The purpose of this study is to find out whether pupils English language learning benefits from using Swedish during the English lessons. I decided to collect my material from interviews in combination with classroom observations. I chose to start with the observation of the class and the teacher during one lesson before I did my interview. It is difficult to draw any conclusions of this with only the two schools I visited. If I were to do it again I would have chosen two schools that both start teaching English at the same age and devote the same amount of time each week to learning English. I did not discover any findings to support my theory that it would be beneficial to exclude Swedish during English lessons, nor did I find the opposite. The teachers from the observations felt it was necessary to use Swedish during the English lessons with the argument that it helped them learn Swedish better. Since that was not exactly my question I felt that my findings were inconclusive.

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular multilingual school use Swedish when they teach English in a multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English.

Purpose. The purpose of this study was to investigate whether students in bilingual designated classes who received B/CC instruction by a teacher with a B/CC Specialist Credential have higher gains in reading and math when compared with students who received instruction by a teacher with a B/CC Certificate of Competence and a B/CC Waiver Certificate. This study measured bilingual instruction based on a statistical comparison between student achievement and the kind of bilingual certificate. Procedures. The data was collected from two school districts: Alum Rock Unified School District in San Jose California and Stockton Unified School District in Stockton, California. The population consisted of 600 students, 300 per district and 75 teachers, about 37 per district. A total of 286 students and 48 teachers were selected for this research. The 48 teachers were divided into three groups of 5 to a group: B/CC Specialist Credential, B/CC Certificate of Competence and B/CC Waiver Certificate. The students were also divided into three groups of 25 to 30 students in a group. The students were closely matched with the teacher groups on the basis of recorded test results on pre and post tests in reading and math for each grade level. A total of 9 groups of teachers and students comprised this research. A questionnaire was selected to collect information from the teacher group. The questionnaire asked for information regarding ethnic background, linguistic background, certification, number of years teaching bilingual education, location of training and certification, male or female, years in the present position, school district, grade level now teaching and the school at which presently teaching. The purpose for this questionnaire was for careful selection of teachers and matching of students to teachers. A locally devised test was used for student achievement results for Stockton Unified School District. The Language Arts Scope and Sequence (LASS) and the Math Scope and Sequence (MSS). The Metropolitan Achievement Test results were used for Alum Rock School District. Both tests were reviewed for reliability and validity. Analysis of Covariance, two way analysis of variance and one way analysis of variance were employed to determine significant difference between student achievement and the kind of B/CC teacher certification. The level of statistical significance adapted for this study was set at the .05 level. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

<p> Was Jesus multilingual? Which languages did he speak? What does the linguistic composition and sociolinguistic situation of first-century Palestine look like? On what occasions were Hebrew, Aramaic, Greek, and Latin spoken in that ancient community? These questions have biblical scholars searching for answers since the sixteenth century, proposing different opinions on the issues related to these questions. Answers to these questions significantly influence our understanding of the various sociolinguistic elements and facets of early Christianity, the early church, and the text of the New Testament. But those answers depend upon our depiction of the multifarious sociolinguistic dynamics that compose the speech community of ancient Palestine, which include its historical linguistic shifts under different military regimes, its geographical linguistic landscape, the social functions of the languages in its linguistic repertoire, and the specific types of social contexts where those languages were used. Using a sociolinguistic model, this study attempts to paint a portrait of the sociolinguistic situation of ancient Palestine, consequently providing answers to these questions.</p> / Thesis / Doctor of Philosophy (PhD)

The aim of the study was to explore the unique needs and strengths of multilingual students when learning math and problem-solving and how the teacher should create the education with problem-solving for multilingual students. The result is based on these two questions that were developed in relation with the purpose. This study is based on ten scientific articles chosen from the databases Education Research Complete and ERIC by EBSCO. The result shows that multilingual students should be encouraged to use their different languages as it strengthens their knowledge development. They must also be allowed to work in various ways with problem-solving to develop relevant abilities.Overall, it is crucial for teachers to be aware of the needs of multilingual students and to make appropriate accommodations in order to support their learning and development. Furthermore, the study will show how multilingual students are having some benefits while working with problem-solving such as they are being more creative and adaptable. The conclusion indicates that multilingual students need some support in the work with problem-solving. It is therefore significant that the teacher can accommodate these needs and adjust the problem-solving activities.

The proposed goal of this research was to take the data gathered and implement it in analyzing the potential reformation of programs in need of evaluation, assessing the potential benefits of further development in the field of bilingual education in the United States as a nation. Using data collected in the Central Florida region as a microcosmic example of how existing programs function in the modern elementary educational system, the purpose of this study was to demonstrate through the conduction of interviews with local teachers and currently available research that a more suitable standard for bilingual education is both necessary and valuable for our school systems and for the future of our students as productive and capable adults. As a survey of the current state of bilingual education in Central Florida elementary schools, this research sought to establish a clearer panoramic view of the ways in which our system is perceived as observed directly through those participating and facilitating it firsthand in local classrooms. Classroom observations and data gathered from educational professionals within the participating elementary school system, inclusive solely of those implementing a bilingual program as a method of assimilation for a high population of Spanish-speaking students transitioning to a targeted language of English, were the primary basis of this research, supplemented by existing psychological and educational research in the field of language acquisition and development in young children. Results have suggested that current methods of bilingual instruction are based upon the integrated standards of three existing models: transitional bilingual education, immersion, and English as a Second Language.; The three appeared to be functioning in such a way that does not fully allow for a wide range of learning needs to be met, and that furthermore does not fully support a directed initiative toward a future in consistently dynamic and progressive research in the bilingual field, such that a standardized system flexible enough to encourage the needs of a diverse population might be realized. With further standardization and research, bilingual education might itself become a standard of American education for all students, native and non-native.

