Thesis (Ph.D. (Language Education)) --University of Limpopo, 2018. / Refer to document

<p>Sverige är idag inte längre ett homogent land utan numera är det ett mångkulturellt land där många nationaliteter, etniciteter och religioner ska samspela. Hur kan det vara att lära sig ett andraspråk och vilka faktorer är viktiga i tillägnandet av det? Syftet med denna studie var att se hur undervisningen kan se ut i en mångkulturell grundskola där flertalet av eleverna har ett annat modersmål än svenska, med fokus på om och hur skolan arbetar med att tillvarata andraspråksinlärarnas modersmål gentemot svenskan. Tanken var även att få ta del av andra faktorer såsom hemmets, skolan och fritidsverksamhetens roll i tillägnandet av ett andraspråk. Detta för att blivande och verksamma pedagoger samt andra som är intresserade inom andraspråksinlärning ska kunna få se hur undervisning inom detta kan se ut och bedrivas. Därför valdes det att göra en etnografisk fallundersökning med ett kvalitativt angreppssätt för att i datainsamlingen ha tillgång till olika instrument av intervjuer och deltagande observationer samt ta del av olika artefakter. Detta val av metod gjorde det möjligt att få ta del av en elevs väg i den svenska skolan genom interjuver med pedagoger som arbetat med eleven och deltagande observationer samt intervjuer med hemmet i form med elevens mamma. Av resultaten som går att ta del av i denna rapport framkommer det att hur skolan tillvaratar andraspråksinlärarens modersmål gentemot svenskan spelar roll för hur tillägnandet av målspråket ska utvecklas. Även har olika undervisningsmetoder i skolan och interaktionen mellan skola, hem och fritidsverksamhet visat sig vara viktiga delar för hur andraspråksinlärningen ska fortgå.</p> / <p>Sweden are today no longer a homogeneous country without now is that a multicultural country where many nationalities, ethnicities and religions will influence each other. How can it be to learn a second language and which factors are important conquer the second language? The purpose with this study was to see how an education can perform in a multicultural compulsory education where the majority of the students have another mother tongue than Swedish with focus on if the school works with safeguarding second language learner’s mother tongue in relation to the Swedish language. The thought was also to take part of other factors as home, school and the spare time’s roles in conquering a second language. In order to proposed and active teachers and others who are interested within second language learning will allso be able to see how the education within this can be like and to be carried out. Therefore, it was chosen to do an ethnographic case survey with a qualitative position in order to collect the information by have access to different instruments of interviews and participating observations and to take part of different artefacts. This choice of method did it possible to take part of the pupil's road in the Swedish school through interviews with teachers who worked with the pupil, participating observations and interviews with the home in mould with the pupil's mother. Of the result that goes to take part of in this report is that the second language learner’s mother tongue in relation to the Swedish language plays a significant role for how to conquer the second language. How the second language learning continues depends on among other thing as teaching, interaction between schools, home and the spare time’s role which are all important factors for the pupil’s conquering a second language.</p>

Sverige är idag inte längre ett homogent land utan numera är det ett mångkulturellt land där många nationaliteter, etniciteter och religioner ska samspela. Hur kan det vara att lära sig ett andraspråk och vilka faktorer är viktiga i tillägnandet av det? Syftet med denna studie var att se hur undervisningen kan se ut i en mångkulturell grundskola där flertalet av eleverna har ett annat modersmål än svenska, med fokus på om och hur skolan arbetar med att tillvarata andraspråksinlärarnas modersmål gentemot svenskan. Tanken var även att få ta del av andra faktorer såsom hemmets, skolan och fritidsverksamhetens roll i tillägnandet av ett andraspråk. Detta för att blivande och verksamma pedagoger samt andra som är intresserade inom andraspråksinlärning ska kunna få se hur undervisning inom detta kan se ut och bedrivas. Därför valdes det att göra en etnografisk fallundersökning med ett kvalitativt angreppssätt för att i datainsamlingen ha tillgång till olika instrument av intervjuer och deltagande observationer samt ta del av olika artefakter. Detta val av metod gjorde det möjligt att få ta del av en elevs väg i den svenska skolan genom interjuver med pedagoger som arbetat med eleven och deltagande observationer samt intervjuer med hemmet i form med elevens mamma. Av resultaten som går att ta del av i denna rapport framkommer det att hur skolan tillvaratar andraspråksinlärarens modersmål gentemot svenskan spelar roll för hur tillägnandet av målspråket ska utvecklas. Även har olika undervisningsmetoder i skolan och interaktionen mellan skola, hem och fritidsverksamhet visat sig vara viktiga delar för hur andraspråksinlärningen ska fortgå. / Sweden are today no longer a homogeneous country without now