The purpose of the study is to visualize how four preschool teachers working with multilingual preschool children. The study's problem consists of the following questions:  How do pre-school teachers work with the aspect of language of multi-lingual chrildren? How is the use of mother tongue/native language perceived by pre-scool teachers? The methodological approach is qualitative, and all data is collected through qualitative method - interviews. The interviews was conducted in two different preschools, with two pre-school teachers from each kindergarten. We call one of the preschools Glädjen, which is more centrally located in a multicultural area where many of the children are multilingual. While the other preschool we call the preschool Delfinen, which is more centrally located in a Swedish dominatinged area. The theoretical basis I am using to support my study is Vygotsky's socio-cultural perspective and previous research by Anne Kultti (2012), Anders Skans (2011) and Polly Björk-Willén (2006).

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This is a qualitative analytical study that investigates the use of English as lingua franca (ELF) between doctors and patients with different L1 at four different HIV/AIDS clinics in the Western Cape. The study addresses a gap in medical research, especially in the field of HIV/AIDS, namely, a lack of sufficient data-driven analytical investigation into the linguistic and conversational nature of doctor-patient communication in ELF in this setting in South Africa. A literature review contextualises ELF, discourse analysis (DA), conversation analysis (CA) and genre theory providing a theoretical framework for the study. The methodology involves audio-recording and transcription of HIV/AIDS consultations conducted in ELF. From the genre perspective, the study investigates the different genres in and determines if HIV/AIDS consultations are a sub-genre of medical discourses. DA investigates what contextual, socio-cultural linguistic features characterise medical interaction in this multilingual context and what ELF linguistic strategies participants use to signal and resolve misunderstanding. CA investigates the turn organisation and turn-taking patterns in the consultations to assess participants’ contributions and identify different types of sequences that characterise them, aiming to understand how they enable the interactants play their roles as doctors and patients. The results reveal that HIV/AIDS consultations exhibit formal features of doctor-patient consultations in general and intertextually revert to other oral genres leading to the conclusion that, considering their purpose, participants and context, HIV/AIDS consultations are like all medical consultations and are a sub-genre of medical discourse. The macro analysis reveals that the interactants’ socio-cultural and multi-linguistic backgrounds do positively influence the nature of the interaction in this context as it highlights characteristic linguistic features of ELF usage like borrowing, linguistic transference from L1, the use of analogy, code-switching and local metaphors all resulting from processes of indigenisation and hybridisation. The results reveal few instances of misunderstanding, concurring with earlier studies that problems of miscommunication may be minimal when two languages and/or cultural groups interact. The micro analysis reveals that the turns in the consultation follow the pre-selection and recurrent speakership patterns and that despite the advocacy for partnership between doctors and patients in their contribution and negotiation of outcomes, the doctor unavoidably remains the dominant partner. S/he determines the course of the consultation by initiating more turns, asking most of the questions and often unilaterally deciding on topic changes. S/he has longer talking time than the patient in the sequences and the physical examination and prescription phases of the consultation while the patient is mostly portrayed almost as a docile participant yielding to the doctor’s requests and taking very little if any initiative of his/her own to communicate his/her views and desires. The study reveals instances of both patient and doctor initiated repair to resolve any misunderstanding, which improves the quality of the interaction and its outcomes such as adherence and treatment follow-up. The study further highlights the challenges faced in the field which impacted on the data, the most crucial being the complicated but necessary ethical procedures required to get participants’ consent to participate in the study. