) também configura a imagem (ethos) de seu interlocutor nos diários, geralmente seu professor. Esses posicionamentos assumidos acabam por configurar, inclusive, o próprio gênero que está sendo escrito pelos sujeitos nos diários, no seu estilo e forma. Os dados também evidenciaram que a construção identitária não é incólume, nem fácil, nem sem problemas; pelo contrário, os sujeitos apresentam diferentes vozes em orquestração, em seus enunciados. A orquestração muda ao longo do tempo nas percepções dos sujeitos. Escolha lexical, adjetivos e comparações, entre experiências presentes e passadas, são as evidências principais. Além disso, foi analisada a relação dos sujeitos com o saber (como um objeto a ser possuído, uma atividade a ser partilhada, ou uma forma de ser e de agir na profissão), em suas metáforas e referenciações. Investigamos, também, o que significa, para os sujeitos, ser professor. Na modalidade deôntica, na assertividade e nos verbos de processo mental com caráter volitivo, os sujeitos tecem novas imagens profissionais para si, diferentes das de seus antigos professores. A prática diarista, em razão dos resultados obtidos, configura-se um instrumento cultural útil, por prover os sujeitos de um espaço-tempo para reflexão e verbalização de suas idéias e pensamentos, cada um a seu ritmo, o que os ajuda na própria construção identitária profissional e faz com que haja a possibilidade da constituição de novos mundos / Abstract: The present thesis develops a linguistic-discursive analysis of diaries, produced by freshmen language college students. The aim is to detect evidences of their professional identity construction as teachers in the figured world of Higher Education. In the diaries, subjects tell of their perception about their own learning in activities they were enrolled in their Portuguese language classes. They also tell of their quest, their discoverings and difficulties in the process. Data (their utterances in the diaries) analysis shows students becoming teachers from the very beginning in a manifold of ways. One of these ways is their positioning in the diary that we can perceive, for instance, by verb tense voice and formality. By positioning themselves according to an image (ethos) they have for themselves, they also show the image they have of their teacher ¿ the person usually addressed to in the diaries. By the constitution of these imagined personae, subjects constitute genres as far as style and form are concerned. Data analysis also shows that identity construction is not a safe and easy path. Subjects have different voices in orchestration while they utter. This orchestration changes over time in the subjects perceptions. Adjectives, word choice, and comparisons between what is new to them and what previously took place in their education are the main evidences. The relation students have with knowledge (as an object, as an action and as a way of being) is also studied in metaphors and in ways of referring to it. The research also deals with what for the students, constitutes being a teacher. Using deontic mode and assertivity, as well as verbs in the mental process expressing will, the beginners build for themselves a new image of being a teacher, different from that of their past teachers. According to the results, diary practice is understood as a cultural tool to help students, since it provides a privileged space and time for thinking out and wishing for a different more engaged and responsible future teacher practice, making it possible for new worlds to come about / Doutorado / Linguistica Aplicada / Doutor em Linguística Aplicada

Syftet med denna studie är att fördjupa kunskapen om hur lärare arbetar med problemlösning för andraspråkselever. Urvalet i studien är fyra lärare som genom semistrukturerade kvalitativa intervjuer delger sina tankar, åsikter och erfaren­heter kring ämnet. Resultatet visar att lärare har en entydig bild av att anpassningar bör göras för att andraspråkselever ska nå kunskapskraven i mate­matik. Dessa anpassningar görs genom olika metoder och arbetssätt, exempelvis finger­femman och att låta eleverna presentera sina olika lösningar för varandra. Lärare finner det gynnsamt att låta eleverna arbeta tillsammans och vara varandras draghjälp. Arbetet med ord- och begreppsförståelse är en viktig del för elevernas kunskaps- och språkutveckling. Detta arbete underlättas och tydliggörs med hjälp av bildstöd och konkret material. Studiens slutsats är att språket ses som den största svårigheten i problemlösningsarbetet. Lärare använder olika arbets­metoder och tillvägagångssätt för att hjälpa andraspråkelever att utvecklas både språkligt och matematiskt. Kamrat- och språkstöttning ses som användbara mede­l till att hjälpa de elever som har otillräckliga språkkunskaper. Däremot ska