<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>

<p>Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.</p>

Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.

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.

As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective. Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning. When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.

The main purpose of this study is to establish a Turkish slips of the tongue (SOT) corpus and make typological comparisons with English, French and German corpora. In the first part of the study, a slips of the tongue corpus has been created. 85 podcast recordings were analyzed and 53 SOT errors were found. SOT errors were extracted from the podcasts and these audio clips were combined with their spectrograms in a flash video. Classification of SOT errors were carried out with respect to linguistic units involved, type of error, and repair behavior. In this study it is hypothesized that Turkish will have more morphological errors due to agglutination, and Turkish will have less phonological errors as vowel harmony will function as an extra control mechanism. Classification of the SOT errors with respect to linguistic units that are involved shows that 54.27% of the errors are phonological, 16.98% of errors are morphological, 13.21% of errors are lexical and 7.55% errors are phrasal. The classification with respect to error type shows that 26.42% of errors are anticipations, 30,19% of errors are perseverations, 18.87% errors are substitutions and 7.56% of errors are blends. There is a difference in the percentages of errors as compared to the other corpora. Turkish has more morphological and phonological errors. Also the data shows that there are more perseverations than anticipations, similar to German. Typological comparisons with other languages suggests that the difference in the ratio might be caused by the SOV sentence structure rather than agglutination. The first hypothesis was therefore confirmed partly. However, the second hypothesis was not supported. Vowel harmony did not function as a control mechanism on the phonological well-formedness of the utterance. Rather, it seems to be located at the level of morpho-phonology in the lexicon proper. Turkish having more phonological errors might also be related with a higher demand on working memory because of the head-final SOV sentence structure. In order to be able to draw more reliable conclusions the size of the Turkish SOT database needs to be increased.

<p>As the postmodern view on local perspectives and situated knowledge is becoming increasingly more important, educational issues regarding ethnic minority groups and multicultural aspects of learning are rapidly turning into a major focus throughout the international educational world. Distinct minority cultures and languages are rarely given enough attention within formal school settings. Instead national languages and curriculum are mandatory, leaving minority students confused and at a disadvantage. The Akha people of Northern Thailand find themselves sharing these minority struggles and this paper sets out to explore issues of continuity and change within Akha discourses from an educational perspective.</p><p>Eight semi-structured qualitative interviews were conducted with individuals from the Akha minority group in regards to their views on education. The aim was to analyze how their educational discourses were constructed and what perceptions they carried, primarily in relationship to knowledge and learning.</p><p>When analyzing the interview material it became evident that the informants’ discourses about education constructed two completely different worlds. Their descriptions of traditional Akha learning in a community setting was distinctly different from how they depicted the mandatory Thai schooling. Conflicts between continuity and change also emerged in the interview material. At the same time as a strong wish for continuity of traditional Akha culture was clearly visible, the interviewees also expressed the necessity to change and adapt to the outside world. This paper, therefore aims to discuss these conflicting discourses in relation to four different aspects of life where education seems to play an essential role for the informants in promoting and preventing changes and continuity: knowledge and learning, social structures, morals and ethics, and cultural identity. It will also be discussed how these discourses construct and impact reality, as well as how perceptions are constructed and reproduced. Furthermore, this paper will also consider how the different issues and conflicts mentioned above could be addressed by a formal Akha school setting.</p>

No description available.

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