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe analitiese studie ondersoek die gebruik van Engels as lingua franca (ELF) tussen dokters en pasiënte met verskillende eerstetaal (T1) by vier verskillende MIV/vigs-klinieke in die Wes-Kaap. Die studie werp die soeklig op ʼn leemte in mediese navorsing, veral op MIV/vigs-gebied, en bring ʼn gebrek aan datagedrewe analitiese ondersoek na die taalkundige en gespreksaard van dokter-pasiënt-kommunikasie in ELF in hierdie omgewing in Suid-Afrika aan die lig. ʼn Literatuuroorsig van navorsing kontekstualiseer ELF, genre-teorie, diskoersanalise (DA) en gespreksanalise (GA), en bied ʼn teoretiese raamwerk vir die studie. Die navorsingsmetode behels oudio-opnames en transkripsie van MIV/vigs-konsultasies in ELF. Uit die genre-oogpunt bestudeer die navorsing die verskillende genres in MIV-konsultasies, en bepaal of dié konsultasies as ʼn subgenre van mediese diskoers beskou kan word. Met behulp van DA stel die studie vas watter kontekstuele, sosiokulturele taaleienskappe mediese interaksie in hierdie veeltalige konteks kenmerk, en watter ELF-taalstrategieë deelnemers gebruik om misverstande aan te dui en op te los. Daarna ondersoek GA die beurtorganisasie en beurtmaakpatrone in die konsultasies, om deelnemers se bydraes te beoordeel en verskillende soorte kenmerkende sekwensies uit te wys, en uiteindelik te begryp hoe dít die onderskeie partye in staat stel om hul rolle as dokters en pasiënte te vervul. Die bevindinge dui daarop dat MIV-konsultasies formele kenmerke van dokter-pasiënt-konsultasies in die algemeen toon en intertekstueel by ander mondelinge genres aansluit. Dít lei tot die gevolgtrekking dat, gedagtig aan die doel, deelnemers en konteks, MIV-konsultasies soos enige ander mediese konsultasie is en as ʼn subgenre van mediese diskoers beskou kan word. Die makro-analise (DA) toon dat die onderskeie gespreksdeelnemers se sosiokulturele en veeltalige agtergronde ʼn positiewe uitwerking het op die aard van die wisselwerking in hierdie konteks, aangesien dit kenmerkende taalkundige eienskappe van ELF-gebruik, soos leenwoorde, taaloordrag vanaf die L1, die gebruik van analogie, koderuiling en plaaslike metafore, beklemtoon. Al hierdie eienskappe spruit uit prosesse van verinheemsing en hibridisering. Die studie toon min gevalle van misverstand, wat met die resultate van vorige navorsing ooreenstem, naamlik dat probleme van wankommunikasie minimaal is wanneer twee tale en/of kultuurgroepe met mekaar omgaan. Die mikro-ontleding (GA) dui daarop dat die beurte in die konsultasie die preseleksie- en herhalende sprekerspatrone volg en dat, ondanks die voorspraak vir ʼn vennootskap tussen dokters en pasiënte in hul bydraes en bedinging van uitkomste, die dokter onvermydelik die dominante vennoot bly. Hy/sy bepaal die verloop van die konsultasie deur meer beurte aan te voer, die meeste vrae te stel en dikwels eensydig te besluit om die onderwerp te verander. Hy/sy het ook ʼn langer spreekbeurt as die pasiënt in die gespreksekwensies sowel as in die fisiese-ondersoek- en voorskriffases van die konsultasie. Daarenteen word die pasiënt merendeels as ʼn bykans gedweë deelnemer uitgebeeld wat aan die dokter se versoeke toegee en weinig of geen eie inisiatief aan die dag lê om sy/haar sienings en behoeftes oor te dra. Die studie toon ook gevalle van sowel pasiënt- as dokteraangevoerde herstel om enige misverstand uit die weg te ruim, wat die gehalte van die wisselwerking én die uitkomste daarvan, soos behandelingsgetrouheid en nasorg, verbeter. Die navorsing beklemtoon voorts die gebiedspesifieke uitdagings wat die data beïnvloed. Die belangrikste hiervan is die ingewikkelde dog nodige etiese prosedures wat vereis word om persone se toestemming tot studiedeelname te verkry.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates teachers' language practices in multilingual classrooms with regard to their attitudes, skills and strategies in their management of linguistic diversity among learners in their first year of primary school. Both the critical interpretive theoretical paradigm adopted and the qualitative research approach employed in the execution of the study presupposed gathering rich data, which a case study design of research assured. The data for the study was gathered from four year one classrooms purposively selected based on parameters that were deemed of interest in this study. These included, but were not limited to, the location of the school, the linguistic diversity among learners in the classrooms and the literacy traditions of the first languages spoken by the learners in the target classrooms. Although the specific context provided real input to the study, the findings may be relevant to language-in-education issues in many other African countries, and even in multilingual communities beyond. The study reveals yawning discrepancies between language policy and practice; between teachers' beliefs about linguistic diversity