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Frick, Bethany Joan. "Multicultural Considerations in Augmentative and Alternative Communication (AAC) Devices for Culturally and Linguistically Diverse AAC Users." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585242427166751.
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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.
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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement.
All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum.
Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice.
Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged.
The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice.
The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.
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Ward, Natalia, Amber N. Warren, A. Rountree, and M. Dias. "Analyzing Science Read-Aloud Texts for Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5949.
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The study discussed investigates the range and variability of cultural and linguistic diversity as represented in interdisciplinary text sets for science read-alouds in Grades K–3. Presenters share their analysis, discuss implications, and offer alternatives for locating texts that include culturally and linguistically relevant depictions of target topics.
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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.
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Sargazi, Hossnieh. "Managing linguistic and cultural diversity in Merseyside's primary schools : theory, policy and practice." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6120/.
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Throughout the English-speaking world, minority language children (LMC) or children who speak English as an additional language (EAL) are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. This study investigates how educators at primary schools in Merseyside, where English is usually the only language in the classroom, respond to the educational and academic needs (linguistic, cognitive) of LMC/EAL children. It addresses socio-linguistic issues, teaching strategies and instructional approaches related to linguistic development and academic achievement of LMCIEAL pupils. It outlines the background to policy and practice in relation to LMCIEAL pupils in Britain. School districts across the United Kingdom are serving increasing number of children from varied cultural and social-linguistic backgrounds in mainstream classrooms. While the population of LMC/EAL will continue to increase, the majority of teachers and those in teacher programs are mainly from a white British background with limited awareness, knowledge and understanding of linguistic needs of LMC/EAL children in mainstream classrooms. Thus, a major challenge for educators is to develop and provide resources that enable teaching such diverse populations to become more effective. The research investigates in particular, how well local authorities and schools can raise standards for all learners in mainstream primary classrooms and examines the ways in which mainstream educational policy and practice has attempted to adapt in recognising that linguistic diversity is the norm rather than the exception in modem British society. The research focuses on what instructional strategies that schools employ in order to provide the best support for language minority children in the classroom in term of the individually focused approaches to learning, closer link between school and home and resources available for schools serving LMC/EAL pupils. The focus of this research is on the experience of staff from 20 primary schools within two local authorities in Merseyside. Questionnaires, semi-structured interviews with the primary schools staff and local authority advisers and government/school policy documents were used as data sources. The results of the study showed that the institution and community (use of first language) play a role in academic achievement of LMC/EAL pupils. The study revealed that teachers within mainstream classrooms recognise the importance of bilingualism, but due to the lack of resources and support, they found it hard to put it into practice. The results indicated that most participants were from a dominant language (English) background, which lack the awareness and experience needed to be effective in multi cultural classrooms. Suggestions are made for improved content delivery and further research including bilingualism as a teaching approach should become a legitimate topic for discussion and further research.
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Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.
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Thesis advisor: Mariela Paez<br>With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities<br>Thesis (BA) — Boston College, 2017<br>Discipline: Departmental Honors<br>Discipline: Education
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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.
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Heusing, Gerald. "Aspekte der linguistischen und kulturellen Komplexität Ugandas." Universität Leipzig, 2005. https://ul.qucosa.de/id/qucosa%3A33605.
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Diese Ausgabe präsentiert 6 Artikel, die sich mit der linguistischen und kulturellen Diversität in der Republik Uganda befassen. Besondere Aufmerksamkeit gilt der Frage, wie sich Sprache, Sprachvielfalt und Multilingualismus in öffentlichen und kulturellen Bereichen des täglichen Lebens widerspiegeln. Die Artikel basieren auf Daten und Erfahrungen, die im März 2003 in Uganda gesammelt wurden.
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Barinaga, Ester. "Levelling vagueness : a study of cultural diversity in an international project group." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (EFI), 2002. http://www.hhs.se/efi/summary/594.htm.
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Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.
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This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.
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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction
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Lim, Chih Ing Maxwell Kelly. "Cultural and linguistic diversity in early childhood teacher preparation the impact of contextual characteristics on coursework and practica /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,785.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Cramer, Ashleigh Jay. "Diverse Teacher Candidates' Perceptions of a University's Special Education Preparation Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3156.
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As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.
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Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS." Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.
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Thesis (Ph. D.)--University of Kentucky, 2006.<br>Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).
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Karem, Rachel W. "Comprehensive Assessment Practices for Multilingual Children: A Focus on Jamaican Preschoolers." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613749097327192.
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Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.
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This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.
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Santos, Marcia Andrea dos. "Nos não conseguimos enxergar dessa maneira ... = representações e formação de educadores." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269693.
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Orientador: Terezinha de Jesus Machado Maher<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-15T17:56:38Z (GMT). No. of bitstreams: 1
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Previous issue date: 2010<br>Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso<br>Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways<br>Doutorado<br>Multiculturalismo, Plurilinguismo e Educação Bilingue<br>Doutor em Linguística Aplicada
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Jacumasso, Tadinei Daniel. "Diversidade linguística, cultural e políticas linguísticas: estudo de uma comunidade ucraniana de Irati/PR." Universidade Estadual do Oeste do Parana, 2009. http://tede.unioeste.br:8080/tede/handle/tede/2496.
