Дисертації з теми "Official English"

This thesis aims to investigate grammatical metaphor in Vietnamese translations of English official documentation. Building on Halliday’s notion of grammatical metaphor and linguistic theories of translation shift, the thesis situates its argument in the broader context of translation theory and explores the various representations of grammatical metaphor in relation to Catford’s translation shifts. It adopts a corpus approach with the compilation of a 200,000-word English-Vietnamese parallel corpus, and focuses specifically on the translation of nominalisations formed with the suffixes ATION and MENT. The thesis draws on the Vietnamese translations to provide insights into metaphorical modes of expression via nominalisations-as-grammatical metaphor in official texts. The findings reveal the various types of metaphorical meanings embedded in nominalised forms. The identification of this range of metaphorical realisations can be interpreted along a cline from being more verb-like and denoting the Act category, to being more noun-like and denoting the Result category, or stretching along the cline and denoting the Process or Activity indicated in the verbal stem. The thesis supports the argument that several strategies which previous researchers have posited as universals are adopted in translating for adequate equivalence in metaphorisation. Some of these strategies like explicitation and simplification are found to be more powerful and more frequently used than others, and there are more explicitating and simplifying shifts in lexical rather than in syntactic or stylistic terms. Literal translation, though not commonly recognised as a translation universal, is found to be the most prevalent approach in the Vietnamese translation of ATION and MENT nominals in official texts. The thesis claims that the adoption of particular translation strategies generates corresponding translation shifts, and it is found that explicitation and simplification often entail shifts in level and in rank, and shifts in class often occur with shifts in structure. The findings reveal that shifts do not occur singly, but are often intertwined, and overlapping shifts are common in the Vietnamese translation. The thesis also proposes a graded continuum to justify congruence-incongruence shifts, and finally develops taxonomies of possible translation shifts involved in translating English N-GMs into Vietnamese. The findings are hoped to reveal several implications for the teaching about translation and for the practice of translating.

English has integrated into Swedish society, and into the Swedish language. In this study, the goal is to examine why English has become so influential in Sweden and if this has occurred previously. This will be studied by examining the historical relation between Swedish and three languages, German, French and English. Moreover, the English language influences will be examined more extensively in its global spread and its social relation to Swedish. This essay will contain a limited study, which will ask a sample of twenty individuals if they think Sweden requires a second language, and what language they would select to fill this position. There is a pattern to observe in the historical language influences, which are: the global presence of the language, the integration and immigration into the Swedish society and the grammatical and lexical significance of loanwords. The majority of the sample selected English as the language that would fill a second language position in Sweden, and close to half of the sample thought Sweden requires a second language. With such a limited sample and with few questions, no claims could be made regarding the requirement of a second language in Sweden. This could be expanded further into a more extensive study with less focus on the historical influences upon Swedish.

This work is concerned with the way that official bilingualism emerged as a part of English-Canadian values in the 1960s. Much of this work is about the effort in the 1960s to change the federal public service from a stronghold of English-speaking Canada to an organisation where English-speaking and French-speaking Canadians could work in their own language on an equal footing. The archival records of the Professional Institute of the Public Service provide detailed insight into this change and the resistance to it. It is the thesis of this work that the adaptation to official bilingualism in the Public Service of Canada played a key role in setting English-speaking attitudes to bilingualism. The struggle to define and impose official bilingualism in the federal public service was a testing ground for the evolution of bilingualism in English-speaking Canada as a whole. As much of English-speaking Canada accepted the value of bilingualism in principle, the public service worked out the practical ramifications of this culture change. The result was a slow and only partial progress toward effective bilingualism in the federal public service and in Canada as a whole.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.
Until very recently in the history of Second Language Acquisition (SLA) studies kept vocabulary acquisition in a lower status compared to other aspects of language as a system of communication. Current research has demonstrated the importance of vocabulary acquisition within the SLA field. This study tries to bring together two fundamental components of language teaching - the vocabulary component and the way it is presented and taught, and the cultural models and ideologies that influence the creation of a language course through the analysis and comparison of the two official Chilean 1st grade curricula for teaching English and Mapudungun. Results suggest there are problems both in terms of SLA theoretical support and in terms of vocabulary acquisition theories. Each program upholds clear, but quite different cultural models that define the status of these two languages in our country.