and their actual language behaviour in the classrooms; and between the definitions of mother tongue provided by the Ministry of Education and teachers' re-interpretations of these definitions in the various contexts studied. The study further indicates that teachers are working in an environment that is not supportive of effective policy implementation. This very limited policy implementation support is reflected in teacher training and preparation, teacher placement criteria, text book production and school examinations. This study indicates that even a sound understanding of linguistic diversity among teachers and their best intentions to give learners a sound foundation, is only the beginning of literacy development of young learners in Kenya. It recommends a new and incisive look at critical aspects of the education system in an effort to synchronise the different levels at which policy and practice need to meet. Various well-informed choices need to be made in the creation of a supportive environment for effective policy implementation. This should include among other things a change in the language-in-education policy to move away from early-exit to late-exit mother tongue education, and more first language maintenance in bilingual or multilingual classrooms. If learners are to benefit from mother tongue instruction in line with current research in the field, much needs to be done. Based on the insights gained in this study, a revision of teacher education curricula to include the management of linguistically diverse learners and improved language awareness is suggested, as is flexible curriculum delivery, scrapping of formal examinations in the early years and introduction of alternative assessment methods in these levels. In later years, bilingual (in some cases even multilingual) tests are bound to lower the drop-out rate and produce more understanding and less rote learning. The aim should be to assure multilingual, multiliteracy development and academic achievement for all learners regardless of their particular linguistic backgrounds. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek onderwysers se taalpraktyke in veeltalige klaskamers ten opsigte van hulle houdings, vaardighede en strategieë in die hantering van talige diversiteit onder leerders in hulle eerste jaar van primêre onderrig. Sowel die vertolkende teoretiese paradigma wat gevolg word as die kwalitatiewe navorsingsbenadering wat die studie aanneem, het daarop gereken dat ingesamelde data ryk sou wees aan inligting; die navorsingsontwerp, naamlik dié van gevallestudie, verseker die verkryging van sulke data. Die studie is gebasseer op inligting wat ingesamel is in vier klaskamers van leerlinge in die eerste skooljaar. Die betrokke navorsingsterreine is telkens doelbewus gekies op grond van die parameters wat belangrik was vir die studie. Dit sluit in, maar is nie beperk tot, die ligging van die skool, die talige diversiteit van die leerders in die klaskamers en die geletterdheidstradisies van die onderskeie eerstetale van die leerders in die geteikende klaskamers. Alhoewel hierdie spesifieke konteks verseker het dat die studie in 'n werklike situasie geanker is, is die bevindinge waarskynlik relevant tov taal-in-onderrig kwessies in verskeie ander Afrikalande, en selfs ook in veeltalige gemeenskappe elders. Hierdie studie onthul gapende ongerymdhede in die verhouding tussen taalbeleid en praktyk; tussen onderwysers se oortuigings rakende talige diversiteit en hulle werklike taalgebruik in die klaskamers; en tussen die omskrywings van moedertaal wat deur die Ministerie van Onderwys voorsien word en die onderwysers se herinterpretasie van hierdie omskrywings binne die verskillende kontekste wat ondersoek word. Die studie dui verder daarop dat onderwysers in ʼn omgewing werk wat nie die effektiewe implementering van beleid ondersteun nie. Sodanige beperkte ondersteuning in die implementering van die beleid word weerspiëel in die opleiding en voorbereiding van onderwysers, die plasingkriteria van onderwysers, die publikasie van handboeke en skooleksamens. Hierdie studie toon aan dat selfs 'n goeie begrip van talige diversiteit onder onderwysers en hulle beste voornemens om aan leerders ʼn vaste grondslag te bied, net 'n eerste tree is in die geletterdheidsontwikkeling van jong leerders in Kenia. Dit stel ʼn nuwe en indringende ondersoek van kritiese aspekte van die onderwyssisteem voor as ʼn poging om die verskillende vlakke waar beleid en praktyk mekaar behoort te ontmoet, te sinchroniseer. Verskeie goed ingeligte besluite sal geneem moet word in die skep van ʼn omgewing wat bevorderlik is vir effektiewe beleidimplementering. Dit sou onder andere ʼn verandering in die taal-in-onderwys beleid insluit om weg te beweeg van die vroeë wegbeweeg