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Previous issue date: 2009-10-22<br>This study aims to study linguistic and cultural diversity and politics linguistics of a Ukrainian
community, located at Irati/PR city. Therefore, we make a socio-historical survey about that
community, and investigate which languages and in what situations they are used by residents
of Itapará community. Furthermore, we refer to the attitudes of speakers with regard to
Portuguese and Ukrainian languages. We searched, also, factors that took/take to the
preservation of the Ukrainian language, especially related to the church. We base our research
on the concepts of sociolinguistics, with focus on the phenomenon of language contact,
linguistic attitudes and politics linguistics. Near of the bibliography research we collected
narrations from ten speakers from the cited community and we analyzed these reports with the
proposed topics of cultural and linguistic diversity and politics linguistics. Among other
results, we understand that the conservation and practice of Ukrainian language and culture
are strongly linked the religious aspects. Even though the practice of Ukrainian language and
culture is on a regression time in the community, we noted that these are part of the identity of
speakers.<br>Este trabalho tem por objetivo estudar a diversidade linguística, cultural e as políticas
linguísticas de uma comunidade ucraniana, localizada no município de Irati/PR. Para tanto,
fazemos um levantamento sócio-histórico dessa comunidade, bem como investigamos quais
as línguas e em que situações estas são utilizadas pelos moradores da comunidade de Itapará.
Além disso, fazemos referência às atitudes dos falantes em relação às línguas portuguesa e
ucraniana. Pesquisamos, também, fatores que levaram/levam à preservação da língua
ucraniana, especialmente relacionados à igreja. Baseamos nossa pesquisa nos conceitos da
sociolinguística, com enfoque no fenômeno de línguas em contato, atitudes linguísticas e
políticas linguísticas. Ao lado da pesquisa bibliográfica coletamos relatos de dez falantes da
comunidade citada e analisamos estes relatos com relação aos temas propostos da diversidade
linguística e cultural e das políticas linguísticas. Entre outros resultados, percebemos que a
conservação e prática da língua e cultura ucranianas estão fortemente ligadas a aspectos
religiosos. Mesmo que a prática da língua e cultura ucranianas esteja em fase de regressão na
comunidade, pudemos notar que estas fazem parte da própria identidade dos falantes.
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Smith, Erika Marie. "Speech-Language Pathologists' Feelings and Attitudes Towards the Use of Apps in a School-Based Setting." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619097199345473.
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McLeod, Sharynne, Sarah Verdon, and Caroline Bowen. "International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.
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A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the “linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele” (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.
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Looby, Winnie. "Praxis Through Participatory action Research: Exploring Inclusive Practices With A Neighborhood School Community." ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/735.
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Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.
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Nouiouar, Ahlam. "Identité et diversité culturelles dans quelques collections de littérature de jeunesse au Maroc." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH012.
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La littérature de jeunesse offre aux jeunes garçons et filles des espaces tout à la fois de reconnaissance et de différenciation, constituant ainsi un vecteur important de socialisation et de développement de l’identité culturelle. A travers la combinaison texte-image, le lecteur forge ainsi son appartenance identitaire, et questionne ses représentations de l’Autre et du monde dans sa pluralité. A l’image de la société marocaine, les éditions du troisième millénaire sont caractérisées par une grande diversité culturelle et linguistique. La jeunesse qui baignait dans une culture livresque étrangère durant le siècle dernier peut désormais trouver dans les nouvelles productions des repères en relation avec son environnement social. Cependant, les représentations véhiculées par la littérature de jeunesse posent plusieurs problèmes au niveau de la réception de ces livres et du rapport des jeunes Marocains à la lecture en raison de la pluralité, mais parfois aussi des dissonances qui peuvent exister entre les différentes approches culturelles, économiques et celles qui se dégagent – explicitement ou implicitement – des ouvrages et albums pris en considération. En choisissant d’analyser un corpus appartenant à la littérature de jeunesse marocaine et en privilégiant les catégories -certes problématiques - d’ « identité » et de « diversité » culturelles, nous avons souhaité placer cet objet d’étude au coeur d’une société où cohabitent héritage du passé et espace- monde moderne, où la richesse linguistique et le foisonnement culturel sont source d’interrogations fécondes mais peinent aussi quelquefois à trouver une réponse<br>Youth literature offers young boys and girls a space for recognition and differentiation, thus constituting an important vector of socialization and cultural identity development. Through the text-image combination, the reader forges his / her identity affiliation, and questions his / her representations of the Other and the world in its plurality. As is the case of the Moroccan society, the editions of the third millennium are characterized by a great cultural and linguistic diversity. Young people who were immersed in a foreign bookish culture during the last century could find in the new productions a reference point in relation to their social environment. However, the representations vehicled by the literature of youth engender several problems not only at the level of reception of these books and in the relationship of young Moroccans to reading because of the plurality, but also sometimes at the level of the discordance and incongruity that may exist between different cultural and economic approaches, and those that emerge - explicitly or implicitly - from the works and albums taken into consideration. By choosing to analyze a corpus belonging to the Moroccan youth literature and by privileging the categories - surely problematic - of cultural "identity" and "diversity", we wanted to place this object of study at the heart of a society where the legacy of the past cohabit side by side with modern space-world, where linguistic wealth and cultural abundance are sources of fruitful questions but which also sometimes struggle to find an answer
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Esquerra, Lobato Celia. "Trayectorias de identidad acadèmica en el contexto del Trabajo por proyectos:: un estudio de caso." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/670940.