is that a multicultural country where many nationalities, ethnicities and religions will influence each other. How can it be to learn a second language and which factors are important conquer the second language? The purpose with this study was to see how an education can perform in a multicultural compulsory education where the majority of the students have another mother tongue than Swedish with focus on if the school works with safeguarding second language learner’s mother tongue in relation to the Swedish language. The thought was also to take part of other factors as home, school and the spare time’s roles in conquering a second language. In order to proposed and active teachers and others who are interested within second language learning will allso be able to see how the education within this can be like and to be carried out. Therefore, it was chosen to do an ethnographic case survey with a qualitative position in order to collect the information by have access to different instruments of interviews and participating observations and to take part of different artefacts. This choice of method did it possible to take part of the pupil's road in the Swedish school through interviews with teachers who worked with the pupil, participating observations and interviews with the home in mould with the pupil's mother. Of the result that goes to take part of in this report is that the second language learner’s mother tongue in relation to the Swedish language plays a significant role for how to conquer the second language. How the second language learning continues depends on among other thing as teaching, interaction between schools, home and the spare time’s role which are all important factors for the pupil’s conquering a second language.

The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

The objectives of this study were to investigate existing theory regarding the conceptual learning of young learners and to determine what core concepts Grade 5 learners need to learn. An empirical investigation as to whether these learners were familiar with the mother tongue words for the identified core concepts in syllabuses and textbooks, and to investigate whether they could recede these concepts into English (the medium of instruction in their classrooms) was also undertaken. The role of conceptual awareness in learning was discussed based on Piaget's, Vygotsky's and Clark's theory. They explain how concepts and knowledge are acquired and also how language affects this process. Learners are required to know the concepts of what they learn and should recede the information or concepts into the language used for a specific learning task. In the case of this study it was English. The study revealed that many learners who were investigated in this study did not possess the knowledge to encode many of the core or broader concepts in Tshivenda, their mother tongue. Learners also seemed to learn some concepts and the English encoding for them simultaneously. The findings showed, however, that most learners in Grade 5 could not recede many of the concepts that they possessed in L1 into English the Mol. It was clear that many learners in this study were not ready to switch from mother tongue instruction to English Mol in Grade 5. Their lack of conceptual awareness coupled with the lack of adequate English proficiency to learn the subjects in English may have been influenced by a number of possible reasons. Some reasons that were suggested were the following: a lack of prior knowledge of concepts that occur in Grade 5 syllabuses and textbooks; poorly trained teachers who are unable to assist learners to create links between existing knowledge and new knowledge; poor socio-economic circumstances and illiteracy and teachers who may lack English proficiency and cannot teach all subjects confidently in English. Some implications for the findings were suggested such as the following: if teachers are aware of the demands made on the conceptual framework of learners and the possible limitations that• they have regarding their conceptual readiness to learn, intervention is possible. Much can be done regarding the strategies that teachers may employ to enrich, expand, reconstruct, revisit or adapt concepts for learning. Such strategies include visual scaffolding, an enriched conceptual and language programme and a planned and structured approach to teaching language across the curriculum. / Thesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2001

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome these challenges. In this regard, structured, one-on-one interviews were conducted with six Oshiwambo-speaking teachers at a specific homogenous secondary school in the Omusati region of northern Namibia. The findings of this study suggest that teachers believe that the learners’ sole advantage of using ELF as the LOLT is that it may benefit them if they further their studies abroad, as possessing knowledge of English would enable them to communicate with people from different countries. Another main finding, in terms of how teachers overcome the challenges posed by using ELF as the LOLT, is that teachers often resort to code-switching to ensure that their students understand the concepts they are being taught. / AFRIKAANSE OPSOMMING: Met die onafhanklikheidswording het Namibië Engels as amptelike taal gekies en gevolglik ook as die taal van onderrig en leer (LOLT). Sedertdien het staatsdokumente en ander literatuur getoon hoe swak leerders presteer en dat daar ‘n daling in onderrigstandaarde is (Benjamin 2004: 25). Dit blyk dat onderwysers verskeie uitdagings met die gebruik van Engels as LOLT in die klaskamer in die gesig staar. Hierdie studie ondersoek dus hierdie uitdagings van onderwysers in die noorde van Namibië wanneer hulle Engels as ‘n lingua franca (ELF) as die LOLT moet gebruik, sowel as hoe onderwysers hierdie uitdagings oorkom. In hierdie opsig is gestrukureerde individuele onderhoude met ses Oshiwambosprekende onderwysers gevoer by ‘n spesifieke homogene sekondere skool in die Omusati omgewing in Noord-Namibië. Die bevindinge van hierdie studie dui aan dat onderwysers glo dat leerders wat ELF as LOLT gebruik net voordeel daaruit sal trek indien hulle hul studies in die buiteland sou voortsit omdat kennis van Engels hulle instaat sou stel om met mense van verskillende lande te kommunikeer. Nog ‘n belangrike bevinding is dat onderwysers heel dikwels van kodewisseling gebruikmaak om te verseker dat hulle studente die terme wat aangeleer word wel verstaan.

Thesis (MA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The decision by teachers to use a specific language for teaching in a bilingual context is influenced by a number of factors. These may include learners’ linguistic background, parental preferences on the use of language for teaching and learning, policy stipulations on language use, as well as learners’ cognitive level and their ability to comprehend lessons given in a specific language. Although policy stipulations and parental preference may emphasise the use of one particular language for teaching and learning, research shows that the classroom context and the dilemma teachers face in terms of language comprehension often play a role in the use of more than one language. Teachers often switch codes in a bilingual classroom for different reasons: clarifying subject matter, concept elaboration, encouraging leaners to participate, supporting exploratory talk, ensuring comprehension as well as switching codes as a classroom management strategy. This thesis investigates the frequency and the function of teachers’ code switching (CS) in a bilingual classroom context. The study was conducted in Limpopo Province, South Africa, in the Vhembe District Municipality. Two bilingual primary schools under Sibasa Circuit were chosen for study. A series of lessons were observed in the two schools and teachers’ interactions with learners in the classroom were recorded and then analysed qualitatively, guided by Myers- Scotton’s (1993) Markedness Model which is used to provide an account for different types of CS. This model is used to account for the motivations for every code choice in any discourse. The results of the study show that CS is a common feature in the two schools. The policy stipulations and parents’ preference do not limit teachers’ use of CS in such bilingual primary school classrooms. / AFRIKAANSE OPSOMMING: ’n Onderwyser se besluit om ’n spesifieke taal vir onderrig in ’n tweetalige konteks te gebruik word deur ’n reeks faktore beïnvloed. Dit sluit die leerders se taalagtergrond, ouers se taalvoorkeur vir onderrig en leer, amptelike skoolbeleid in verband met taalgebruik, sowel as die leerders se kognitiewe vlak en hul vermoë om klasse te verstaan wat in ’n spesifieke taal aangebied word, in. Hoewel skoolbeleid en ouers se taalvoorkeur die gebruik van een spesifieke taal vir onderrig en leer beklemtoon, toon navorsing dat die konteks van die klaskamer en die dilemma wat onderwysers in die gesig staar in terme van taalbegrip, ’n rol speel in die gebruik van meer as een taal. Onderwysers gebruik dikwels twee tale in ’n tweetalige klaskamer, om verskeie redes: verduideliking van lesmateriaal, uitbreiding van konsepte, aanmoediging van die leerders om deel te neem, ondersteuning van ondersoekende gesprekke, versekering van begrip sowel as kodewisseling as ’n strategie vir die bestuur van die klaskamer. Hierdie tesis ondersoek die frekwensie en die funksie van onderwysers se kodewisseling in die konteks van ’n tweetalige klaskamer. Die studie is in die Vhembe Distriksmunisipaliteit van die Limpopo Provinsie, Suid- Afrika, uitgevoer. Twee tweetalige laerskole wat deel uitmaak van die Sibasa-streek is gekies vir die studie. ’n Reeks klasse is waargeneem in die twee skole en die onderwysers se interaksies met die leerders in die klaskamer is opgeneem en daarna kwalitatief ontleed , gegrond op Myers- Scotton (1993) se Gemarkeerdheidsmodel (“Markedness Model”) wat gebruik word om ’n verklaring te gee vir die verskillende tipes kodewisseling. Hierdie model is gebruik om ’n verantwoording te bied van die redes vir elke kodekeuse in enige diskoers. Die resultate van die studie toon dat kodewisseling ’n algemene verskynsel in die twee skole is. Die skoolbeleid en ouers se taalvoorkeur beperk nie die onderwysers se gebruik van kodewisseling in sulke tweetalige laerskoolklaskamers nie. Onderwysers gebruik om verskeie redes kodewisseling, insluitend uitbreiding, verduideliking, beklemtoning, en teregwysing as ’n dissiplinêre strategie.