moedertaalonderrig na later wegbeweeg van moedertaalonderrig, sowel as meer instandhouding van die eerstetaal in twee- of veeltalige klaskamers. Vir leerders om baat te vind by moedertaalonderrig in oorstemming met huidige insigte uit navorsing in die veld, moet nog baie gedoen word. Gebaseer op die insigte wat in hierdie studie verkry is, word onder andere hersiening van die onderrigkurrikula vir onderwysers voorgestel sodat die hantering van talig-diverse groepe leerders asook verbeterde taalbewustheid daarby ingesluit is. Dieselfde geld ontwikkeling van buigbare kurrikula, die skrapping van formele eksaminering in die vroeë skooljare en die instelling van alternatiewe assesseringsmetodes op hierdie vlakke. In die later jare sal tweetalige (in sommige gevalle selfs veeltalige) toetse beslis die uitvalsyfer verlaag, asook meer begrip en minder leë memorisering tot gevolg te hê. Die doel moet wees om veeltalige, multi-geletterheidsontwikkeling en akademiese prestasie vir alle leerders te verseker ongeag hulle spesifieke talige agtergrond. / The African Doctoral Academy (ADA) at Stellenbosch University through the Partnership for Africa's Next Generation of Academics (PANGEA), for providing the funds

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context. / AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika. / The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.

This paper is about multilingualism in school and how teachers work with pupils who haveanother native language then Swedish. The aim of the study is to find out how teachers workwith Swedish as second language and what they found functional in their classroom. Theresearch questions are about how teachers defines Swedish as second language, how teacherswork and which work procedures that they think give a positive effect on the pupil’sknowledge. From the interviews with teachers from two different schools I have found out that it isimportant to proceed from the pupil’s experience and knowledge. The education in Swedishas second language is structured differently but the common thing is that the pupils will workwith the same thing as their classmates. Swedish as second language is a subject for thosepupils who have another native language than Swedish. It is also important to involve thelanguage in every subject in school, for example mathematics and natural science, to createunderstanding and this can be made by building a bridge between the pupil’s native languageand the Swedish. / Den här studien handlar om flerspråkighet i skolan och hur lärare arbetar med flerspråkiga elever. Syftet är att ta reda på hur lärare arbetar med svenska som andraspråk och vad de tycker fungerar i undervisningen. Forskningsfrågorna handlar om hur svenska som andraspråk definieras, hur lärare arbetar och vilka arbetssätt lärare tycker är kunskapsutvecklande för eleverna. Genom att intervjua tre lärare från två olika skolor har jag genom studien kommit fram till att det är viktigt att utgå från elevernas erfarenheter och kunskaper. Undervisningen i svenska som andraspråk ser olika ut på skolorna men gemensamt för dem är att de utgår från att eleverna ska arbeta med samma saker som övriga klasskamrater. Svenska som andraspråk är ett ämne för de elever som har ett annat modersmål än svenska. Det är också viktigt att arbeta med språket i alla undervisning för att skap förståelse hos eleverna och detta kan göras genom att skapa en brygga mellan elevernas modersmål och svenskan.

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

This thesis is a study of patterns of language attitudes and use among Xhosa home language speakers at the University of the Western Cape, South Africa. Speakers of Xhosa, according to Statistics South Africa 2000, form the second largest speech community in South Africa (17.9% of the total population), second only to speakers of Zulu (22.9% of the total population). The University of the Western Cape, which is situated just outside Cape Town, was originally intended to serve only the Coloured (mixed-race) population of South Africa. Coloureds form the majority group in the population of the Western Cape, one of the nine provinces of South Africa. In 1982, the university took the bold step of defying the apartheid regime, by opening its doors to students of all races. Students from all over South Africa now attend the university, but Xhosa students, drawn mainly from the provinces of the Eastern and Western Cape, form the largest language group or speech community on the campus. The thesis presents a study of the patterns of language attitudes and use with which Xhosa students enter the university, as well as patterns of change in language attitudes and use revealed by a longitudinal study of a smaller group of Xhosa students.

