View description: The purpose of this study is to investigate in what way the mother tongue language education integrates in a compulsory school activities and also which significance it has to the students who studies mother tongue language. My questions are following: How does the cooperation look like between mother tongue languages teacher, teacher and principal? How do students perceive the mother tongue language education? How does the mother tongue language education take place at the school? Method: This investigation is classified as a qualitative study and consists of theoretical points and empirical material such as interviews and observations.  Based on hermeneutic view of tradition which means that I interpret all my material. Results: My results of this study is that the mother tongue language education does not integrate with the other school activities and the mother tongue language teachers does not cooperate with other teachers or principal at this school. The reason for this is mainly because the mother tongue language teachers work situation. I´ve also seen that language has to do with the creation of a personal identity. The students who studies mother tongue language education is generally happy with this type of education but agrees with that they only can use their mother tongue language outside school and at the mother tongue language education. Ann Ludvigsson writes in her thesis about how important it with the cooperation between teachers and how that can be good for the students development (Ludvigsson 2009:19-22).

Vårt syfte med denna kunskapsöversikt är att sammanställa vad forskningen säger om hur SO-lärare kan anpassa sin undervisning för elever som inte har svenska som modersmål. Vi har därför använt oss av specifika databaser som är anpassade efter att söka efter vetenskapliga texter och som gav oss betydelsefulla resultat. Det resulterade i att vi främst fann granskade vetenskapliga artiklar, men även några digitala medier som är relevanta för vår frågeställning. Resultatet av vår kunskapsöversikt, tyder på att lärare kan göra mycket för att främja andraspråkselevers utveckling och välbefinnande. Lärarens förhållningssätt och medkänsla är väsentlig för att ha en inkluderande lärmiljö. Det i sin tur leder till förbättrade relationer i klassrummet, vilket också kan kopplas till att läraren enklare kan undersöka elevernas bakgrunder och erfarenheter. Med hänsyn därtill kan läraren anpassa sin SO-undervisning. Det finns en del hinder och problematik, men vi hoppas kunna tillämpa acklimatiseringarna som krävs i vårt framtida yrke, samtidigt som vi hoppas att fler lärare och lärarstudenter överväger sina anpassningar efter andraspråkselevers behov.

Thesis (Ph. D. (Language and Education)) -- University of Limpopo, 2014 / This research study dealt with specific aspects relating to attitudes of intermediate phase learners, educators, and SGB members towards Xitsonga as medium of learning and teaching in Limpopo. The statement of the study’s problem was articulated against clearly defined contexts. As a foundational slab for the study, the thesis deemed it fit and necessary to give the background to the problem on attitudes in general and language attitude in particular. When the foundation had been laid, the statement of the problem was clearly articulated so as to open a curtain on the niche and the exact problem the thesis sought to investigate. The aim of the study was derived from the title, finetuned in the niche and focused on clearly defined objectives which informed the research lanes the whole project operated in. The significance of the research project was not a stand alone entity, but spoke to the aim and objectives. The police officer of the thesis was the theoretical framework. It directed the process by means of indicating that mother-tongue education as an ideal practice should also be considered for the post foundation phase studies also in South Africa. On its wings, was the behaviourist theory. Unlike its counterpart the mentalist theory, the former was a vehicle through which the study elicited valuable data by observing the behaviour of the target subjects in the Mopani District. Without a well-indicated scope of the study, the investigation would had been too general to address a specific niche. The distinct niche of the thesis was further uncovered and demonstrated by the evaluation of literature survey of various studies on language attitudes in the country as well as the world over. The search design of the study was also a context against which the qualitative approach was used for data gathering instruments, and sampling process. The ethical considerations were clearly outlined and applied accordingly prior and during the data collection process. The thesis would had been incomplete if relevant and up to date literature review was not done. In order to contextualise the thrust of language attitudes among the target research respondents, Chapter Two provided a brief but inclusive overview of (vi) historical data. The data were evaluated against language attitude theories, home language instruction principles, attitudes towards a sample of three dominant Limpopo official languages (that is, Xitsonga, Sepedi and Tshivenḓa), completed research studies that focused on language attitudes, language policy matters and curricula development and implications from the first post apartheid Curriculum 2005 up to the current Curriculum and Assessment Policy Statement (CAPS). The review or survey ended up with a critical evaluation of the concept of multilingualism in South African schools against language attitudes, four periods of language policy in the RSA, as well as the language phenomenon from divine creation to date. Before the fieldwork was undertaken, description was made in some detail on how the research data were collected, possible limitations to the research exercise were spelt out, coupled with counter-measures taken to ensure reliability, validity and objectivity in collecting data, and how analysis and interpretation of research data were actualised. The analysis and interpretation of the research data elicited from learners, teachers, and SGB members yielded almost similar results. The majority of all the respondents across the Mopani District (an average of 80%), displayed very strong negative attitudes towards mother-tongue instruction at Intermediate Phase level. Though learners and teachers had challenges with the use of the source language in class, they still did not favour the target language medium. Only 20% of their counterparts favoured the mother-tongue medium. The volunteer system in the composition of parent component of the SGB members was discovered by the study to be a serious challenge. This challenge does not assist the institutions they are governing to be what they should be. Almost 100% of them exposed themselves through the research tool used that they were not performing the core duties they were expected to perform save signing cheques and solving petty disputes. In conclusion, relevant and appropriate recommendations were made to affected stakeholders. They were addressed mainly to: communities, managers, teachers, government, community leaders, academics, researchers and writers on ways and means of addressing the deep-seated negative attitudes towards Xitsonga as a medium of instruction at Intermediate Phase level of the Mopani District.

<p>Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions:</p><p>• Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic?</p><p><em><strong></strong></em></p><p>• How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test?</p><p><em><strong></strong></em></p><p>In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part. </p><p>Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.</p>

Our work is based on a mathematics test which the students accomplished, interviews with student and teachers who are working on this program and the current literatures. The purposes of this work are to search the importance and the effect of the languages understanding in students learning of mathematic in the Individual high school curriculum. In total, sex students and three teachers took part in our study. Tow of the students is mother tongue language student and the remains are second language student. Our study should answer tow important questions: • Do the student in the Individual high school curriculum have the fundamental knowledge in mathematic? • How does the understanding of Swedish language effect in the understanding of the mathematic problems and in the students results in mathematic test? In order to answer those questions, the students have to complete a mathematic test that consists of four parts. To answer the first questions the student must finish the first three parts of the test. It is about how to calculate addition, subtraction, multiplication and divisions problems and to account number in decimal and break shape. The mother tongue language student passed the test with excellence degree and they refused doing the fourth part. It was voluntary to participate and for this we couldn’t change there mind. Two students didn’t pass this test and they can not complete the fourth part. From the interviews we know that they have problem with concentration, they have ADHD (Attention deficit hyperactivity Disorder) and DAMP. For this they didn’t participate in the forth part.  Just two students finished the fourth part and they passed it with good degree. To analyse the difference in the test results between the students, we make some interviews with teachers and students in the IV program. From the final results of the test and interviews, we realized that the second language students’ difficulties are depended on the defect in the vocabulary in Swedish language, defect in understanding of concepts and expressions and some others factors which can effect in students learning.