This paper investigates the methods used by teachers when teaching elementary mathematics to children with Swedish as their second language. The original mathematical terminology derives from Latin, Greek and Arabic, this terminology is not of great importance in this paper, the everyday language spoken in elementary classes when teaching mathematical concepts and calculations to younger children is. The use of everyday language is an advantage for children with Swedish as their second language as mathematical problems presented in a more plain language is easier to comprehend and solve than problems in mere numerals. Special teachers in home language classes often have the task of clarifying the mathematical concepts, introduced to the children during mathematical lessons, in the pupils first acquired language. A qualitative method was used in this study. The research material consists of interviews and observations. Two teachers and a home language teacher, all from one school, participate in the study. The research results show the importance of ordinary language terminology in mathematics for beginners. The participants of the study are aware of the importance of language in mathematics and actively work with the vocabulary in the languages involved. The various methodologies used to introduce mathematical vocabulary to the students differed among the teachers.

According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012

According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems. / MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012

The aim of this Master thesis is to present language situation in relation to mother tongue of students of Czech school without borders (abbreviated as CSBH Paris). The thesis is divides into two parts -theoretical and practical. In the first part, we define terms such as mother tongue, the first language and the second (foreign) language. This thesis deal with bilingualism and multilingualism, which are important for determination of the target group of pupils of the CSBH Paris. With use of questionnaires applied on students and parents we can determine specific czech-french bilingualism of students of CSBH Paris. In the second part we analyze educational materials - textbooks that are used by teachers at CSBH Paris, and at the end we get to the subject of your practical research, outline specific teaching methods and design teaching materials that can be used in Czech language classes with regard to linguistic reality of pupils in the second grade of the Czech School without borders Paris. Key words: mother tongue, bilingualism, curriculum, Czech school without borders, teaching materials, textbooks

The aim of this study is to investigate the ability of multilingual children to develop their mother tongue in preschool and what language developmental methods the pedagogues use to contribute to this. To answer this, the questions were broken down to investigate the availability of mother tongue support, how the pedagogues draw attention to children’s different native languages in the business, and what language developing approaches they use.   Through interviews with active pedagogues in pre-schools, the different conditions under which children are being supported in developing their mother tongue, how the mother tongue is highlighted in activities, and the different teaching methods of the pedagogues to develop children's languages is made visible. The study's results showed that pre-schools are aware of the importance of the mother tongue in language development and therefore offer the children some form of mother tongue support. They also try to help children learn each other's mother tongue and cultures to show openness to each other, but also gave examples of many different language developing ways of working.   To provide children with a language rich environment through interaction and conversation is the prerequisite for a good language development. By doing this in a language relevant for the child, pedagogues can provide support and opportunities for the child to develop their mother tongue, which facilitates secondary language learning.   The idea is to contribute knowledge and awareness about how pre-school pedagogues should and need to work with the mother tongue development of multilingual children to support the development of a second language