Socio-economic processes have long underlined the value of language and ethno-linguistic categories in Canada. The Quiet Revolution, widely considered to be one such process, has resulted in the production of Quebec's English-speaking minority. Although recent studies pertaining to Quebec's English-speaking minority have largely focused on the construction of identity, little research has explored the perceived value of language. While Quebec City’s English-speaking minority is increasingly bilingual, figures suggest that its youth continues to migrate. Through a critical perspective, this thesis explores how Quebec City’s English-speaking minority is navigating the uneven distribution and rising value of bilingualism. Using a qualitative approach, I conducted 15 interviews with participants who attended an English-language high school in Quebec City. Results revealed that participants mobilized ethnic and economic language ideologies as a means to negotiate the value of their linguistic practices and that these language ideologies structured mobility and enabled participants to reposition themselves within a new linguistic market.

The Democratic Republic of the Congo is one of the least developed countries in the world and its school system needs to be improved. The aim of this research is to find out what the Congolese state expects from language teaching (French and English), how this is described in the curriculum, and whether this differs from the curriculum of a more developed country, such as Sweden. Through a content analysis, the language view, the role of the teacher and views of pupil participation are investigated. The Swedish curriculum and the Congolese programme of French show similarities by communicative and constructivist views, while the Congolese programme of English demonstrates behaviouristic features. This study can serve as an example of how the language context, i.e., second language v. foreign language, as well as the national culture, influence the curriculum.
Demokratiska republiken Kongo är ett av världens minst utvecklade länder och dess skolsystem är i behov av en förbättring. Språk är en viktig del i utvecklingen av landet. Syftet med den här uppsatsen är att ta reda på vad den kongolesiska staten förväntar sig av sin språkundervisning, hur den beskrivs i styrdokument samt om den skiljer sig från läroplanen i ett mer utvecklat land som Sverige. Genom en kvalitativ innehållsanalys har uppfattningar om uppsatsens teman; språksyn, lärarens roll och elevdeltagande, hittats. Materialet som analyserats är den kongolesiska skolans program för franska och engelska, samt den svenska läroplanen inklusive kursplanerna för franska och engelska. Analysen avser de första åren i den kongolesiska sekundärskolan och det svenska högstadiet, vilka motsvarar varandra när det gäller elevernas ålder. Skillnaden i DR Kongo mellan andraspråk (franska) och främmande språk (engelska) berörs.Den svenska läroplanen samt det kongolesiska programmet för franska visar många likheter genom att lyfta fram kommunikativa och konstruktivistiska perspektiv. Det kongolesiska programmet för engelska har däremot behavioristiska drag. Lärarens olika roller och hur elevdeltagande lyfts fram förstärker dessa språksyner. De två kongolesiska programmen liknar dock varandra när det gäller synen på hur läraren ska behandla språkliga fel i klassrummet. Studien kan ses som ett exempel på hur språkkontexten, d.v.s. andraspråk och främmande språk, likväl som den nationella kulturen påverkar läroplaner.

The region of Southern Appalachia, long known for its colorful storytellers, is also rich in folk medical lore and practice. In their Appalachian novels, Lucy Furman, Emma Bell Miles, Mildred Haun, Catherine Marshall, Harriette Arnow, Lee Smith, and Charles Frazier, feature folk medicine prominently in their narratives. The novels studied, set against the backdrop of the rise of official medicine, are divided into three major time periods that correspond to important chapters in the history of American medicine: the 1890s through the 1930s; the 1940s through the 1960s; and the 1970s through the present. The study of folk medicine, a sub-specialty of the academic discipline of folklore, gains significance with the current rise in distrust of official medicine and a return to medical folkways of our past. The authors studied here have performed an ethnological role in collecting and preserving with great care and authenticity many of the Appalachian regionÆs folk medical beliefs and practices.

