The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management)

Ämnet för denna vetenskapliga essän är simultan flerspråkighet, det vill säga individer som växer upp med två eller fler modersmål från födseln. Essän har sin utgångspunkt i en berättelse. Berättelsen gestaltar en svår situation från mitt arbete som fritidshemslärare där ett pedagogiskt dilemma uppstår. I del ett undersöker jag vad språkforskning säger om simultan flerspråkighet och språkutveckling. Del två handlar om flerspråkighet ur ett pedagogisk perspektiv. Där berörs hur känslor är sammanflätade med språk samt hur det påverkar fritidshemsläraren och lärarens roll och ansvar för flerspråkighet i en skola med enspråkig norm. I del tre undersöker jag flerspråkighet ur ett språkfilosofisk perspektiv och fördjupar min analys med hjälp av ett resonemang om erfarenhet, kunskap och språkbruk. Det framkommer att simultan flerspråkighet kan innebära en viss försening av språket under de första åren men sedan är till fördel för elevens språkutveckling. Barn kan vara mer känslomässigt förenade med ett av sina två språk i vissa situationer. Slutligen framgår det att i en skola där enspråkighet är en norm bär pedagoger ett stort ansvar i att välkomna flerspråkighet. / The subject for this scientific essay is simultaneous multilingualism. This is where an individual learns to speak two languages from birth. The essay has its beginning with a story. The story is based on experiences at my work as a Leisure time teacher where a pedagogical dilemma occurs. In part one I examine what linguistic research says about simultaneous multilingualism and language development. Part two is about multilingualism from an educational perspective, and how emotions are intertwined with language. This paper analyzes the leisure-time teacher and the teacher's role and responsibility for multilingualism in a school with a monolingual norm. In part three I examine multilingualism from a philosophical perspective and immersed myself in the view of experience, knowledge, and use of language. It appears that simultaneous multilingualism could mean a certain delay in language development for the first few years but in the end is beneficial to the pupils language development. Children may be more emotionally connected to one of the two languages in certain situations. Finally it appears that in a school where monolingualism is the norm the educators carry a great responsibility to welcome multilingualism.

This thesis proposes that by producing and existing within a translingual text, the ethnofeminist has found a way to subvert others' construction of her and redefine her identity. In particular, the ethnofeminist uses code switching to select and reinvent meaning from the language system of the dominant culture while maintaining the language system of the "marginal" group. In combining two (or more) language systems within a literature she has created her own language.

I dagens globaliserade samhälle har den språkliga situationen inom svenska skolan förändrats markant de senaste åren och allt fler elever är flerspråkiga med olika förstaspråk. Som lärare är det viktigt att ta del av aktuell forskning för att på en vetenskaplig grund kunna göra val av arbetssätt för att utveckla kunskaper på ett inkluderande sätt hos alla elever. Syftet med den här empiriska studien är att öka kunskapen om transspråkande som arbetssätt för att stärka flerspråkiga elevers lärande. För att besvara studiens frågeställningar genomfördes klassrumsobservationer och intervjuer med sex lärare i årskurs 4–6 på en mångkulturell skola. Resultatet av analysen visar att transspråkande arbetssätt påverkar flerspråkiga elevers språk- och kunskapsutveckling positivt. Genom att synliggöra elevers olika språk och kulturella erfarenheter samt använda dem som resurs i undervisningen utvecklas och stärks elevers identitet och självkänsla vilket i sin tur medför större motivation och engagemang bland eleverna. Transspråkande arbetssätt ger elever möjlighet att använda alla sina språk som resurs för sitt lärande och de kan på så sätt utveckla sina språk- och ämneskunskaper parallellt. För att kunna uppnå en effektiv transspråkande undervisning krävs dock en medvetenhet kring arbetssättet där flera olika aktörer inom skolans verksamhet behöver integreras med varandra. / In today’s globalized society, the linguistic situation within the Swedish school has changed significantly in recent years and more and more students are multilingual with different first languages. As a teacher, it is important to take part of current research in order to create a scientific basis for choosing teaching approaches to develop knowledge in an inclusive way for all students. The purpose of this empirical study is to increase knowledge about translanguaging as a teaching approach to strengthen multilingual students’ learning. To answer the research questions of this study, classroom observations and interviews were conducted with six teachers in grades 4–6 at a multicultural school. The results of the analysis show that translanguaging approaches have a positive effect on multilingual students’ language and knowledge development. By acknowledging the students’ different languages and cultural experiences and using them as a resource in the teaching, students’ identity and self-esteem are developed and strengthened, which in turn leads to greater motivation and engagement among the students. Translanguaging approaches give students the opportunity to use all of their languages as a resource for learning and they can thereby develop both their language as well as their subject knowledge simultaneously. In order to achieve an effective translanguaging teaching, it is however crucial to have an awareness of the teaching approach where several different educators within the school need to be integrated with each other.