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The main objective of this research is to study how academic trajectories of identity are co-constructed and negotiated among teenagers in project-based classrooms. During an academic year, we have followed a group of high school students that attend a highly linguistically and culturally diverse school in the metropolitan area of Barcelona that implements project-based learning. By analysing students’ group interactions, we have investigated both the roles and positioning that students assumed themselves and assigned to others and the relationships established among the members of the groups. We used qualitative research methods including interviews to students and teachers, audio recording of group interactions and classroom observation- to triangulate the data we gathered. We present five case studies that represent different trajectories of academic identity depending on changes observed during the academic year.<br>Esta investigación tiene como objetivo principal conocer en profundidad cómo se co-construyen y negocian las trayectorias de identidad académica en el contexto del trabajo por proyectos en las aulas de enseñanza secundaria. Para ello, hemos realizado el seguimiento exhaustivo a lo largo de un curso académico de un aula de educación secundaria con gran diversidad lingüística y cultural del área metropolitana de Barcelona que aplica esta metodología. A partir de un análisis de las interacciones grupales, hemos estudiado los roles y posicionamientos asumidos y asignados entre los miembros de cada grupo de trabajo y las relaciones académicas dentro del mismo. Utilizamos técnicas de investigación cualitativa que nos permitieron la triangulación de la información recogida: entrevistas a alumnado y profesorado, grabaciones de audio de los grupos de trabajo y observaciones de aula. Presentamos cinco estudios de caso en los que observaremos cinco trayectorias de identidad académica representativas dependiendo de los cambios observados a lo largo del curso académico.
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Pitty-Murillo, Ileana del Carmen. "Family-teacher communication and literacy practices in a culturally and linguistically diverse family." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/25.
Full textAbstract:
Parent-teacher communication is a key element of parent-teacher relationship and of family involvement. Such communication influences children's wellbeing and academic success. There are many gaps in the literature regarding the dynamics of parent-teacher communication and how this influences family and school literacy practices. Using a qualitative design, this case study focused on the communication of a family from a culturally and linguistically diverse background and the children's teachers. The study examined the conceptions of communication and perspectives on parent-teacher communication of a mother and three teachers. The study also examined the diverse ways they communicated literacy practices and expectations to one another and the outcomes derived from their communication. Findings of this study revealed that parent-teacher communication is a complex process influenced by multiple factors related to the microsystems of school and home and the varied ways they interact. The study found a disconnection between parent and teacher communication conceptions and approaches.
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Pereira, Carla Sofia Rodrigues. "Contributos da diversidade linguística e cultural na promoção da leitura no 1º CEB." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/17007.
Full textAbstract:
Mestrado em Educação Pré-Escolar e Ensino do 1º e 2º Ciclo do Ensino Básico<br>O presente Relatório de Estágio foi desenvolvido no âmbito das unidades curriculares Prática Pedagógica Supervisionada B2 e Seminário de Investigação Educacional B2, do Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico, tendo como questão de investigação: De que forma é que a Diversidade Linguística e Cultural (DLC), presente em sala de aula, pode ser potenciada para a promoção da leitura?. Para além disso, foram delineados os seguintes objetivos de investigação: i) caracterizar a DLC na sala de aula e ii) desenvolver propostas de rentabilização da DLC para a promoção da leitura. Posto isto, foram também delineados alguns objetivos pedagógico-didáticos, nomeadamente: i) promover conhecimentos, capacidades e atitudes de respeito pela DLC, com recurso à literatura infantil e ii) promover a leitura.
De forma a dar resposta aos objetivos e à questão de investigação, foi desenvolvido um projeto de intervenção didática, com a duração de cinco sessões, implementado entre abril e maio de 2015, numa turma do 1.º ano de escolaridade, de um agrupamento de escolas da periferia de Aveiro, onde decorreu a Prática Pedagógica Supervisionada B2.
O projeto desenvolvido tem características de investigação-ação sendo que as técnicas e instrumentos de recolha de dados utilizados foram, a observação, as notas de campo e os inquéritos por questionário.
Os resultados obtidos permitem-nos concluir que a DLC pode ser potenciada para a promoção da leitura, recorrendo a atividades como: i) a leitura e audição de histórias; ii) o reconto, recorrendo (ou não) às ilustrações; iii) a leitura expressiva de excertos, explorando diferentes entoações vocais; iv) a observação, identificação e exploração de palavras escritas em diferentes línguas; v) a visualização e discussão de PowerPoints, explorando, a título de exemplo, os costumes, a forma de vestir, a forma de comer, a gastronomia e/ou a música característicos de uma cultura e vi) as dramatizações.
