Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618948
Title: A framework to support multilingual mobile learning : a South African perspective
Author: Jantjies, Mmaki
ISNI:       0000 0004 5355 9625
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2014
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Abstract:
The proliferation of mobile phone ownership across the world has motivated education technology specialists to find ways of supporting the process of learning in both formal and informal environments through mobile devices. Mobile learning has introduced an opportunity for extending resources to learners in schools through ubiquitous devices. While there have been various pedagogical guidelines on how to create mobile learning systems for learning, little research presents support for developing multilingual mobile learning technology that can be used to support high school learning. This research presents mainly three case studies contributing to the development of a framework that can be used to support the development of multilingual mobile learning software combining technical and key pedagogical considerations to support the software development process. The approaches described by this framework also take into consideration the code-switching practice which is common in multilingual classrooms. Code-switching is a technique used in multilingual classrooms by teachers and learners to support learners to both interpret and understand learning content switching between two human languages in order to gain deeper perspectives on a topic. The first case study presented in the thesis describes creating appropriate content and learning activities that can be used through mobile learning supporting the code-switching behaviour of multilingual learners in formal learning. The second case study reports on supporting learning activities and content in informal learning environments. The third case study reflects on different language support characteristics that can be embedded in systems or used as additional systems to support multilingual mobile learning content development in cases where language specialists are a rare resource. The thesis is completed through an evaluation of the framework’s practicality in supporting the pedagogical considerations to be made when developing mobile learning systems for use in multilingual high schools. The cases presented in this thesis are based on a South African context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.618948  DOI: Not available
Keywords: LB Theory and practice of education ; QA76 Electronic computers. Computer science. Computer software
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