Офіційно-ділова комунікація спирається на спеціалізований лексикон, що охоплює широкий спектр офіційно-ділової сфери діяльності. Враховуються наявні відмінності в нормативних стандартах держав, особливості текстів англійського та українського офіційно-ділового дискурсу під час перекладу офіційно-ділової документації. У процесі перекладу офіційно-ділових паперів з однієї мови на іншу, перекладач наштовхується на проблему адекватного відтворення змісту тексту оригіналу, що зумовлює конкретні труднощі перекладу. Висвітлюється специфіка перекладу текстів сучасного англомовного офіційно-ділового дискурсу, а також комплекс вправ задля навчання письмового перекладу у сфері ділового листування.
Официально деловая коммуникация базируется на специализированном лексиконе, который охватывает широкий спектр официально-деловой сферы деятельности. Учитываться имеющиеся различия в нормативных стандартах государств, особенности текстов английского и украинского официально-делового дискурса при переводе официально-деловой документации. В процессе перевода официально-деловой документации с одного языка на другой, переводчик сталкивается с проблемами адекватного воспроизведения содержания текста оригинала, что создает конкретные трудности перевода. Освещается специфика перевода текстов современного англоязычного официально-делового дискурса, а также комплекс упражнений для обучения письменного перевода в сфере деловой переписки.
Official business communication is based on a specialized vocabulary that covers a wide range of official business areas. Consider the existing differences in the regulatory standards of states, the peculiarities of the texts of the English and Ukrainian official business discourse when translating official business documentation. In the process of translating official business documents from one language into another, the translator is faced with problems of adequate reproduction of the content of the original text, which creates specific translation difficulties. The specificity of the translation of the texts of the modern English-language official-business discourse is highlighted, as well as a set of exercises for teaching written translation in the field of business correspondence.

Робота на здобуття ступеню магістр Старусєвої Євгенії Олексіївни, ПРмз-91с
Теоретичне значення: Теоретична значущість роботи полягає в тому,що дані дослідження можуть бути використані студентами-перекладачами для кращого розуміння специфіки перекладу вузькопрофільних текстів Наукова проблема: пошук доцільних варіантів перекладу ділової документації, що є актуальним у наш час через великий попит Методи дослідження: теоретичний аналіз необхідної літератури, описовий та перекладацький аналізи Висновки: У висновку наголошується, що у ході здійсненного дослідження було виявлено такі речі як: 1)переклад документації має свою специфіку, а саме чіткий виклад змісту, застосування кліше, тобто використання стандартизації, що значно полегшує роботу перекладача, відмова від багатозначності документа, адже це позбавляє документ юридичної сили. 2) опираючись на здійснений аналіз різних видів документів, ми виявили, що найбільш часто трапляються такі проблеми при перекладі, як перекладацькі трансформації, калькування, описовий переклад, використання пасивних конструкцій, а також іноді транслітерація.
Цель: Описание особенностей перевода документации официального уровня Теоретическое значение: Теоретическая значимость работы заключается в том, что данные исследования могут быть использованы студентами-переводчиками для лучшего понимания специфики перевода узкопрофильных текстов Научная проблема: поиск подходящих вариантов перевода деловой документации, является актуальным в наше время за большого спроса Методы исследования: теоретический анализ необходимой литературы, описательный и переводческий анализы Выводы: В заключении отмечается, что в ходе осуществленного исследования было выявлено такие вещи как: 1) перевод документации имеет свою специфику, а именно четкое изложение содержания, применения клише, то есть использование стандартизации, что значительно облегчает работу переводчика, отказ от многозначности документа, ведь это лишает документ юридической силы. 2) опираясь на осуществлен анализ различных видов документов, мы обнаружили, что наиболее часто встречаются следующие проблемы при переводе, как переводческие трансформации, калькирование, описательный перевод, использование пассивных конструкций, а также иногда транслитерация.
Goal: Description of the features of translation of official-level documentation Theoretical meaning: The theoretical significance of the work lies in the fact that the research data can be used by translation students for a better understanding of the specifics of translation of narrow-profile texts. Scientific problem: the search for suitable options for the translation of business documents is relevant in our time due to the great demand Research methods: theoretical analysis of the required literature, descriptive and translation analysis Conclusions: In conclusion, it is noted that in the course of the research carried out, such things were identified as: 1) translation of documentation has its own specifics, namely, a clear presentation of the content, the use of clichés, that is, the use of standardization, which greatly facilitates the work of the translator, rejection of the ambiguity of the document, because this deprives the document of legal force. 2) based on the analysis of various types of documents, we found that the most common problems in translation are translation transformations, tracing, descriptive translation, the use of passive constructions, and sometimes transliteration.