Abstracts in English and Zulu / Bibliography: leaves 138-141 / Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue / Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele. / African Languages / M.A. (African Languages)

Thesis (M. Tech.) -- Central University of Technology, Free State, 2007 / The purpose of the study is to show, as so aptly put by Bamgbose (1996:111) that, given the ‘inheritance situation’ and the colonial legacy that continue to dominate education policies and practices in Africa, language policies are essentially characterised by the following features: avoidance, vagueness, arbitrariness, fluctuation, and declaration without implementation. The South African government has declared eleven languages as official to replace the former apartheid legislation which privileged English and Afrikaans as the sole languages of the country. The post apartheid eleven official language policy has been described by Bamgbose (1996 111) as, ‘the new enlightened South African language policy on languages,’ ‘a very progressive policy’ and ‘Africa’s best ticket’. The major concern raised was whether the language policy could be implemented. An attempt will be made to undertake a critical review of language planning under a democratic dispensation.

Thesis (MA)--Stellenbosch University, 2013. / The purpose of this paper is to examine the role that multilingualism plays in the identity formation of German-speaking emigrants in South Africa. In the era of globalization society multilingualism has gained greater value, to such an extent that multilingualism can be seen as the norm, whereas monolingualism is the exception. The importance of multilingualism and its effect on an individual‟s social and language identity has been debated by leading German academics such as Esser, Dirim and Krumm. In the South African context multilingualism is part of daily life, therefore it is not questioned how this multicultural world influences the way South Africans see themselves and interact with the world around them. Here the question comes to mind in what way this language-cultural diversity effects the identity formation of emigrants, who speak a language that is not part of the 11 official languages of South Africa. Therefore it is important to determine in what way the language and the social environment influence the development of their individual and social identities as well as determine in what way they contribute to the active integration into the community. With the help of different theories as well as through an empirical study of German immigrants in South Africa this paper will focus on their social and language identity and what effect, if any, multilingualism has on their identity formation. The paper attempts to explain theoretically the connection between language and identity and then through empirical research demonstrate the influence of language on identity and integration.

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This PhD study investigated the organisational structure of medical communicative facilities and the related communicative experiences of health care providers and patients in HIV and AIDS care centres where there is language discordance between physicians and patients. Such discordance refers specifically to communication in contexts where patients and health care providers speak a number of different, mostly mutually unintelligible first languages (L1s) and where speakers have varying levels of proficiency in a lingua franca such as English. This study considers key moments within the organisational communication structure to assess how well the structure meets its communicative aims. The sites of care that provided empirical data in this study, were a public health clinic which is a division of a state hospital, and a privately run day care clinic both located near Maseru, the capital city of Lesotho. The participants were drawn from four categories, namely physicians, nurses, lay interpreters and patients. Data collection was done through semi-structured interviews, focus group discussions and direct observations of the study sites. The data was later transcribed interpreted and analysed according to insights gained from Organisation Theory on the one hand and Thematic Analysis and Qualitative Data Analysis on the other hand. The most important result of the study is the recognition of organisational fragmentation of care into different units which helps to facilitate communication where patients and physicians show marked language discordance. Further results illuminate several challenges that are encountered by participants in mediating and making meaning where language diversity is such that physicians’ linguistic repertoire does not match the repertoires of patients and local HCPs. The study highlights several institutional and interpersonal strategies that are used to overcome these challenges and to assure effective communication in the particular institutions. It also shows how some of these strategies fail to fully address the communicative challenges identified. The findings of this study suggest that in multilingual clinical contexts there is a need for more dedicated attention to interpreting practices, to the kinds of material distributed among patients and, more generally, to make consultative decisions on improved systems to put in place in order to facilitate communication related to quality health care. / AFRIKAANSE OPSOMMING: Hierdie PhD-studie het die organisatoriese struktuur van mediese kommunikatiewe geleenthede en die verwante ervarings van beroepsmense in gesondheidsorg van pasiënte in HIV-versorgingsentra ondersoek, waar die taalvaardighede van dokters en pasiënte nie gesinchroniseer is nie. Die taaldissonansie verwys spesifiek na kommunikasie in kontekste waar pasiënte en beroepsmense in gesondheidsorg 'n verskeidenheid tale praat wat meestal onderling onverstaan-bare eerste tale (T1e) is van sprekers met ongelyke vlakke van vaardigheid in 'n lingua franca soos Engels. Die studie vestig aandag op sleutelmomente binne die struktuur van die kommunikasie van die organisasie om vas te stel hoe goed die bepaalde struktuur sy kommunikatiewe doelstellinge verwesenlik. Die terreine van gesondheidsorg wat empiriese data vir hierdie navorsing voorsien het, was 'n openbare kliniek wat verbonde is aan 'n staatshospitaal, en 'n privaat dagsorgkliniek wat albei naby Maseru, die hoofstad van Lesotho, geleë is. Die deelnemers behoort aan vier kategorieë, naamlik dokters, verpleegpersoneel, leke-vertalers/-tolke en pasiënte. Data insameling is gedoen deur middel van semigestruktureerde onderhoude, fokus groepbesprekings and direkte waarrneming by die betrokke instansies. Die data is later getranskribeer, geinterpreteer en geanaliseer volgens insigte uit Organisasie Teorie aan die een kant en Tematiese Analise en Kwalitatiewe Data Analise aan die ander kant. Die belangrikste bevinding van die studie is herkenning van die organisatoriese fragmentering van die sorg in verskillende eenhede wat help om kommunikasie te fasiliteer binne ‘n konteks waar pasiënte en dokters merkbare taaldissonansie vertoon. Verdere bevindinge werp lig op verskeie uitdagings wat deelnemers ervaar in die bemiddeling en skep van betekenis waar taaldiversiteit sodanig is dat die talige repertoires van die mediese praktisyns nie aangepas is by die talige repertoires van die pasiënte of plaaslike mediese beamptes nie. Die studie vestig aandag op verskeie institusionele en interpersoonlike strategieë wat gebruik word om uitdagings te oorkom en om effektiewe kommunikasie binne die betrokke instansies te verseker. Dit wys ook hoe sommige van hierdie strategieë misluk in die aanspreek van bepaalde kommunikatiewe uitdagings. Die bevindinge bevestig dat in die omgewing van ‘n veeltalige kliniek daar ‘n behoefte is aan meer toegewyde aandag aan tolkingspraktyke, aan die soort materiaal wat onder pasiënte versprei word, en in meer algemene terme, aan die neem van besluite gegrond op konsultasie sodat verbeterde stelsels geimplimenteer kan word om kommunikasie wat verband hou met goeie kwaliteit gesondheidsorg, te help bedien. / The African Doctoral Academy for financial support