Submitted by Camila Arndt Wamser (camilarndt@hotmail.com) on 2018-06-06T03:20:27Z No. of bitstreams: 1 TESE - últimas correções maio-junho 1.pdf: 6271434 bytes, checksum: b734d99c34b07a3a1defa1da94bfdc7b (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-06T13:16:09Z (GMT) No. of bitstreams: 1 wamser_ca_dr_arafcl.pdf: 6165425 bytes, checksum: d03481efdae3fdc2e9500d3e49727404 (MD5) / Made available in DSpace on 2018-06-06T13:16:09Z (GMT). No. of bitstreams: 1 wamser_ca_dr_arafcl.pdf: 6165425 bytes, checksum: d03481efdae3fdc2e9500d3e49727404 (MD5) Previous issue date: 2018-05-10 / Nossa hipótese de pesquisa é a de que o ensino, por meio das atividades epilinguísticas, proporciona ao aluno a apropriação da língua e a autonomia diante do seu uso. Desse modo, contrapõe-se ao método pautado na memorização das regras gramaticais e na separação da gramática e da produção textual. Sustentamo-nos teoricamente na Teoria das Operações Predicativas e Enunciativas, formulada pelo linguista francês Antoine Culioli e que prevê a materialidade da língua – o texto oral ou escrito – como unidade de trabalho do linguista, assim, entendemos que é também a unidade de trabalho do ensino de língua. Com essa concepção, não é possível a dissociação entre texto, léxico e gramática, logo o trabalho do professor é propiciar ao aluno a apropriação da linguagem e essa não pode ser confundida com descrição de língua no ensino. Assim, propõe-se a linguagem para a sala de aula por meio das atividades epilinguísticas. São também objetivos da pesquisa: determinar as operações e processos linguísticos desencadeados pela marca como; identificar a ausência do trabalho reflexivo nas atividades tradicionais do ensino das conjunções e do período composto, especificamente no que se refere à marca como; elaborar um modelo de aula que possa servir de parâmetro para o ensino por meio das atividades epilinguísticas. Para o alcance dos objetivos, dividimos nossa pesquisa em duas partes: uma de análise de enunciados sob os pressupostos da TOPE e outra de um trabalho de prática de ensino por meio de atividades epilinguísticas. A análise dos enunciados visa a encontrar, dentre a variação radical e ambiguidades geradas pela marca como, a invariância que permite essa variação e a passagem de um valor sintático-semântico a outro. Já para o desenvolvimento da parte prática, trabalhamos com três turmas do ensino fundamental na cidade de Caçador/SC no turno vespertino: duas de nono ano da Escola de Educação Básica Dra. Nayá Gonzaga Sampaio; e uma turma de sexto ano da Escola Municipal Pierina Santin Perret. Em uma das turmas de nono ano, realizamos atividades que agissem sob o nível epilinguístico dos alunos, enfatizando as operações desencadeadas pela marca como; na outra turma de nono ano, observamos a metodologia utilizada no ensino tido como tradicional, ou seja, pautado pelo ensino da norma, em suas classificações e regras. O trabalho realizado com a turma de sexto ano, também foi baseado nas atividades epilinguísticas e teve por objetivo demonstrar as diferenças de se propor esse tipo de método a crianças e a adolescentes. Os enunciados trabalhados tanto na análise quanto na prática foram os mesmos, pois somente podemos comprovar nossa tese relacionando esses dois momentos – análise e prática. Desse modo, o trabalho com a marca como mantém a coerência da nossa pesquisa e permite a superação da polarização entre teoria e prática no ensino. Assim, pretendemos comprovar que o ensino por meio das atividades epilinguísticas é mais relevante e significativo, pois possibilita ao discente a elaboração de uma metalinguagem operatória que lhe confere reflexão e autonomia diante dos fatos da língua. / This research is based on the hypothesis that teaching mother tongue language through epilinguistic activities provides the students with appropriation and autonomy regarding their uses of language. Thus, this method differs from the one based on the memorization of grammar rules and on the separation of grammar and textual production. Theoretically, the study is based on the Theory of Predicative and Enunciative Operations, created by Antoine Culioli. This theory considers the materiality of language, which means oral or written texts, as the unit of work for linguists, so we also understand that it should be the unit of work for teaching the language. From this conception, the dissociation between