This thesis examines the role of the modern democratic state as a sponsor of literature in the English-speaking world between 1945 and 2000. Working with, and modifying, Bourdieu's conception of the literary field, it considers the often paradoxical consequences of the state's shift from censor to guarantor in this period. Granting 'official autonomy' in this way had numerous unexpected and often fraught effects on the writers, readers and institutions that shaped the literary field. To keep this large subject firmly based on available historical evidence, this thesis considers a series of distinct 'moments' of state intervention through detailed case studies of three specific institutions: the international Congress for Cultural Freedom (1960-1968), the Arts Council of Great Britain (1960-1990), and the private examination boards that implemented the National Curriculum in the UK (1989-2000). In each case, it shows how these different but related moments, and the larger diachronic narrative of which they form a part, take place against a backdrop of interlinking historical and socio-political transformations, including the Cold War, decolonisation and multiculturalism. Drawing on evidence in literary and other public archives, the thesis not only brings into view questions about the public status of literature in recent history, it shows how an understanding of the state's role enables us to think differently about the cultural consequences of modern democratic liberalism. The methodological emphasis it places on institutions challenges critical and popular orthodoxies, associated chiefly with the liberal tradition, which conventionally set the overbearingly powerful and monolithic state against the inescapably vulnerable but also courageous individual. The alternative picture that emerges reveals a world in which the actions of various individuals can be understood partly via the institutional roles they perform, and institutions operate as sites that negotiate competing ideas of literature and literariness, and implement state power in variegated, diffuse and contested ways. Each of the case studies provides a different, though comparable, perspective on this larger picture. As such, the thesis opens up a nuanced way of analysing the interventions of writers, critics and reading communities, while also offering a differentiated approach to understanding the state and its evolution.

Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas.
This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group.

This study explores how learners in a township primary school learn, and are taught through the medium of English, in a community of pre-dominantly Xhosa speakers, and where English is seldom spoken or heard. The school is typical in the sense that learners from Grade 1 to Grade 3 are taught in isiXhosa as home language, with English as subject, after which they switch to English as the language of teaching and learning from Grade 4 onwards. The study concerns itself with the language and literacy practices at this pivotal switch-over point, and investigates to what extent learners in the Grade 4 English classes have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 1984), in English to make the switch to learning all subjects in English. The study also includes analysis of data gathered in two Natural Science lessons, in search of how the same Grade 4 learners learn, and are taught subject- specific knowledge in English. Classroom discourse patterns, which includes safetalk (Chick, 1996) and safetalk and safetime (Hornberger and Chick, 2001) and the kind of teaching practices prevalent in schools in post-colonial countries are examined to explain the low proficiency level of the typical Grade 4 learner at this critical point in English language learning.

碩士
淡江大學
美國研究所
93
This dissertation aims to analyze the Official English Movement, which begins from the eighties and discuss the influence it brings to native Americans as well as immigrants. In this dissertation, a great number of official documents and statistics are used to explain the function of this movement and the transition of the structure of American immigrants. Since the Official English issue involves lots of areas, it always arouses many disputes such as national identity and the necessity of the existence of bilingual education. Nowadays more than half of states in the United States have passed the law to declare English as the official language of the states. In fact, many Americans (including immigrants themselves) are in favor of the legislation of Official English, but bills to this issue still can’t be passed. My research would like to discuss about the role English language should play in such a unique country as America is. This dissertation is divided into six chapters. Chapter One is the introduction. Chapter Two is the background of Official English Movement. Chapter Three analyzes all issues involved with Official English Movement. Chapter Four covers the content and the progress of English Language Amendment, and discusses its meaning and influence. Chapter Five mainly analyzes the role a common language plays in American multicultural society. Chapter Six is the conclusion.

碩士
實踐大學
應用外語學系英語溝通碩士班
105
With the advent of modernization and globalization, Taiwan’s future development is closely related to its language policy and cross-cultural communication ability. A robust bilingual or multilingual language policy is essential in the arena of international competition. This study investigates the feasibility of adopting English as the second official language of Taiwan, and aims to determine whether language practices, particularly in relation to Taiwan’s English education, meet the principles of effective communication. Specifically, the research utilizes open coding to analyze the results from twelve pieces of interview: six in an academic context and the other half with the public. The results reveal positive feedback from the participants on promoting English as the second official language of Taiwan.

