The primary objective of this study is to introduce Creative Dramatics as a tool for effective English language instruction in the Lake Shore Junior High Bilingual Center of the Duval County Schools. Therefore, the ultimate purpose of this study is to develop the English vocabulary of these students, which will in turn, increase their level of understanding and performance in English. A modified version of the Hoffman (1934) Bilingual Schedule has been applied for measurement. In order to develop a meaningful vehicle for the project, an original ten-part play was written by the author. It is called: "Journey to the Hatto Grosso." This play is designed to promote the feelings of adventure present in every adolescent, and to awaken his/her self-identity.

Transformative learning theory (TLT) describes the process of reframing discriminative, untenable worldviews with a more inclusive, permeable, and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory (CRT) framework, this study analyzed how the participants' socio-cultural identities (race, class, gender, sexuality, and heritage language) impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced the elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic observations, photo analysis, and informal, semi-formal, and focus-group interviews. During the study, the researcher analyzed data to construct codes and categories for further analysis, incorporating multiple member-checks to promote the narratives of the participants. Following data collection, the researcher used constructivist grounded theory to further scrutinize the data searching for salient themes and patterns connected to the research questions. Race and class privilege (or marginalization) had an impact on the study-abroad participants' worldviews and transformative learning. Participants from backgrounds of racial and class privilege experienced transformations that were deeply engaging on a personal level, but were not motivated toward more justified beliefs or action toward others. In contrast, participants from backgrounds of lesser socio-cultural privilege demonstrated increased critical social reflection and transformative outcomes, both personal and social. These findings led the researcher to question if there might be more effective avenues toward critical social transformation than the pedagogy of the privileged of travel for transformation.

Syftet med den här studien är att inspirera förskollärare i arbetet med flerspråkiga barn. Att ge en tydligare bild och förståelse för hur biblioteket kan användas som pedagogisk resurs i den flerspråkiga förskoleverksamheten och i främjandet av flerspråkiga barns språkutveckling. Studien kan också fungera som inspiration till hur ett samarbete mellan verksamheterna kan se ut. Genom semistrukturerade intervjuer synliggörs fyra bibliotekariers syn på sitt arbete i relation till stöd för förskolors arbete med flerspråkighet. Resultatet visar att de medverkande bibliotekarierna har positiva attityder till arbete som främjar flerspråkiga barns utveckling. Flerspråkighet anses vara något positivt och ses som något värdefullt då kunskap inom i andra språk lägger en förutsättande grund även för utvecklandet av det svenska språket. Flerspråkighet bidrar även till gemenskap. Biblioteket visar sig kunna fungera som en pedagogisk resurs i den utsträckningen att tillhandahålla flerspråkiga böcker/ljudböcker samt att fungera som rådfrågare till pedagoger men initiativet måste komma från pedagogerna. / The purpose of this study is to inspire preschool teachers in their work with multilingual children. To provide a clearer picture and understanding of how the library can be used as an educational resource in multilingual preschool activities and in the promotion of multilingual children's language development. The study also serves as an inspiration for how cooperation between the two professions can appear. Through semistructured interviews, four libraians view their work in relation to support for preschool´s work with multilingualism. The results show that the participating libraries have positive attitudes towards work that promote the development of multilingual children. Multilingualism is considered to be something positive and seen as something valuable since knowledge in other languages ​​adds a prerequisite to the development of the Swedish language. The library proves capable of serving as an educational resource to the extent of providing multilingual books / audiobooks as well as acting as a consultant to educators.

Det kommer många nyanlända elever till skolan och läraren behöver hjälp med att arbeta med dessa elever samt inkludera dem tillsammans med andra elever. Syftet med studien är att ta reda på de uppfattningar som lärare har kring sin svenskundervisning med nyanlända elever med särskild tyngdpunkt på inkludering. Bakgrunden till denna studie handlar om hur lärare planerar för att stötta nyanlända elever i deras språkinlärning. Metoden som har använts i denna studie är kvalitativ metod med intervju som redskap. Tre yrkesverksamma lärare i årskurserna 1-3 deltog. Jag har analyserat och sammanfattat resultatet av min undersökning. Jag har även tagit del av tidigare forskning och försökt att få svar på studiens frågeställningar. Studiens resultat visar att samtliga av de intervjuade lärarna har arbetat med nyanlända elever under en lång period. Lärarna tycker att studiehandledare är en betydelsefull resurs. De anser att samarbete med studiehandledare har stor påverkan på elevernas språkinlärning. Det finns en viss variation bland lärarnas utbildning när det kommer till svenska som andraspråk (SVA). Gemensamt är dock att de har mycket kort utbildning och denna utbildning ligger utanför grundutbildningen. De har alla gått lärarutbildning innan det fanns inslag av svenska som andraspråk. Det finns två olika uppfattningar om fenomenet inkludering. Den ena uppfattningen är att det är problematiskt med inkludering, detta innebär tidsbrist och bristande skolgång. Den andra uppfattningen är att det trots dessa svårigheter är bra med inkludering.