text, lexical, and grammar is not possible. The teacher's job is to propitiate intimacy with language to the students. Thereby language is brought into the classroom by epilinguistic activities. The aims of this research are: to determine the language operations and linguistics processes unleashed by the mark como ; to identify the absence of reflexive work in traditional activities of teaching of conjunction and subordinate clauses, specifically regarding the mark como; to elaborate a model of class that serve as parameter for teaching by epilinguistic activities. To reach out these aims, our research was divided into two parts: one of analysis of statements according to the theoretical and methodological assumptions of TOPE and another of a practical work of teaching by epilinguistic activities. The statement analysis was done to find the invariance between the variance and the ambiguities created by the mark like. This invariance allows not just the variance, but the passage from one syntactic-semantic value to another. To develop the practical part, we worked with three classes of elementary school in Caçador/SC city: two classes were in the ninth grade of Nayá Gonzaga Sampaio School and one was in the sixth grade of Pierina Santin Perret School. Both schools were public. In one of the ninth-year classes, we performed activities that act on the epilinguistic level of the students, emphasizing the operations unleashed by the mark como. In the other ninth grade, we observed the methodology used in traditional teaching, which means based on the grammar rules and in its classification lists. The work realized with the sixth grade was also based on the epilinguistic activities and aimed to demonstrate the differences of proposing this type of method to kids and to teenagers. The statements analyzed were the same for the classes applied to the students, because the only way to prove our hypothesis is relating these two moments – theory and practice. Thus, the work with the mark como keeps the coherence of our research and allows the overcoming of the polarization between theory and practice in teaching. Therefore, we intend to prove that teaching by epilinguistic activities is more relevant and significative, because it enables the elaboration of an operative metalanguage to the students which provides them reflection and autonomy regarding the facts of the language.

abstract: Early childhood is a special and amazing period in a child's development. It is a period during which all facets of a human being-cognitive, linguistic, physical, emotional, social, and spiritual--are rapidly developing and influenced by a child's interactions with her socializers and environment. Fundamentally, what happens during this critical period will influence and impact a child's future learning. Much of what is known about children's development comes from research focusing primarily on mainstream English speaking children. However, not much that is known about Indigenous children and their early period of child development. Therefore, this thesis research focused on Diné children and their early childhood experiences that occur during the fundamental time period before Diné children enter preschool. It also examines the contemporary challenges that Diné parents and other cultural caretakers face in ensuring that Diné infants and young children are taught those important core elements that make them uniquely Diné. The research questions that guide this thesis are: 1.What do Diné people believe about children and their abilities? 2.What do Diné children need to learn in order to become Diné? 3. What are the Diné childhood rearing beliefs and practices? 4. Why aren't Diné parents and grandparents teaching their children how to be Diné? Findings reveal an early childhood experience in which children are viewed as true explorers and highly intelligent, inquisitive learners and included as integral participants and contributors to the family and community. This thesis concludes with a discussion of the multidimensional transitions, such as the shift from the Diné language to English in Diné homes and communities that have occurred in the Diné way of life and how they have impacted how Diné children are socialized. Creative alternatives for increasing Diné childhood speakers on and off the Navajo reservation are also considered. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011