碩士
國立體育大學
休閒產業經營學系碩士班
99
On the wave of globalization, professional sport organizations have created a lot of business opportunities through the Internet. English football teams also focus on Chinese market and build the official websites in Chinese with localized service. The purpose of this study was to compare the content between English and Chinese official websites of two top English Premier League football teams. The content on the web pages of Manchester United F.C. and Chelsea F.C. between May 30th and June 5th in 2011, was selected, analyzed and encoded based upon ICDT model. The findings were that the English version had more content than the Chinese version, particularly in tickets and stadia information. The English version also provided variety of paying and sponsored service. The Chinese version only Chelsea F.C. provided online store. Fan zones in English websites created more interactive opportunities for users. In Chinese websites, users had sense of identity through localized content.

This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ ... ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of ‘disinterest’, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.

U. S. does not have an official language even though the country is home to the highest number of English speakers in the world and English is the primary language spoken there. Since 1980s, there have been efforts to make English the official language of the land. However, they have not been successful so far. The paper Language Policy in the U. S.: Debating Official Language attempts to clarify why English has never been officialized. First, the language policy debates since the American Revolution are examined and the role of official language in the debates is defined. Second, the actors of official English debates are introduced, their motivation is explained and arguments for and against making English official are presented. Third, potential impact of official language legislation is scrutinized based on a comparative analysis of five official English bills. Thus, the paper provides an overview of the topic of official English debates and gives reasons why the U. S. Congress has never passed an official language law.