ansvaret inte ligga hos eleven när det gäller olika översättningssituationer, då det inte är förenligt med barnkonventionen. Samtidigt upplever lärare att språk­stöden tenderar att översätta för mycket, till följd av en avsaknad pedagogisk utbild­ning. / The purpose of this study is to deepen the knowledge of how teachers work with problem solving for second language students. The sample in this study are four teachers who, through semi-structured qualitative interviews, share their thoughts, opinions and experiences on the topic. The results show that teachers have a clear picture of the adjustments that should be made for second language students to reach the knowledge requirements in mathematics. These adapta­tions are made through different strategies and working methods, such as the five fingers-method and letting the students present their different solutions to each other. Teachers find it beneficial to let students work together and be each other's support. The work with word and concept comprehension is an important part of the students' knowledge and language development. This work is facilitated and clarified with the help of image support and laboratory materials. The study con­cludes that language is seen as the biggest difficulty in problem solving. Teachers use different working methods and approaches to help second language students develop both linguistically and mathematically. Peer support and interpreters are seen as useful means to help students who have insufficient language skills. However, the responsibility should not lie with the student when it comes to differ­ent translation situations, as it is not compatible with the Convention on the Rights of the Child. At the same time, teachers feel that interpreters tend to trans­late too much, due to a lack of pedagogical training.

El presente estudio tiene como objetivo explorar la relación existente entre las estrategias de aprendizaje y el conocimiento de los caracteres chinos de 26 alumnos de chino mandarín desde los 18 años que utilizan el libro «新实用汉语课本3 (El nuevo libro de chino práctico 3)» en tres instituciones de Lima, Perú. Esta interrogante surgió a partir de la dificultad de los estudiantes de chino mandarín como lengua extranjera para aprender los caracteres chinos y sus significados. Asimismo, debido a la falta de información sobre estrategias de estudio para esta lengua, pues la mayoría de recursos están destinados principalmente para el aprendizaje de inglés. Para ello, se tomó como referencia la investigación realizada por la Pontificia Universidad Javeriana de Colombia que busca conocer cuáles son las diversas estrategias de aprendizaje utilizadas por sus estudiantes para el aprendizaje de los caracteres chinos. Además, se adaptó como instrumento de medición para este estudio el formulario conocido como SILL (Strategy Inventory Language for Learning) de Oxford (1990) que contiene estrategias de aprendizaje directas e indirectas relacionadas al campo de aprendizaje de una segunda lengua. De esta manera, los resultados obtenidos señalan que existe una correlación entre el uso de las estrategias de aprendizaje y el conocimiento de los caracteres chinos. Así, las tres estrategias consideradas como las más efectivas pertenecen al grupo de las estrategias de aprendizaje cognitivas y son: usar aplicaciones para aprender vocabulario nuevo, hacer dictados y resolver ejercicios de escritura. / This study aims to explore the relation between the learning strategies and the knowledge of Chinese characters in 26 students of Mandarin Chinese from 18 years onwards that study with the book “新实用汉语课本3” (The New Book of Practical Chinese 3) in 3 institutions in Lima, Peru. This question derives from the difficulty students of Mandarin Chinese as a foreign language face to learn Chinese characters and their meaning. Moreover, due to the lack of information about learning strategies for this language and due to the fact that most of the resources are aimed to the learning English. To that end, the research done by the Pontifical Javierian University of Colombia that seeks to know the variety of strategies used by its students to learn Chinese characters was used as reference for this thesis. In addition, this study adapted as measurement instrument the form known as SILL (Strategy Inventory Language for Learning) from Oxford (1990) that describes direct and indirect learning strategies related to the second language field. In this way, the results show that there is a co-relation between the use of learning strategies and the knowledge of Chinese characters. Thus, the three strategies considered as the most effective belong to the cognitive learning strategies and are the following: using apps to learn new vocabulary, dictations and solving writing exercises / Tesis