Para além disso, os dados analisados revelam que a exploração da DLC, com recurso à leitura, pode ser integrada noutras atividades, nomeadamente, e a título de exemplo, nas áreas do Português, do Estudo do Meio e da Educação para a Cidadania. Ainda foi possível verificar que o recurso a atividades de exploração da DLC, bem como de promoção da leitura, podem desencadear o desenvolvimento de competências transversais, como a capacidade de observar, analisar e refletir.<br>This Internship Report was written in context of the curricular units Supervised Teaching Practices B2 and Educational Investigation Seminar B2, of the Master’s Degree in Teaching 1st and 2nd cycles of Primary Education (grades 1 to 6) with the intention of answering the following question: How can Linguistic and Cultural Diversity (LCD) in the classroom be used to promote reading? In addition, the following investigative aims were stipulated: i) to characterize LCD in the classroom and ii) to develop suggestions on how to use LCD to promote reading. Therefore, some pedagogical and didactic aims were also stipulated, namely i) to promote knowledge, skills and respect for LCD, through the use of children’s books and ii) to promote reading.
So as to achieve the aims and answer the question of this investigation, a didactic intervention project with the duration of five sessions was conducted with a 1st grade class in a school on the outskirts of Aveiro, where Supervised Teaching Practices B2 took place.
This project was action-research based and the techniques and instruments for data collection were observation, field notes and questionnaire surveys.
The results obtained allow us to conclude that LCD can be used to promote reading through activities such as: i) reading and listening to stories; ii) retelling stories with or without illustrations; iii) expressive reading of passages, exploring different vocal intonations; iv) observing, identifying and exploring words in different languages; v) watching and discussing PowerPoint presentations which explore, for example, customs, clothes, eating habits, gastronomy and/or music typical of a specific culture and vi) dramatizing.
Furthermore, the data reveals that the use of LCD through reading can be integrated in other activities in subjects such as Portuguese, Science and Civics. We can also verify that the use of activities which explore LCD and promote reading can contribute to the development of transversal skills such as the ability to observe, analyze and reflect.
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Clark, Kristen E. "Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/867.
Full textAbstract:
Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace
expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.
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Mikkonen, K. (Kristina). "Clinical learning environment and mentoring of culturally and linguistically diverse nursing students." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215754.
Full textAbstract:
Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse students<br>Tiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen
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Reis, Ana Adelaide Lopes Cascais. "Língua gestual portuguesa e diversidade linguística no 1º Ciclo do Ensino Básico." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17255.
Full textAbstract:
Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino Básico<br>O presente Relatório de Estágio apresenta o desenvolvimento de um projeto de intervenção desenvolvido numa escola do 1º Ciclo do Ensino Básico (CEB) do distrito de Aveiro.
Este estudo, elaborado a partir de um projeto de intervenção com uma turma do 1.º numa escola do 1º CEB de um agrupamento de escolas do distrito, teve como principal objetivo sensibilizar para a língua gestual portuguesa através da literatura para a infância. Desta forma pretendeu-se dar resposta à seguinte questão para reflexão educativa: de que forma a sensibilização à língua gestual portuguesa, através da literatura para a infância, pode educar para a diversidade linguística?
Neste sentido, concebeu-se e desenvolveu-se um projeto de intervenção didática intitulado “A língua gestual vai à escola”, comportando três sessões individuais e uma sessão conjunta com as colegas de estágio. Cada uma das sessões pretendeu sensibilizar para a língua gestual portuguesa com o intuito de os alunos conhecerem alguns gestos comunicativos e ficarem sensibilizados para a diferença do outro.
O projeto desenvolvido assenta numa metodologia de caráter qualitativo, com características de investigação-ação, pelo que os métodos e instrumentos de recolha de dados a que recorremos foram a observação direta e participante, a fotografia, a vídeo gravação, o inquérito por questionário e as fichas de registos das sessões pelos alunos. A análise de conteúdo foi o método escolhido para analisar os dados recolhidos.
Os resultados obtidos permitem-nos concluir que os alunos encararam e realizaram as atividades de forma positiva, demonstrando bastante interesse e curiosidade. A abordagem à língua gestual levou as crianças a desenvolverem atitudes positivas face ao outro e à diferença, ajudando a formar cidadãos mais conscientes da diversidade que os rodeia. Este projeto permitiu-nos ainda concluir que educar para a diversidade linguística desde os primeiros anos de escolaridade é crucial na medida em que permite dar a conhecer o mundo, as línguas, as culturas e, sobretudo, desenvolver atitudes de respeito e valorização pelas línguas e pela diferença.<br>This Internship report introduce the development of an intervention project developed in a school of the 1st cycle of basic education (CEB) in the Aveiro district.
The study was elaborate from an intervention project with collaboration with a class from 1st in a school of 1.º CEB from a group of schools in Aveiro district, the main objective is raise awareness of Portuguese sign language through literature for children. It was possible to find the answer to this research question: How we could raise awareness of Portuguese sign language thought literature to childhood, can educate to cultural diversity?
In this sense, it was conceived and developed a didactic intervention project with this title: “sign language go to school” containing three individual sessions and one with internship colleagues. Each session intended to raise awareness of Portuguese sign language, with the objective to let the students know some communicative gestures and also be aware of how different it is to others.
