Detta arbete ska ge oss en insyn i hur samarbete och samspel mellan förskollärare och modersmålspedagoger sker i förskolan. / The purpose of the study is to examine pedagogue’s awareness of environment, interactions and working methods in the work of multilingual children. The study can give us knowledge about the work that is in the process of multilingual children. The study may also give us an idea of how cooperation takes place between preschool teachers and the native language teachers in the work of multilingual children. The study has given us a deeper knowledge of the interaction between native language educators, children and preschool teachers. The importance of the preschool teacher´s skills and awareness for the children´s language development and the cooperation between preschool teachers, native language teachers and children are also important to this study. Therefore it is important to see how the interaction contributes to multilingual children´s development in preschool. In this study we have also received native language teachers and preschool teacher´s perspective why the native language is important for bilingual children. The research method we chose for our study was the qualitative method. The qualitative method indicated how researchers can obtain the raw data. Four preschool teachers and three native language educators were interviewed (Denscombe, 2009). The result revealed that the cooperation between pedagogues, pedagogues working methods and its conditions played a role in how the two parties were working along with multilingual children. The result also presented that preschool teachers and native language teachers both strive to have a good cooperation with each other. In our study, we assumed Vygotsky's sociocultural theory which involves educators should use communication and collaboration to help bilingual children develop their language.

<p>Researchers have developed strategies used in nursing programs to promote cultural awareness (Hunter &amp; Krantz, 2010). Minimal research has focused on the graduating associate degree-nursing students to determine if a relationship existed between the use of an integrated cultural curriculum and the nursing student&rsquo;s level of cultural awareness (Kardong-Edgren &amp; Campinha-Bacote, 2008, Sealey, Burnett, &amp; Johnson, 2006). The associate degree-nursing program accreditation, statistical, and benchmark reports mandated the integration of diversity content, local, national, and worldwide perspectives in the curricula (NLN, 2008). Additionally societal and cultural patterns must be integrated across the entire nursing school curricula (Board of Registered Nursing, 2012, section 1426-e7). A correlational approach was implemented to determine if relationships existed between the integrated cultural curriculum and level of cultural awareness in graduating associate degree nursing students in a large metropolitan area, such as in Los Angeles (Sealey et al., 2006). The Cultural Awareness Scale (CAS) was used to survey the participants. Based on the findings of the 51 participants surveyed in this study, the cultural awareness level may be attributed to several factors, including the integrated cultural curricula. The nursing student&rsquo;s learning style, perception of faculty, personal experiences, and cultural encounters may also contribute to the cultural awareness level. Analysis of variance results revealed no statistically significant difference on the CAS total or subscale scores based on gender, age, and ethnicity. The outcome of this study may encourage academic affairs leaders to emphasize cultural awareness as a significant student-learning outcome for nursing educational programs. </p>

<p>Internationalization in higher education is an issue of growing importance as the forces of globalism continue to push both social and economic connections from local to global. While this topic is becoming increasingly vital to the health and influence of educational institutions, many, including those within South Dakota, are unaware of the foreign language capabilities or international experiences and attitudes toward internationalization of their full-time faculty members. </p><p> This study investigated the attitudes of, experiences in, and exposure toward internationalization by faculty members across the six public universities within the South Dakota Board of Regents system. Faculty members&rsquo; foreign language background and ability, as well as both their perceptions on the value of internationalization of higher education and their perceptions on institutional receptivity toward internationalization were also examined. Data collected from SD faculty members (n=479) were then compared by demographic factors including gender, age, academic travel, and home institution to discover any trends or connections within these subgroups. </p><p> The findings of this study suggest that South Dakota faculty members not only have a vast and varied background in internationally related experience, but they also overwhelmingly express a desire to further their academic&ndash;k international connections through teaching, research, and service. Results also showed significant differences among faculty perceptions among the six state institutions and between groups of faculty who have traveled for academic purposes and those who have not. </p><p> Along with the findings and discussion of the results of this study, recommendations for improving practice are provided, as are suggestions for future research. </p>

Multilingual theatre offers aesthetic and socio-political outlets for theatre-makers to interrogate linguistic conventions in performance as well as to challenge social identity constructions based on language. However, a polyglossic play text poses particular challenges to translators whose goal exceeds the literary exchange of words in one language for those in another. In performance, the semantic value of speaking in an "other" language is carried in language itself; this is a translation problem if the target culture does not understand the socio-political conditions that determine the value of a speaker's language choice. This subject is here addressed via an interrogation of the meaning of language itself. An analysis of code-switching theory, paired with an examination of post-colonial and theatrical translation theories, provide the necessary framework for an analysis of how Martin Kevan translated Ne blmez jamais les Bdouins in an effort which is sensitive to the cultural context of its performance.