No description available.

Syftet med studien är att undersöka hur några lärare i grundskolan beskriver flerspråkiga elevers hinder och möjligheter i sin andraspråksutveckling i svenska och försöka förstå hur de arbetar med dessa elevers språkutveckling. Denna studie bidrar med kunskap och förståelse kring: andraspråkselevers språkutveckling, deras dubbla uppgifter att både lära sig undervisningsspråket och innehållet, hur vi tillsammans i skolans värld kan undanröja hinder och möjliggöra en god språk- och kunskapsutveckling. Data har samlats in genom halvstrukturerade intervjuer med fyra lärare som tillsammans representerar tre skolområden. Undersökningen är kvalitativ med en sociokulturell ansats där språket, redskapens redskap, står i fokus. Sammanfattningsvis visar resultaten att lärarna lägger stor vikt vid undervisning av ord, begrepp och förståelse. Tid och engagemang läggs på att: skapa relationer med eleverna, planera upp och bedriva språkförebyggande undervisning, som de ser gynnar och har betydelse för andraspråkselevers språkutveckling i svenska. Detta resultat framkommer även i andra studier som jag tagit del av. Med flerspråkiga elever menas elever som lär sig behärska fler än ett språk. Begreppen förstaspråk och andraspråk förkortas L1 och L2. Där L står för language och handlar om den ordningsföljd barnet lär sig språket, och har inget att göra med behärskningsgraden (Abrahamsson &amp; Bylund, 2012). / The purpose of the study is to investigate how some teachers in primary school describes multilingual students’ obstacles and opportunities in their second language development in Swedish and try to understand how the teachers work with these students' language development. This study contributes with knowledge and understanding of: second language learners’ language development, their dual assignment to both learn the language and content, how we in education can remove barriers and allow a good language- and knowledge-development. Data were collected through semi-structured interviews with four teachers who together represent three school areas. The study is qualitative with a socio-cultural approach in which language, the gear tools, are the focus. In summary, the results show that the teachers put great emphasis in teaching words, concepts and understanding. Time and dedication is put on: creating relations with the students, planning and conduct up language teaching prevention, which they see benefits and are important for second language learners’ language development in Swedish. This result is also indicated in other studies that I have read. Multilingual pupils mean students learning to master more than one language. The terms First language and Second language shortened L1 and L2. Where L stands for language and the figure is about the order the child learns the language, and has nothing to do with mastery level (Abrahamsson &amp; Bylund, 2012).

Denna kvalitativa studie undersöker pedagogers beskrivningar av deras arbete med flerspråkighet i förskolan samt vilka utmaningar och möjligheter de upplever med den språkliga mångfalden. Förskolans pedagoger har i uppdrag att stimulera barns modersmål och svenska språket. Tidigare forskning visar att pedagoger har olika uppfattningar av att tillvarata barns flerspråkighet och använda dessa i förskolan. I denna studie har det svenska språket visat sig vara det språk som pedagogerna vill att barnen främst ska tillägna sig, även om det finns flera språk representerade bland barnen på förskolan. De intervjuade pedagogerna i denna studie förklarar att de medvetet arbetar med svenska språket på förskolan, för att skapa ett gemensamt språk för alla. På olika sätt visar de intervjuade pedagogerna också ett intresse för barns olika modersmål. Däremot beskriver pedagoger att det är utmanande att stimulera barnens modersmål, på grund av olika skäl. Bland annat ses bristen på pedagogernas språkkunskaper och modersmålspedagoger problematisk.

How teachers perceived and experienced the implementation of a multilingual approach in their classrooms during the first year of implementation in Switzerland is poorly understood by policy makers and teachers. Findings from three pilot studies conducted before the implementation indicated that teachers had transferred only few aspects of the new multilingual approach into practice. Guided by constructivist learning and third language acquisition theories, this study explored how teachers perceived and experienced the implementation of the multilingual approach. A purposeful criterion sample of primary school English language teachers at Grade 5 who had completed a professional development program was targeted for this qualitative case study. Data were collected from interviews with and classroom observations of 8 teachers. Data analysis, conducted using initial and axial coding, revealed that teachers implemented the multilingual approach by closely following the instructions provided in a teacher manual, but needed more time to conceptualize the teaching and learning materials and to collaborate with other language teachers. These results prompted the development of a project to establish professional learning communities (PLCs). In PLCs, teachers will have time to engage in reflection, collaborate with colleagues, and strengthen teachers' classroom practices. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.