The purpose of this study was to investigate the use of group discussions to enhance comprehension skills in multilingual classes in Gauteng. Due to the diverse cultural backgrounds of learners in Gauteng, it has become necessary to explore strategies that can assist the learners in improving their language skills. An interpretivist epistemological paradigm with a qualitative research approach was used. The theoretical framework was sociocultural theory making use of the Zone of Proximal Development which highlighted the assistance learners get when supported by their peers during group discussions. Two schools were purposively sampled based on the linguistic diversity of learners. This included three teachers, 134 learners, one Grade 4 and two Grade 6 classes. Data collection included non-participatory observations of three comprehension lessons. Semi-structured interviews held with teachers, field notes, teachers’ lesson plans and learners’ workbooks were also collected. The findings suggest that most teachers employed a quiz-bowl approach in comprehension lessons limiting learner’s independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions for learners to observe and learn. The importance of teachers taking on various roles such as the planning of qualitative questions given to learners, employing different strategies and grouping of learners was emphasised to ensure effective group discussions take place. Group discussions will provide more time for teachers to support learners struggling, thus ensuring that learners become more accountable for their own learning. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Magister Artium - MA / The advent of semiotic/Linguistic Landscapes (LL) as a new sociolinguistic enquiry has received considerable attention in the field of Language and Communication Studies. Although LL studies have been done in South Africa, none has problematised the languages and cultural objects such as statues and names of buildings and streets as constructing, including or excluding certain social- types. The aim of the study was to examine the material culture (languages and cultural objects) constituting the landscape at three established Western Province universities, namely the University of the Western Cape (UWC), the University of Cape Town (UCT), and Stellenbosch University (SU). Using the qualitative ‘walking method’ adapted by Stroud and Jegels (2014) and a handheld recording device/camera, the total collection of data consisted of [312] images captured at the selected research sites. The images were taken of varying street sign names (within a 2.5km radius), building structures – including their names, monuments, statues, artworks – and historically significant space(s) in place. / 2023

Många klassrum har elever med olika språkliga bakgrund vilket innebär att undervisande lärare ställs inför många nya utmaningar. Att lära sig matematik har fått en mer komplex betydelse som kräver mer av eleverna. De flerspråkiga eleverna introduktion till det svenska språket varierar och det har framkommit att det är startåldern som har visat sig vara den främsta orsaken till att det finns skillnader i den slutgiltiga behärskningsnivån. Flerspråkiga elever som inte behärskar det svenska språket fullständigt möter av den anledningen på utmaningar i matematikundervisningen som har lett till att deras språkliga bakgrund inte betraktas som en resurs på grund av deras dåliga studieresultat. Forskning visar att den mest betydande faktorn till att det uppstår svårigheter för flerspråkiga barn i matematik är dels på grund av den nya synen på matematikundervisningen och dels på grund av att flerspråkiga elevers färdigheter i undervisningsspråket är av lägre grad. Det framkommer att flerspråkiga elever har svårt att prestera bra i matematiken eftersom de saknar det ämnesspecifika språket som behövs för att förstå undervisningsinnehållet.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23393号 / 人博第1006号 / 新制||人||237(附属図書館) / 2021||人博||1006(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 守田 貴弘, 教授 谷口 一美, 教授 塚原 信行 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

Ett globaliserat samhälle medför högre mångfald vilket sätter skolan inför stora utmaningar. Den inarbetade enspråkighetsnormen som råder i skolor måste motarbetas för att skapa ett inkluderande arbetssätt som anpassas efter alla elevers förutsäskttningar och behov. Syftet med denna litteraturstudie var att undersöka det pedagogiska förhållningssättet transspråkande och hur det kan implementeras i svenskundervisningen samt vilka hinder som kan förekomma. Studien utfördes via systematiska sökningar som gav träffar av vetenskapliga artiklar som lyfte fenomenet transspråkande. Genom en tematisk analys kunde relevanta delar av artiklarna kodas och ett samband mellan de olika artiklarna synliggjordes. Resultatet av litteraturstudien visade transspåkandets positiva effekter för elevers kunskaps-, identitet- och litteracitetsutveckling. Forskningen visade också faktorer som hindrade implementering av ett transspråkande arbetssätt. Sammanfattningsvis är ett transspråkande arbetssätt gynnsamt för alla elever och bidrar till en skola för alla. / A globalized society entails a higher diversity which bringsgreat challenges to the school system. For all children to have afair chance of developing their linguistic skills, teachers mustbreak the monolingual norm and adjust their teaching toaccommodate the needs that are required. The aim of this studywas to investigate the translanguaging pedagogy and how it canbe implemented in Swedish education. In addition, it alsoinvestigated the obstacles that can occur when implementingthe studied pedagogy. The study was carried out by systematicsearches that resulted in scientific articles focusing on thenewly established approach of translanguaging. In order for theaim to be attained the most relevant articles were later analyzedthrough a thematic analysis. The results of the study showedthat a translanguaging pedagogy positively affected thestudents in more ways than one. Besides the development inlanguage and literacy, the students also developed their identitywhile expanding their sphere of knowledge. Although theeffects of the pedagogy were positive, the results also showedthat the implementation of new teaching strategies faceobstacles and are therefore often lacking. In conclusion, atranslanguaging pedagogy is seen as a strategy that is profitablefor all students and contributes to developing an equaleducation for everyone.