Tyrimo tikslas – atskleisti projektinės veiklos reikšmę skatinant daugiakalbystę. Tyrimo objektas – projektinės veiklos reikšmė skatinant daugiakalbystę. Duomenų rinkimo metodai: mokslo šaltinių apžvalga ir analizė, dokumentų analizė, pusiau struktūrizuotas interviu. Duomenų analizės metodas: kokybinė turinio analizė. Magistro darbas susideda iš dviejų dalių. Pirmojoje dalyje yra analizuojami Europos Sąjungos daugiakalbystės strategijos dokumentai, švietimo projektų ir švietimo organizacijų vadovo veiklos teoriniai aspektai. Antrojoje dalyje yra analizuojami rezultatai, gauti atlikus kokybinį tyrimą. Galiausiai pateikiamos išvados ir rekomendacijos. Šio tyrimo rezultatai atskleidė, kad projektinė veikla švietimo organizacijose vykdoma vangiai ir ypatingos reikšmės neturi. Remiantis gautais empirinio tyrimo rezultatais galima teigti, kad švietimo organizacijų vadovai neskiria ypatingo dėmesio kalbų politikos dokumentų analizavimui ir nepilnai išnaudoja savo, kaip vadovo, ir organizacines vidines galias, inicijuodami ir skatindami mokyklos narių įsitraukimą į projektinę veiklą ir dalyvavimą joje. Projektinė veikla švietimo organizacijose lieka neišnaudota dėl: užsienio kalbos kompetencijos trūkumo; laiko stokos; žinių ir įgūdžių, rengiant projektus, stokos; mokinių dalyvių atrankos; mokytojų nenoro. Apibendrinti informantų pasisakymai leido prieiti prie išvados, kad švietimo organizacijų vadovams ir mokytojams kalbų mokymas mokykloje yra svarbus ir aktualus, tačiau... [toliau žr. visą tekstą] / The aim of the research is to reveal the significance of projects in encouraging multilingualism. The object of the research is the significance of projects in encouraging multilingualism. The methods of collecting data: the review and analysis of academic sources, the analysis of documents, and a partially structuralised interview. The method of analysing data: the qualitative analysis of the content. The Master dissertation is composed of two parts. The first part deals with the analysis of the strategy of multilingualism in European Union‘s documents as well as the analyses of the theoretical aspects of education projects and the performance of the leaders of educational institutions. In the second part the subject of analysis is the results of the quantitative research. Finally, the conclusions and recommendations are presented. The results of the study indicate that projects in educational institutions are carried out slowly and do not contain any special significance. Based on the empirical results of the study, it can be implied that the leaders of educational institutions do not place significance on the analysis of the language policy documents. Moreover, the leaders of such institutions do not fully exploit their role as the leader and the internal institutional powers in initiating and encouraging the involvement and participation of the school members in projects. The shortage of projects in educational institutions is due to the limited foreign language... [to full text]

Aim: The study aims to explore, in-depth, South Asian bilingual clinical psychologists personal and clinical experiences of conceptualising emotional distress in first and second language. It is hoped that a clearer understanding of these experiences will help emphasise the role of language in the experience of emotional distress, which may be beneficial for working with clients that make sense of emotional distress in multiple languages. An understanding of these processes may also encourage further exploration and critique of the ways in which western psychological models are used to make sense of emotional distress, given many, if not all have been constructed using English language. Method: A qualitative approach was used for this study. Semi-structured interviews were conducted with six South Asian, bilingual clinical psychologists working in NHS services. The resulting data was analysed using interpretative phenomenological analysis (IPA). Results: The analysis highlighted four main themes emerging from participant accounts of conceptualising emotional distress in multiple languages. These were: “Worlds apart in culture and language”, “Oscillating self in language”, Ubiquity of English language and values” and “Challenging and managing difference”. Implications: Whilst much has been written about race and cultural issues in the context of clinical psychology, relatively little attention has been given to the experience and impact of multiple languages on the conceptualisation and experience of emotional distress. A major implication is first language conceptualizations are rarely considered in the development of psychological models of emotional distress, nor are they explicitly considered in the way clinical psychologists are trained and in the majority of current clinical practice guidelines. Participant accounts are dicussed in the wider historical context of psychology, anthropology and sociolinguistics informing further discussions on bilingualism and current psychological practice and theorising.

D.Litt. et Phil.