<p>This study is an investigationof the application of dual-medium and parallel-medium models of bilingual schooling as implimented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understandingof the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learnersacademic performanceand language development in dual-medium and parallel-medium classrooms.</p>

I decided to write this thesis many years ago and in the process of ‘becoming’ a Palawa man I finally understood the global agenda between black and white Australians and the direct actions required to attain a traditional form of Aboriginal democracy. I share in this understanding in this thesis. Mind you I share with trepidation because the options are very existential to the prevailing discourse. However a doctoral thesis will add to the body of knowledge not simply to confirm existing theoretical discourse or to leave this discourse un-challenged. Therefore this thesis is about the critical mass of cultural variables pertaining to teaching of Australian Indigenous peoples and the conduct of meaningful research. Its primary intent is to offer an alternative to the inappropriate methodologies that currently apply in the generic areas of pedagogy and research (in their broadest sense). In my opinion at present both these areas are pathologically dominated by Western thought. The idea of change and alternative paradigms is addressed in the introduction and this thesis is not intended to achieve anything more than a hearing of these options. This is why the discourse of this knowledge terrain in this thesis is so diverse and so demanding of the reader. The core notion of this discourse is the Japanangka Teaching and Research Paradigm.The Japanangka Teaching and Research Paradigm has as its core the articulation of eight dimensions or sub-paradigms. These are the quality of life dimensions: Cultural, Spiritual, Secular, and the other five: Intellectual, Political, Practical, Personal and Public dimensions. These eight constitute the sum of human experience relevant to the daily lives of Aborigines and as such are key categories to the unravelling of the seemingly imponderable mystery of “learning journey paths” so critical to the success of our students in formal Western education activities.

I decided to write this thesis many years ago and in the process of ‘becoming’ a Palawa man I finally understood the global agenda between black and white Australians and the direct actions required to attain a traditional form of Aboriginal democracy. I share in this understanding in this thesis. Mind you I share with trepidation because the options are very existential to the prevailing discourse. However a doctoral thesis will add to the body of knowledge not simply to confirm existing theoretical discourse or to leave this discourse un-challenged. Therefore this thesis is about the critical mass of cultural variables pertaining to teaching of Australian Indigenous peoples and the conduct of meaningful research. Its primary intent is to offer an alternative to the inappropriate methodologies that currently apply in the generic areas of pedagogy and research (in their broadest sense). In my opinion at present both these areas are pathologically dominated by Western thought. The idea of change and alternative paradigms is addressed in the introduction and this thesis is not intended to achieve anything more than a hearing of these options. This is why the discourse of this knowledge terrain in this thesis is so diverse and so demanding of the reader. The core notion of this discourse is the Japanangka Teaching and Research Paradigm.The Japanangka Teaching and Research Paradigm has as its core the articulation of eight dimensions or sub-paradigms. These are the quality of life dimensions: Cultural, Spiritual, Secular, and the other five: Intellectual, Political, Practical, Personal and Public dimensions. These eight constitute the sum of human experience relevant to the daily lives of Aborigines and as such are key categories to the unravelling of the seemingly imponderable mystery of “learning journey paths” so critical to the success of our students in formal Western education activities.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 198-202). Available also in a digital version from Dissertation Abstracts.

Mother tongue in preschool    This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue. The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them.  Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.

This dissertation examines the histories of the University of Arizona (UA) and the University of New Mexico (UNM) before 1910. This project brings a trans-hemispheric approach to composition history by developing a theory of "frontier rhetoric" as a lens for analysis. Used to describe the rhetorical strategies that emphasize narratives of progress to disenfranchise others, frontier rhetoric allows us to examine the ways in which colonialism is embedded within institutions and reproduced by curriculum and policies. In the case of UA, institutional stakeholders envisioned their university as an Americanization project that both opened up Arizona’s natural resources to profit, while creating a citizenry devoted to defending their country. In the case of UNM, we see a subtler manifestation of frontier rhetorics, such as in the way Spanish was emphasized for the purposes of sending multilingual teachers out into the primarily Spanish speaking regions of the territory. An analysis of the students' curricular and extra-curricular writing from this time shows that students had the opportunity to challenge and resist frontier rhetorics through newspaper writing. The curricular and extra-curricular use of public genres such as newspapers allows students to take a more active role in negotiating their own understandings of citizenship and community engagement. Finally, this dissertation connects these histories to the present by discussing the ways in which writing program administrators can use frontier rhetoric to assess the inclusivity of their programs and adopt a translingual orientation in an effort to combat monolingual mentalities. This history makes visible the ways in which colonial legacies are embedded within our educational institutions, challenges the Eurocentric tendencies of composition histories, and offers new perspectives on the ways in which rhetorical education can both reproduce and resist oppressive attitudes about language, race, and culture.