The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners’ home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language. The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade 1 teachers from three public primary schools was employed. Thematic data analysis method was used to analyse collected data. Data collected were analysed, categorised into codes and themes were identified. Overall, it was found that the communities regard the schools, offering English as the LoLT in teaching Grade 1 IsiZulu-speaking learners, as the best performing schools, though the language policy was not taken into consideration and the teachers are challenged in using the target language in their teaching. It was found that five Grade 1 teachers used English in conjunction with isiZulu and only one teacher used a minimal amount of isiZulu to clarify concepts for learners to understand. It was concluded that some teachers found themselves frustrated in using English as the LoLT due to lack of proper mentoring and support from the School Management Teams (SMTs). It is recommended that the provincial Department of Education, under the leadership of the Member of the Executive Council (MEC), should review the language policy and give some clarity to ensure that schools receive guidance on how to choose the most appropriate LoLT. It is also recommended that the SMTs should provide the proper mentorship programmes, especially for teachers who are new in the school where English is used as the LoLT.
Qeto ea likolo tse ling tsa mathomo tsa sechaba tse seterekeng sa King Cetshwayo, KwaZulu-Natal, Afrika Boroa, ho sebelisa Senyesemane e le puo ea ho ithuta le ho ruta (LoLT) ho ruta bana ba buang Senyesemane lihlopheng tsa 1 tsa phapusi, ke taba ea ho ameha. Senyesemane hase puo ea lehae ea liithuti ebile mokhoa ona o khahlanong le leano la Lefapha la thuto ea motheo. Ha re hlahloba khothatso ea Molao-motheo oa Afrika Boroa, Liketso le lipuo tsa puo tsa naha, ho lebeletsoe ho bona liithuti tsohle tsa thuto ea Sehlopha sa Motheo (R-3) li rutoa ka puo ea habo bona. Sepheo sa thuto ena e ne e le ho hlahloba tšebeliso ea Senyesemane joaloka LoLT ho ruta barutoana ba 1 ba buang Senyesemane. Paradigm ea li-interpretivist / constructivist e ile ea tšehetsa thuto joaloka Sephiri sa Thekiso ea Lipuo e hlalositsoeng ke Skinner le Teacher Efficacy Theory ea Bandura. Phuputso ena e ile ea amohela thuto e nang le mekhoa e metle e le hore e hlahlobe tšebeliso ea Senyesemane jwale ka leleme la ho ruta barutoana ba 1 ba buang IsiZulu. E mong le e mong ho ea ho e mong, lipuisano tse sa tšoaneng, litlhaloso le tlhahlobo ea litokomane li ile tsa sebelisoa e le lisebelisoa tsa ho bokella data. Sampula e hloekileng ea basoue ba tšeletseng ba likhaolo ho tloha likolong tse tharo tsa sechaba tsa pele e ne e sebelisoa. Tsela ea ts'ebetso e sebeliselitsoe ho hlahloba lintlha tse bokelitsoeng. Lintlha tse bokelitsoeng li ile tsa hlahlojoa, tsa aroloa ka mekhoa le lihlooho tse fumanoeng. Ka kakaretso, ho fumanoe hore sechaba se nka likolo, se fana ka Senyesemane e le leleme la ho ruta le ho ithuta lithuto tsa mphato wa pele wa barutoana ba Sezulu, e le likolo tse ntle ka ho fetisisa, le hoja polelo ea puo e sa hlokomeloe 'me basoue ba phephetsoa ho sebelisa sepheo puo ha ba ruta. Ho fumanoe hore mesuoe e mehlano ea Bakala 1 e sebelisitse Senyesemane hammoho le Senyesemane mme mosuoe a le mong feela o sebelisitse Senyesemane se fokolang ho hlakisa maikutlo a hore baithuti ba utloisise. Ho ile ha fihleloa qeto ea hore basuoe ba bang ba ile ba iphumana ba tsielehile ha ba sebelisa Senyesemane e le LoLT ka lebaka la ho hloka tataiso e viii nepahetseng le ts'ehetso ea Lihlopha tsa Tsamaiso ea Sekolo. Ho kgothaletswa hore Lefapha la Thuto la profinse, tlas'a boeta-pele ba Lekhotla la Tsamaiso (MEC), le lokela ho hlahloba leano la puo le ho fana ka ho hlaka ho netefatsa hore likolo li fumana tataiso mabapi le mokhoa oa ho khetha LoLT e nepahetseng ka ho fetisisa. Ho boetse ho kgothaletswa hore basebeletsi ba SMTs ba fane ka ts'ebetso e nepahetseng ea ho fana ka ts'ebetso, haholo-holo ho mesuoe e mecha sekolong moo Senyesemane se sebelisoang e le LoLT.
Isinqumo sezinye izikole zamabanga aphansi emphakathini wesiyingi iKing Cetshwayo, KwaZulu-Natali, eNingizimu Afrika, sokusebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu, kuyindaba yokukhathazeka. IsiNgisi akulona ulimi lwasekhaya lwalaba bafundi kanti futhi lesi senzo siphambene nenqubomgomo yoMnyango Wezemfundo Eyisisekelo. Uma ubhekisisa izincomo zomthethosisekelo waseNingizimu Afrika, imithetho nezinqubomgomo zolimi lwezwe, kulindeleke ukuthi bonke abafundi bamabanga aphansi (Grade R-3) bafundiswe ngolimi lwabo lwasekhaya. Inhloso yalolu cwaningo kwakuwukuhlola ukusetshenziselwa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma isiZulu. I-interpretivist / constructivist paradigm yalekelela lolu cwaningo njengoba kwenza i-Language Acquisition Theory ehlongozwa u-Skinner Kanye ne-Teacher Efficacy Theory ka-Bandura. Lesi sifundo sithatha uhlelo lwe qualitative multiple-case study njengoba sihlose ukucwaninga ukusetshenziswa kwesiNgisi njengolimi lokufunda nokufundisa lapho kufundiswa abafundi beBanga 1 abakhuluma isiZulu. Izingxoxo zomuntu nomuntu kusetshenzisw imibuzo ehlelwe kahle, ukubuka lapho kufundiswa kanye nokuhlaziywa kwamabhuku kwasetshenziswa njengamathuluzi okuqoqa ulwazi. Isampula elicacile labafundisi abayisithupha beBanga 1, abavela ezikoleni ezintathu zamabanga aphansi lasetshenziswa. Indlela yokuhlaziya ulwazi ye-Thematic yasetshenziselwa ukuhlaziya ulwazi olwaqoqwa. Ulwazi olwaqoqwa lwahlaziywa, lwahlukaniswa ngamakhodi nezindikimba. Ngokujwayelekile, kwatholakala ukuthi imiphakathi ibheka izikole, ezihlinzeka isiNgisi njengolimi lokufunda nokufundisa (LoLT) ekufundiseni abafundi beBanga 1 abakhuluma IsiZulu, njengezikole ezenza kahle kakhulu, nakuba inqubomgomo yolimi ingabhekiwe futhi othisha behlangabezana nobunzima lapho besebenzisa lolu limi olukhethiwe ekufundiseni kwabo. Kwatholakala ukuthi othisha abahlanu beBanga 1 basebenzisa isiNgisi ngokuhlanganyela nesiZulu kanti uthisha oyedwa kuphela wasebenzisa isiZulu esincane kakhulu lapho ecacisa imibono ukuze abafundi baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted.
Psychology of Education
D. Ed. (Psychology of Education)