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O Setor Feirístico tem grande relevância no cenário econômico nacional e internacional e está em constante expansão. Desse modo, a participação em feiras internacionais tornou-se o portão de entrada de produtos brasileiros no mercado externo por meio das exportações. Durante pesquisa realizada em nível de mestrado (GODOY, 2014), elaboramos um glossário bilíngue português-inglês/inglês-português dos termos fundamentais do setor feirístico. Dando continuidade a esse trabalho, o objetivo geral da pesquisa de doutorado é analisar a terminologia multilíngue português-inglês-francês-italiano desse setor, mais especificamente dos termos utilizados durante o processo de preparação, participação e pós-feira, tendo como objetivo específico a elaboração de um dicionário terminológico multilíngue para uso de profissionais, pesquisadores, estudantes das áreas de comércio exterior e relações internacionais e, especialmente, tradutores e intérpretes. A pesquisa está fundamentada nos conceitos e princípios da Terminologia, mais especificamente da Terminologia Multilíngue e Equivalência Terminológica (DUBUC, 1985, 1992), da Teoria Comunicativa da Terminologia (CABRÉ, 1993, 1999), da Socioterminologia (GAUDIN, 1993), com especial atenção para a Variação Terminológica (FAULSTICH, 1998, 2001), e da Linguística de Corpus (SINCLAIR, 1966) com apoio em BERBER SARDINHA (2004). Para desenvolver este trabalho, reunimos corpora em português, inglês, francês e italiano (livros, artigos e revistas especializados, estudo de mercado das feiras, guias e manuais do expositor, trabalhos acadêmicos, manuais de participação em feiras produzidos por órgãos públicos e privados e leis sobre feiras). Para a coleta dos termos utilizamos o software para tratamento de corpora WordSmith tools (versão 6.0), desenvolvido por Mike Scott (2012), e os armazenamos em fichas terminológicas criadas com o apoio das ferramentas computacionais Access (2010) e SDL MultiTerm (2017). Os 311 termos estudados em cada língua foram analisados em seus contextos de uso e os ganchos terminológicos levantados para a busca e o estabelecimento das equivalências nas quatro línguas. Considerando a relevância da participação em feiras nacionais e internacionais para o crescimento da economia interna e para a expansão das exportações, nosso trabalho será útil tanto para os profissionais do setor quanto para pesquisadores, estudantes, tradutores e intérpretes que produzam textos nas línguas alvo de nosso estudo. / The trade show sector is of considerable importance in the Brazilian and international economic environment and it is constantly expanding. Therefore, participation in international trade shows has become the gateway for Brazilian products to reach foreign markets through exports. In an MA study (GODOY, 2014) we developed a bilingual glossary (portuguese-english/english-portuguese) of key terms of the trade show sector. Following on from this study, the overall aim of this PhD is to analyze the multilingual terminology (portuguese-english-french-italian) of this sector, more specifically the terms used during the process of preparation, participation and post-show, with the specific goal of compiling a terminological dictionary to be used by professionals, researchers, students of foreign trade and international relations areas as well as translators and interpreters. The study is based on Terminology concepts and principles, specifically the Multilingual Terminology and Terminological Equivalence (DUBUC 1985, 1992), the Communicative Theory of Terminology (CABRÉ, 1993, 1999), Socioterminology (GAUDIN, 1993), with special attention to Terminological Variation (FAUSTICH, 1998, 2001), and Corpus Linguistics (SINCLAIR, 1966; BERBER SARDINHA, 2004). To develop this work, we gathered corpora in portuguese, english, french and italian (books, specialized articles and magazines, market studies of trade shows, guides and manuals for exhibitors, academic papers, trade show manuals produced by public and private agencies and legislation on trade). To collect the terms WordSmith software (version 6.0) developed by Mike Scott (2012) was used and the key terms were stored in terminological records created from Microsoft Access (2010) and SDL MultiTerm (2017). The 311 terms studied in each language were analyzed in their contexts of use and terminological links used in the pursuit and establishment of equivalences in the four languages. This study emphasises the importance of participating in national and international trade shows for the growth of the domestic economy and the expansion of exports and helps professionals who work in this field, researchers, students, translators and interpreters who produce texts and translate from or into the languages of this study.