The developed project is based in qualitative character methodology, with characteristics of an action- research, so the methods and the data gathering tools that we used were the direct and participant observation, photography, video recording, questionnaire survey and records of the sessions by the students. The content analysis was the chosen method for analyzing the collect data.
The results allow us to conclude that the students realize and did activities positively, demonstrating a great interest and curiosity. The approach to sign language took to the children to develop positive attitudes towards each other and the difference, by making citizens more aware of the diversity that surrounds them. This project allows us to conclude that educate for the language diversity since the first years of school is very important because it allow to know more the world, the languages, the cultures, and most important of all, develop of respect attitudes and appreciation for languages and diversity.
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Alves, Inês Luciana Gomes. "Cidadania intercultural e trabalho por projeto na educação pré-escolar." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16782.
Full textAbstract:
Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico<br>O presente trabalho parte da ideia de que se torna fulcral perceber
de que forma a integração da temática da diversidade linguística e
cultural na educação pré-escolar é importante no desenvolvimento
das crianças como cidadãos interculturais e conhecedores do mundo
que nos rodeia.
Neste contexto, optámos por realizar um projeto de intervenção,
através do trabalho por projeto, a partir do qual procurámos envolver
o grupo de crianças de uma maneira mais ativa e participativa na
construção do percurso de descoberta das línguas e culturas.
O trabalho foi realizado com um grupo de crianças do pré-escolar,
guiado pelas questões de investigação “Quais as potencialidades do
projeto para o desenvolvimento da competência intercultural das
crianças?” e “Que aprendizagens, de natureza intercultural,
realizaram as crianças?” e teve como principais objetivos
compreender o desenvolvimento da competência intercultural em
crianças do pré-escolar e avaliar as potencialidades do projeto
didático desenvolvido à luz do objetivo anterior.
Neste âmbito, os dados recolhidos consistiram principalmente em
transcrições das videogravações efetuadas, tendo estas sido alvo de
uma análise de conteúdo.
Tendo em conta os resultados obtidos, consideramos que o nosso
projeto terá sido um contributo para o desenvolvimento da
competência intercultural destas crianças, em particular em relação
ao saber-ser e ao desenvolvimento do conhecimento do mundo,
dimensões estas tidas como fundamentais nas Orientações
Curriculares para a Educação Pré-Escolar (Ministério da Educação,
1997).
Em modo de conclusão, admitimos ser importante inserir e dar
continuidade a este tipo de abordagem na Educação Pré-Escolar,
numa perspetiva interdisciplinar, bem como ao longo do processo
educativo.<br>The following study is based on the idea that it is of the utmost
importance to understand how the integration of cultural and linguistic
diversity in pre-school education is crucial in the development of
children as intercultural citizens and aware of the surrounding world.
In this context, we chose to carry out an interventional project,
resorting to the methodology of project work, in which we sought to
pro-actively involve the group of pre-school children in building the
path of discovery of languages and cultures.
The project was developed with a group of pre-school children, and
was guided by the following research questions: “What is the potential
of the project to the development of the children’s intercultural
competence?” and “What intercultural learning did the children
acquire?”. The study aims to understand the development of
intercultural competence by pre-school children and evaluate the
potential of the didactic project for that purpose
The collected data consisted, mainly, in transcripts of the video
records made, which were analysed through content analysis
procedures.
Taking into account the attained results, we consider this project was
a plus in the development of intercultural competence of these
children, with special regard to savoir-faire and the development of
the knowledge about the world, both of which are considered
fundamental areas in the Curricular Guidelines for Pre-School
Education (Ministério da Educação, 1997).
As a final remark, we admit it to be important to integrate and continue
this type of approach in Pre-School Education, in an interdisciplinary
perspective, as well as for the remaining of the educational process.
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Hughes, Hilary E. "International students using online information resources to learn." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29348/.
Full textAbstract:
This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs.
An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs.
The study’s key findings reveal:
• the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use.
• the array of strengths as well as challenges that the international students experience in their information use and learning.
• an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information
• the need for enhanced information literacy education that responds to international students’ identified information literacy needs.
Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.
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Valenti, Eva. "La Sociolinguistique Postcoloniale en Amérique Hispanophone et en Afrique Francophone : Un Drame Linguistique en Deux Actes." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/57.
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This thesis analyzes the sociolinguistic situations in postcolonial Latin America and francophone North Africa (the Maghreb) through a comparative lens. Specifically, it examines the ways in which Spain and France’s differing colonial agendas and language ideologies affected the relationships between colonizer and colonized, and, by extension, the role that Spanish and French play(ed) in these regions after decolonization. Finally, it explores how Spain and France’s contemporary discourses frame colonial participation in the two languages’ development, and the psychological effects these ideologies have had on the formerly colonized.
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Ribeiro, Sara Raquel Maia. "Representações sobre a língua portuguesa em crianças do 1º CEB." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/16947.
