Issues in language and development in multilingual settings: a case-study of knowledge exchange and teacher education in South Africa

The quality of a country’s human-resource base can be said to determine its level of success in social and economic development. This study focuses on some␣of the major human-resource development issues that surround the implementation of South Africa’s policy of multilingualism in education. It begins by discussing the relationship between knowledge, language, and human-resource, social and economic development within the global cultural economy. It then considers the situation in South Africa and, in particular, the implications of that country’s colonial and neo-colonial past for attempts to implement the new policy. Drawing on the linguistic-diversity-in-education debate in the United Kingdom of the past three decades, it assesses the first phase of an in-service teacher-education programme that was carried out at the Project for Alternative Education in South Africa (PRAESA) based at the University of Cape Town. The authors identify key short- and long-term issues related to knowledge exchange in education in multilingual societies, especially concerning the use of African languages as mediums for teaching and learning.

Breeding success of Spotted Flycatchers Muscicapa striata in southern England - is woodland a good habitat for this species?

The UK population of the Spotted Flycatcher Muscicapa striata has declined markedly in the last 30 years but there have been few recent studies of the species. This study examined the relationship between nest success and the predominant habitat type around Spotted Flycatcher nests in two contrasting areas of England. A breeding population in eastern England, a region where numbers of Spotted Flycatchers are known to have decreased dramatically in recent decades, was compared with another in southwest England, where numbers have remained stable or even increased. Whilst there was no difference in breeding success between the two study areas, there were significant differences between habitats, with garden nests more successful than those in farmland or woodland, at both egg and chick stages. Estimates of productivity per nesting attempt were also lower in farmland and woodland, with nests in gardens fledging twice as many chicks as those in either woodland or farmland. The proximate cause of lower success in farmland and woodland was higher nest predation rates during both egg and chick stages. In terms of nesting success, farmland and woodland appear to be similar in quality for this species, but both appear to be suboptimal habitats when compared with gardens, providing evidence of a problem on the breeding grounds for this species, in at least these two habitats.

Breeding success of Spotted Flycatchers Muscicapa striata in southern England - is woodland a good habitat for this species?

The UK population of the Spotted Flycatcher Muscicapa striata has declined markedly in the last 30 years but there have been few recent studies of the species. This study examined the relationship between nest success and the predominant habitat type around Spotted Flycatcher nests in two contrasting areas of England. A breeding population in eastern England, a region where numbers of Spotted Flycatchers are known to have decreased dramatically in recent decades, was compared with another in southwest England, where numbers have remained stable or even increased. Whilst there was no difference in breeding success between the two study areas, there were significant differences between habitats, with garden nests more successful than those in farmland or woodland, at both egg and chick stages. Estimates of productivity per nesting attempt were also lower in farmland and woodland, with nests in gardens fledging twice as many chicks as those in either woodland or farmland. The proximate cause of lower success in farmland and woodland was higher nest predation rates during both egg and chick stages. In terms of nesting success, farmland and woodland appear to be similar in quality for this species, but both appear to be suboptimal habitats when compared with gardens, providing evidence of a problem on the breeding grounds for this species, in at least these two habitats.

Re-engaging with Education

The paper reports a study of alternative pre- 16 provision in a college of further education for young people who were disaffected and/or non-attenders at secondary school. The data are derived from interviews with 26 of these young people who were 'success stories' for the programme in that they had continued attendance up to the end of Year 11 and, in a few cases, beyond. The interviews showed that, for the most part, school placements had broken down for these young people because of difficulties in personal relationships, in particular relationships with teachers. However, for a minority a perceived irrelevance of the school curriculum was also a factor. The young people were almost all positive about their experience at college and the vocational courses they were taking. A good atmosphere, good personal relationships and being treated as adults were the key features of their positive experience at college although their positive feelings about the particular course was related to its vocational relevance. Most of the young people said that education and training was important to them and that they planned further study. The paper tentatively concludes that it is poor personal relationships that are mainly responsible for the premature exit from school and that good personal relationships have enabled them to remain in education. However, their continued involvement in college and intentions for further study are strongly influenced by vocational factors. The positive tone on the results reflects the perceptions of the young people at the point of interview and the paper does not deal with the disadvantaged situation many of them may be in. Further research will focus on longer term outcomes for employment and training.

Language, education and ethnicity: whose rights will prevail in an age of globalisation?

Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now greater recognition of the importance of language both for economic and educational development, as well as for human rights, the forces of globalisation are leading towards uniformity in the languages used, in culture and even in education. They are working against the development of language rights for smaller groups. We are witnessing a sharp decline in the number of languages spoken. Only those languages which are numerically, economically and politically strong are likely to survive. As a result many linguistic and ethnic groups are in danger of being further marginalised. This paper will illustrate this thesis both historically and from several contemporary societies, showing how certain policies have exacerbated ethnic conflict while others are seeking to promote harmony and reconciliation. Why this should be so will be explored. (c) 2006 Elsevier Ltd. All rights reserved.

Motivation in second language acquisition in Chinese research students in the UK

The present study sets out to examine motivation to learn English by Chinese research students in an informal setting. Data were collected, using semi-structured interviews, from four research students at two points in time during their first year in the UK. The main findings are: they believed that learning English was important; their main goal orientations were instrumental and extrinsic; they set learning goals and persisted to attain them; they valued their current learning environment in general and saw it as supportive of their goals; they held both positive and negative attitudes towards the British, which had differential effects on their motivation; their self-perceived support seemed to have a positive impact on their motivation and the development of self-confidence; they tended to attribute their success to stable causes such as the environment and failure to unstable but controllable causes such as effort. It is concluded that qualitative data of this kind may complement insights from quantitative research. Implications for target country institutions in the provision of support are discussed.