This thesis addresses three questions regarding education in South African High Schools: Why teach English literature? What English literature should be taught? How should English literature be taught? The thesis adopts an historical perspective in that it traces the lineages of influence from Britain in particular, and explores the attitudes and concerns of the academics and teachers of South Africa as they attempt to establish a rigorous discipline regarding South Africa’s literary heritage and the education curriculum. Theoretical concerns that are explored include the influence of the Cambridge School, the concepts presented by the Marxists and Cultural Materialists, and the position of Theory as it became more significant in the second half of the 20th Century. There is also recognition of scholarship deriving from the United States of America, in that the work of the New Critics and Harold Bloom are considered. The work of significant South African critics such as Guy Butler, Mike Kirkwood and Tim Couzens is also explored, and the attempt to grapple with English in a multilingual society is considered. The curriculum documents that emerged in the post-1994 era are critiqued, and there is reference to the work of Taylor and Vinjevold.

Student Number : 0311394E - MA research report - School of Literature and Language Studies - Faculty of Humanities / The present study on ‘Multilingualism and change on the Kinyarwanda sound system post-1994’ focuses on sociolinguistic approaches oriented to the effects of language contact to Kinyarwanda sound change. Many studies on various multilingual societies have been conducted, and most of them have focused on multilingualism and language policy, education and social integration in different multilingual societies. In particular, most studies conducted on the new linguistic configuration of Rwanda have focused on language attitudes in a multilingual context, but none of them has tackled the issue of multilingualism and sound change as a result of language contact. The main hypothesis expounded in this research is that Kinyarwanda sound variants that can be heard from current speech arise owing to Kinyarwanda speakers’ language background. In the light of the literature review on multilingualism and sound change, an extensive analysis of the most prominent linguistic variables of sound variation in Kinyarwanda was done, and its evaluation shows that there have been shifts in the sound system of Kinyarwanda post-1994. It has been shown that some sounds were modified or shifted to other sounds which exist in neighbouring languages because of contact. In addition to that, it has been argued that this sound variation has been possible mainly because Kinyarwanda came into contact with other languages which have different sound systems. It is hoped that this research will add a new dimension to studies of multilingualism within Bantu languages and will contribute to yielding a solution to the Rwandan language problem because of suggestions related to how the Kinyarwanda sound system can be standardized.

This study explores whether and how the deliberate use of multiple languages can support or constrain the development of learners’ mathematics proficiency in a multilingual mathematics classroom. The study is an action research in which I transform my teaching, by exploring a new teaching strategy. In the study, learners’ home languages, in addition to English (LoLT), are used in a planned and proactive manner, where a well-selected high cognitive demand task set in multiple languages is used for teaching and learning. The study is done in a grade 11 multilingual mathematics class, at a school where I teach. Findings of the study indicate that Kilpatrick et al’s (2001) five strands of mathematical proficiency prevail across all lessons, that the use of English by both learners and I dominates, and that utterances are mostly conceptual. It is also shown by the findings of the study that using the learners’ home languages in presentation of the mathematical task, and the nature of the task used, supports the learners in the comprehension of the mathematical task, and encourages them to participate more effectively during lessons.

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2014. / Abstract for PhD Thesis: An Investigation into the Teaching of English Literature at Senior Secondary School Level, with a Particular Emphasis on the Reason for Teaching Literature, the Selection of Texts, and Methodology Used. By David Edwin Robinson This thesis addresses three questions regarding education in South African High Schools: Why teach English literature? What English literature should be taught? How should English literature be taught? The thesis adopts an historical perspective in that it traces the lineages of influence from Britain in particular, and explores the attitudes and concerns of the academics and teachers of South Africa as they attempt to establish a rigorous discipline regarding South Africa’s literary heritage and the education curriculum. Theoretical concerns that are explored include the influence of the Cambridge School, the concepts presented by the Marxists and Cultural Materialists, and the position of Theory as it became more significant in the second half of the 20th Century. There is also recognition of scholarship deriving from the United States of America, in that the work of the New Critics and Harold Bloom are considered. The work of significant South African critics such as Guy Butler, Mike Kirkwood and Tim Couzens is also explored, and the attempt to grapple with English in a multilingual society is considered. The curriculum documents that emerged in the post-1994 era are critiqued, and there is reference to the work of Taylor and Vinjevold.