Full textAbstract:
Mestrado em Ensino do 1º e 2º Ciclo do Ensino Básico<br>Nos últimos tempos, as escolas portuguesas têm acolhido alunos provenientes de várias partes do mundo, sendo necessário sensibilizar toda a comunidade educativa, sobretudo, alunos, corpo docente e não docente para a diversidade linguística e cultural presente nos nossos dias. Para tal, é fundamental que os educadores e professores estejam atentos a esta realidade, de forma a promover uma integração saudável e positiva.
A realização do presente trabalho de investigação tem como principal objetivo conhecer as representações de um grupo de alunos do 2.º ano do 1.º Ciclo do Ensino Básico (CEB), de uma escola de Aveiro, no ano letivo 2012/2013, acerca da Língua Portuguesa e dos falantes de alguns países lusófonos, em particular: Portugal, Brasil, Guiné-Bissau, Angola e São Tomé e Príncipe.
O enquadramento teórico do estudo está dividido em três capítulos. No primeiro apresentamos uma breve definição do conceito de Lusofonia, bem como uma breve resenha histórica dos fluxos migratórios em Portugal; o segundo capítulo incide sobre alguns conceitos importantes em Didática das Línguas; o terceiro e último capítulo refere-se às Representações Socias, sendo destacada a sua importância no estudo das representações a respeito das línguas.
Por sua vez, o enquadramento metodológico e estudo empírico também se encontra dividido em três capítulos. O primeiro incide sobre as opções metodológicas do estudo. Em relação à natureza da pesquisa, optámos pela abordagem qualitativa, mais precisamente, por um tipo de estudo descritivo, visto que a presente investigação privilegia a análise e interpretação de enunciados escritos e representações gráficas. Como instrumento de recolha de dados recorremos, sobretudo, a fichas de monitorização e ao desenho. Por seu turno, o segundo capítulo sustenta a análise dos resultados e, no terceiro, apresentamos a reflexão final do estudo.
Os resultados da investigação demonstram que estas crianças do 2.º ano de escolaridade apresentam representações, essencialmente, de natureza positiva em relação à Língua Portuguesa e aos seus falantes, destacando o Brasil e os brasileiros.<br>Lately, Portuguese schools have received students from several parts of the world, thus being necessary to sensitize the entire educational community, mostly students, teaching and non-teaching staff to the linguistic and cultural diversity, more and more present in our days. To that purpose, it is fundamental that educators and teachers are aware of this reality, in order to promote a healthy and positive integration.
The execution of the current investigation work has as main aim to know the representations of a group of students of the 2nd grade in primary school, from a school in Aveiro, in the school year of 2012/2013, about the Portuguese language and the speakers of some lusophone countries, in particular Brazil, Guinea-Bissau, Angola and São Tomé and Príncipe.
The theoretical framework of the study is divided into three chapters. In the first one, we present a brief definition of the concept of Lusofonia (Lusophony), as well as a short historical review of the immigration fluxes in Portugal; the second chapter focuses on some important concepts in Language Didactic; the third and last chapter refers to Social Representations, being enhanced its importance in the study of representations in what languages are concerned.
On the other hand, the methodological framework is also divided into three chapters. The first one focuses on the methodological options of the study. Concerning the nature of the research, we have chosen the qualitative approach, more precisely, a descriptive type of study, considering that the present investigation favours the analysis and the interpretation of written statements and graphical representations. As an instrument of data collection we have resorted, especially, to monitoring worksheets and to drawing, the second chapter supports the result analysis, and in the third chapter we present the final study reflection.
The results of the investigation show that these children of the 2nd grade present representations, essentially, of a positive nature in what language and Portuguese language speakers are concerned, putting emphasis on Brazil and the Brazilians.
VI
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Djomaleu, kamadeu Blaise Michel. "Enjeux de la diversité culturelle et de la pluralité linguistique pour l'émergence des pays francophones du Sud." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3001.