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur. / Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

Thesis (MPhil)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study is set at a school where the population of a formerly Afrikaans medium school has radically changed as a result of new education policies in South Africa. An immediate consequence is that English is now used as a parallel LoLT. This research sets out to recount and interpret the lived experience of five teachers in responding to the challenges of teaching in a multilingual classroom. First selected literature on multilingualism and multiculturalism, both pre-set and inset teacher preparation for such contexts, and language policy in education in South Africa are reviewed. The case study uses structured interviews and classroom observation to generate data. A broadly narrative mode is used in exploring and analysing the data. The experiences of the five teachers varied greatly. Important factors in colouring their experience are the degree of facility (or otherwise) in using languages other than their mother tongue to mediate learning, their beliefs on teaching, and their openness or bias towards particular cultural groups. All of them felt that they would have benefited from specific training or development in teaching in a multilingual/multicultural environment. In the final chapter the argument is presented that teachers need support to develop and enhance their teaching strategies. Ideally pre-service teacher education courses should reflect the demographics of South Africa. At the very least all pre-service courses should include a module on multilingualism and offer the knowledge and skills necessary for successful teaching in the new South Africa. In-service courses should also create opportunities for teachers to develop dynamic ways of meeting the challenges they face in the multilingual classroom. / AFRIKAANSE OPSOMMING: Vir hierdie studie is ‘n voormalige Afrikaansmediumskool gebruik waarvan die skoolbevolking radikaal verander het as gevolg van die nuwe onderwysbeleid in Suid-Afrika. ‘n Onmiddellike gevolg was dat Engels nou as ‘n parallelle taal vir onderrig en leer gebruik word. Die navorsing handel oor en interpreteer die werklike ervarings van vyf onderwysers in reaksie op die uitdagings om in ‘n multitalige klas onderwys te gee. Eerstens word geselekteerde literatuur oor multitaligheid en multikuturaliteit, die voorbereiding van sowel voordiens- as indiensopleiding van onderwysers vir sodanige kontekste en taalbeleid in die onderwys in Suid-Afrika bespreek. Vir die gevallestudie is gestruktureerde onderhoude en klaskamerwaarneming gebruik om data te genereer. ‘n Breë narratiewe modus is gebruik on die data te ondersoek en ontleed. Die ondervindings van die vyf onderwysers het baie verskil. Belangrike faktore wat ‘n invloed gehad het op hulle ervarings is die mate van bekwaamheid ten opsigte van hulle gebruik van tale wat nie hulle moedertaal is nie om leer te medieer, hulle seining oor die onderwys, en hulle openhartigheid of vooroordeel teenoor bepaalde kulturele groepe. Almal het gevoel dat hulle sou gebaat het by spesifieke opleiding of ontwikkeling ten opsigte van onderrig in ‘n multitalige of multikulturele omgewing. In die laaste hoofstuk word dit gestel dat onderwysers ondersteuning benodig om hulle onderrigstrategieë te ontwikkel en te versterk. Ideaalgesproke behoort onderwyseropleidingsprogramme die demografie van Suid-Afrika te reflekteer. Alle onderwyseropleidingsprogramme behoort ten minste ‘n module oor multitaligheid in te sluit en die kennis en vaardighede aan te bied wat benodig word om ‘n suksesvolle onderwyser in die nuwe Suid-Afrika te wees. Indiensopleiding behoort ook geleenthede te skep vir onderwysers om dinamiese werkswyses te ontwikkel om die uitdagings wat hulle in die multitalige klas gaan teëkom te hanteer.