This dissertation interrogates the representation of SiSwati programming (a minority language) on SABC 1 It critically analyses the statutory provisions in place for language parity and utilises hegemony as the theoretical framework for understanding the concept of language parity in the South African broadcasting landscape. To the researcher’s knowledge, there is limited information pertaining to this particular research topic however, most of the previous literature refers to all eleven official languages and not SiSwati specifically. Hegemony, a strand of critical theory as developed by Antonio Gramsci, will serve as the theoretical base of this study. This study falls within the framework of qualitative research. An extensive literature study of various sources and a content analysis of the relevant legislative documents form the basis of the research. SABC TV is positioned in a highly competitive, multi-channel market environment with powerful social, political and economic forces to contend with, this makes it difficult for SABC TV to fulfil its mandate of treating all eleven official languages equitably, hence languages such as SiSwati are underrepresented on national television. This study is seminal and relevant insofar as it offers a much needed insight into the plight of a marginalised language by the country’s public broadcaster.
MA (Communication Studies), North-West University, Potchefstroom Campus, 2014

碩士
銘傳大學
應用英語學系碩士在職專班
103
Language learning strategies are believed to play a crucial role in second /foreign language acquisition (Chamot & Kupper, 1989; Oxford, 1990; Rubin, 1987; Wenden & Rubin, 1987), and motivation is the most significant predictor of achievement as well as the most influential factor in learning strategy use (Hsiao, 1997; Oxford & Nyikos, 1989). Previous studies showed that successful language learners often use strategies more frequently than less successful ones do (Chamot & Kupper, 1989; Oxford, 1993; Wharton, 2000). In this study, the researcher focused on Taiwanese government officials’ English language learning strategy use, language learning motivation, and its relationship with their English proficiency and educational background. A total of 158 government officials participated in this study. A questionnaire was employed to collect data. It is found that the government officials use compensation strategies most often, while more proficient ones tend to use strategies more frequently, especially cognitive strategies and social strategies. Those who reported spending more time on language learning after taking a government job tended to use more strategies than those who spent less time. Moreover, Taiwanese government officials were found to be more integrative motivated. Their motivation was found significantly correlated with their learning strategy use. The findings should shed light on government officials’ personal and professional improvement in English, and also provide educational and research implications. Keywords: Taiwanese government officials, language learning strategy, language learning motivation, English proficiency

The focus of this study is an investigation of the language policy and language policy implementation in the Department of Correctional Services of South Africa. Language usage is a right of all the citizens of South Africa as enshrined in the Constitution of the Republic of South Africa (Act 108 of 1996) which is the supreme law of the country. It is imperative that language policy makers in the Department of Correctional Services should adhere to the provisions of the constitution. It also aims at establishing whether the Department of Correctional Services’ policy is aligned to the national language policy framework as well as provincial language policy framework that provide for the use of the eleven (11) official languages in general and in particular. In this research study, background information serves to give an overview of how language policy of South Africa since 1994 has been perceived by various scholars and the historical overview of the language policies during the apartheid era. The African languages were given a low status as the language diversity of South Africa was not acknowledged by the government of that day. The evaluation of the contents of language policies that were used previously and currently in the Department of Correctional Services shed light to the issues of language attitude, language choice and language use in this department. During the apartheid era there were working languages set for prisoners as well as staff regarding communication either verbally or in writing in the Department of Correctional Services. The official languages were English and Afrikaans of which the latter was dominant. The question of whose language, for what purpose and how was it received was also investigated.
African Languages
D.Litt. et Phil. (African Languages)