Full textAbstract:
Ce travail vise à faire ressortir les enjeux de la diversité culturelle et de la pluralité linguistique face à la volonté d’émergence des pays francophones du Sud, exprimée au lendemain des années 2000. La déconstruction et la reconstruction des concepts d’émergence, de diversité culturelle, de pluralité linguistique, de solidarité, de développement et de gouvernance mondiale, sous les différents angles de la littérature politique, de l’économie politique, de la philosophie politique et des Relations internationales ont été nécessaires. Cette étape nous permet de mieux cerner le comportement de la Francophonie, ainsi que celui des pays francophones du Sud au sein de la mondialisation au cours de ces dernières décennies. Une évaluation comparative a été réalisée dans un contexte de recherche-action, et suivant une approche pluridisciplinaire, et a finalement permis de constater le niveau de retard enregistré et présent au sein de ces pays francophones du Sud dans les environnements politique, économique, social et culturel. Ce retard se caractérise par un modèle de gouvernance sociétale incorrecte, un modèle de financement de l’économie du développement basé sur de mauvais fondements, une absence de politique linguistique adaptée, une présence de textes constitutionnels en déphasage total avec l’avancée de la mondialisation, et au bout de l’histoire, une véritable réponse de la Francophonie toujours attendue. Quelles sont les conditions nécessaires aujourd’hui et demain pour rattraper effectivement ce retard enregistré au sein des pays francophones du Sud ? Comment pourrait réagir la Francophonie face à cette situation délicate ? Quelques propositions sont présentées au terme de cette recherche qui se propose d’aller au-delà des enjeux de la diversité culturelle et de la pluralité linguistique, pour poser des bases d’une redistribution équitable des cartes au sein de la mondialisation actuelle et future, au nom du respect du principe de diversité, de la solidarité effective, de l’universalisme pratique et de l’humanisme opérationnel<br>This work aims to highlight the challenges of cultural diversity and linguistic plurality, facing the willingness emergence of the Southern Francophone countries, expressed after year 2000. Deconstruction and reconstruction of the concepts of emergence, cultural diversity, linguistic plurality, solidarity, development and global governance, under the different views of political literature, political economy, political philosophy and international relations were necessary. A step to better apprehend the behavior of the Francophonie within globalization, as well as Southern francophone countries over recent decades. A comparative evaluation was conducted in a context of action-research and following a multidisciplinary approach, which ultimately shows the level of the political, economic, social and cultural environments delays which are present in these southern Francophone countries. This delay which is characterized by an incorrect societal governance model, a financing of the economic development model based on poor foundations, lack of suitable language policy, and a presence of constitutional texts on complete phase shift with the advance of globalization. Thus, at the end of the story, a real feedback for the Francophonie is still awaited. What are today’s and tomorrow’s conditions in order to actually catch up the delay recorded in the Southern French-speaking countries? How could Francophonie react in front of this intricate situation? Some proposals are presented at the end of this research, which intends to go beyond issues of cultural diversity and linguistic plurality, as a way to lay the foundations of fair cards redistribution in the current and future of globalization, on behalf of the diversity principles, effective solidarity, practical universalism and operational humanism
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Snelgar, Elizabeth Claire Gien. "Language and cultural diversity, globalisation, inclusion and the resultant phenomenon of first time literacy acquisition in a second language." Thesis, 2015. http://hdl.handle.net/10500/20165.
Full textAbstract:
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.<br>Psychology of Education<br>D. Ed. (Psychology of Education)
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Goodman, Claire Jean. "Economic efficiency of linguistic and cultural diversity." 2004. http://purl.galileo.usg.edu/uga%5Fetd/goodman%5Fclaire%5Fj%5F200408%5Fma.
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Fernandes, Anabela do Nascimento. "O preconceito cultural e linguístico na escola portuguesa." Master's thesis, 2013. http://hdl.handle.net/10400.2/2601.
Full textAbstract:
Dissertação de Mestrado em Português Língua Não Materna apresentada à Universidade Aberta<br>Apesar de Portugal ser frequentemente considerado um país monolingue, cultural e linguisticamente homogéneo, esta visão torna-se redutora e inverosímil, considerando que são muitos e distintos os hábitos e costumes, bem como os dialetos falados nas diferentes regiões do país. Na sociedade portuguesa atual, em que os fenómenos seculares da multiculturalidade são alvo de aturadas reflexões teóricas e ontológicas, parece-nos fundamental refletir sobre esta diversidade cultural e linguística, encarando-a como um fator de enriquecimento social e pessoal de todos os indivíduos, motivo pelo qual deve ser respeitada e preservada.
Efetivamente, embora o português seja a língua materna da maioria da população portuguesa, apresenta múltiplas especificidades fonéticas, sintáticas e lexicossemânticas de acordo com as regiões onde se fala. Contudo, as diferenças dialetais são muitas vezes ridicularizadas, considerando-se os dialetos como modos de falar incorretos e socialmente desprestigiantes, razão pela qual os falantes das variedades que se afastam do português padrão são vítimas de preconceito linguístico.
Atentando na variedade que a língua portuguesa assume, empreendemos este estudo, em contexto escolar, na zona de Bragança, dialetalmente mais conservadora, dado incluir-se nos dialetos setentrionais, a partir da recolha de dados, feita através de questionários sociolinguísticos. Deste modo, procurámos compreender a perceção dos informantes sobre a existência do preconceito linguístico, sobre as diferentes variantes da língua portuguesa e ainda o conhecimento e uso que os inquiridos, habitantes da cidade de Bragança e localidades vizinhas, têm face às expressões sentenciosas e aos regionalismos típicos do dialeto transmontano.
Sendo a variante padrão a língua de instrução, o seu domínio é fundamental no sucesso escolar dos alunos, bem como na sua adaptação à realidade da sociedade em que se integram. Desta forma, é também nosso propósito refletir sobre a problemática que o uso de diferentes variantes da língua portuguesa despoleta nas nossas escolas e sobre a forma como estas instituições respondem a esta realidade.
Assim, apresentamos ainda algumas propostas de didatização, no sentido de consciencializar, minorar e, se possível combater e anular o preconceito linguístico, promovendo o respeito pelos distintos dialetos e variantes da língua portuguesa.<br>Although Portugal is usually considered a monolingual country, cultural and linguistically homogeneous, this vision becomes simplistic and unreal, considering there are many and different habits and customs, as well as the dialects spoken in different regions of the country. In today’s portuguese society, the secular phenomena of multiculturalism are subject of intensive theoretical and ontological considerations. It seems to us fundamental to reflect on this cultural and linguistic diversity, viewing it as a factor of social and personal enrichment of all individuals, and for this reason, should be respected and preserved.