In this essay, I will argue that looking at translation and multilingualism both as a mode of storytelling and as a theme of Brontë's second published novel Shirley can help to uncover previously untapped moments of connection and understanding in the novel. Brontë's exploration of translation and use of multilingualism reveals a sincere urge to connect in spite of tremendous difficulties—connect her characters to each other, connect her narrator to her readers. It is an ambitious, over-reaching goal, which Brontë did not ultimately attain. Yet, for Brontë, her (especially female) characters, and her narrator, translation in all its forms represents their earnest, if ultimately unfulfilled, desire to communicate—to be correctly comprehended and "well-rendered" as texts, whether they are translated by other characters within the novel or by an unseen reader without.

Over the last decade, linguistic relativity has seen a resurgence in research and discourse on thought, language, and culture. One particular facet of this research, multilingualism, has been relatively sparse in comparison to the wealth of research available focusing on individual languages and monolingual speakers. This study represents a preliminary investigation that enters this arena by focusing specifically on how speakers of English as a second language use English basic color terms in respect to monolingual speakers. This is done by using a modified methodology from the World Color Survey as a comparative model of a speaker’s division of colors. Participants in this study illicit responses for 160 color tiles taken from the Munsell color chart used as the basis of the World Color Survey. The results of this study show that three of the ten multilingual participants division of the color space per English color terms falls outside of the normal range of variation between the monolingual English speakers who participated in this study. Though future research is needed to definitively posit the reasons for those participants color maps, this study provides a new window and inquiry into an under-researched area of linguistic relativity.

Multilingualism is becoming the new norm in Swedish schools due to the growth of the Swedish population and increased immigration. Students learning English often find themselves with more than one language in their repertoire and they need a way to use it. The focus of this study is on the use of translanguaging strategies during English class in grades 1 and 3, and how teachers perceive the use of those strategies.  The background and definition of translanguaging, as well as previous studies including teachers’ attitudes and the advantages of translanguaging are presented. Data is collected through non-participating classroom observations and semi-structured interviews with teachers.  Findings of this study show that students tend to switch between English and Swedish during English class, with other languages used in the case of newly arrived students. Findings also show that the participating teachers have a generally positive perception on the use of translanguaging strategies in the English classroom.

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.

Thesis advisor: Lillie R. Albert / Those who choose to pursue international education can be viewed as cultural ambassadors, ones who can play meaningful roles in bridging the gaps that divide us if they are afforded supportive, inclusive, and identity affirming learning experiences during their formative college years. However, the cultural and linguistic knowledge and global perspectives that many of these students bring to their campuses seem to be undervalued, overlooked, or misunderstood by domestic students, instructors, and community members. Research has also indicated that many international students who study in the U.S. higher education system struggle to adjust to the academic, social, cultural, and linguistic norms upheld by their host institutions. This thematically-linked three-paper dissertation aims to address these issues by critically examining international student experiences and institutional barriers that this population faces within a specific U.S. university context from individual, classroom, and institutional levels. The first study is a longitudinal case study focusing on the multilingual identity development of three Korean international graduate students. The second study is a multiple case study analysis of faculty and administrative leaders’ beliefs and attitudes concerning support for international students and the culturally engaging nature of their campus. The final study utilizes a survey to explore the racial, linguistic, social, and cultural dynamics of a higher education institution from international student perspectives. The studies revealed that Korean graduate students experienced numerous instances of marginalization in academic and social settings because of social status and language characteristics. Critical views of faculty members and student affairs professionals showed that, for decades, international students in the study’s context have been othered academically and socially, and their linguistic and cultural identities are often ignored or underappreciated. The survey results indicated that self-reported language experiences are a predictor of marginalization, overall satisfaction, and satisfaction with interacting with domestic students, and that previous education is a predictor of perceptions of mainstream racial and immigration related ideologies. These findings from this research indicate a need to internationalize closeminded curricula and pedagogical approaches, to create structured opportunities for positive intercultural exchange and understanding, and to foster a commitment among all campus stakeholders to embrace their roles in realizing a more identity-affirming culturally engaging learning environment. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.