Indeed, although the portuguese language is the native language of the majority of the portuguese population, it has multiple phonetic, syntactic, lexical and semantic specificities according to the regions where it is spoken. However, the dialectal differences are often ridiculed, considered as an incorrect way to speak and socially discreditable. For this reason, people who speak varieties that deviate from the standard Portuguese language are often victims of linguistic prejudice.
Considering the variety that the Portuguese language assumes, we undertook this study, in school context, in the district of Bragança, dialectally more conservative, since it is included in the northern dialects, from data collection, obtained through sociolinguistic questionnaires. Thus, we sought to understand the perception of respondents about the existence of linguistic prejudice on the different variants of the portuguese language and also the knowledge and use that respondents, residents of the city of Bragança and neighboring towns, have according to the sententious expressions and typical regionalisms of the “transmontano” dialect.
Being the standard variant the language of instruction, its mastery is critical to the success of pupils as well as their adaptation to the reality of the society in which they live in. Thus, our purpose is also to reflect on the problem that the use of different variants of the portuguese language triggers in our schools and how these institutions respond to this reality.
Therefore, we present some proposals of didactization, to raise awareness, reduce and, if possible, combat and nullify linguistic prejudice, promoting respect for different dialects and variants of the Portuguese language.
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Subtirelu, Nicholas. "Linguistic diversity and the politics of international inclusion in higher education: A critical sociolinguistic study international teaching assistants." 2016. http://scholarworks.gsu.edu/alesl_diss/36.
Full textAbstract:
Institutions of higher education (HEIs) in the United States recruit numerous international graduate students, many of whom serve as teaching assistants. HEIs’ motivations for employing international teaching assistants (ITAs) include not only economic incentives but also humanistic aims of internationalization, for example, increasing cross-cultural cooperation. However, integrating ITAs into the institution, making them welcomed and respected members of the community, has proven difficult. In particular, problems in ITA-student communication have been reported for decades.
I argue that the crux of these integration difficulties lies in how linguistic diversity is approached. Policymakers and researchers usually treat ITAs’ Englishes as the cause of communication difficulties, with the implication that ITAs should more closely conform to norms of ‘native’ English. I propose instead that the primary problem is not linguistic diversity itself but ideological perceptions of other Englishes and unproductive responses to the difficulties that arise in trying to communicate across linguistic difference.
This study examined policies and perceptions related to ITA-student communication at one internationalizing university through document collection, interviews, and classroom observation. I found that, despite its strategic plan calling for preparing students to enter a globalizing world, the institution’s response to ITA-student communication difficulties targets only ITAs’ competencies, mainly by assessing and remediating their language proficiency. Discussions with students and observations of classroom interaction revealed that many students appeared to orient to communication with ITAs in ways that did not help promote successful communication or prepare them to communicate across linguistic difference in a globalizing world. I also found that available ideological stances and strategies for addressing linguistic difference made it difficult for ITAs to be simultaneously liked and respected as instructors.
This study has implications for HEIs seeking to create internationally inclusive communities and prepare their students and other stakeholders for communication across linguistic difference. First, ITA preparation should be reframed so as not to stigmatize ITAs’ Englishes. It should also prepare ITAs to become active agents in socializing students into productive and respectful orientations to linguistic difference. Second, HEIs must more comprehensively seek to confront students’ deficit language ideologies and unproductive responses to communication difficulties.
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Rooke, Robin L. "The others among us : how experience informs post-secondary faculty's preparedness for cultural diversity in the French linguistic minority classrooms of Manitoba." 2006. http://hdl.handle.net/1993/7975.
Full textAbstract:
Due to the ten-fold increase in international students matched with a stronger participation of French immersion graduates in the last eight years, the College universitaire de Saint-Boniface now includes a wider diversity of Francophones in its learning community. This thesis set out to identify the awareness of cultural diversity and to examine the education, training and preparation of post-secondary faculty members at Western Canada's oldest educational institution. The approach was inductive, qualitative and phenomenological, using an interview method. Tacit knowledge of the experiences of 13 interviewed faculty members was drawn out from stories as well as those shared by the teacher/researcher. Professors and instructors demonstrated awareness of the new cultural diversity through experiential learning experiences both formal and informal. Many stated that their comfort and ease of working with a heterogeneous group was because of their own identity as a cultural and linguistic minority within Manitoba.
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Rocha, Rui Manuel de Sousa. "Diversidade linguística e cultural de Macau e educação intercultural: problemas e perspetivas." Doctoral thesis, 2019. http://hdl.handle.net/10400.2/7985.
Full textAbstract:
O objetivo central do nosso projeto de investigação foi analisar a
política educativa do ensino não superior de Macau, na perspetiva de
um modelo educativo inclusivo e intercultural que consagre o que,
histórica e politicamente, tem caraterizado a sociedade de Macau como
espaço multilingue, multicultural e de coexistência entre as tradições
culturais portuguesa e chinesa. No âmbito deste objetivo central,
recenseamos os problemas e perspetivas na concretização de tal
política inclusiva e intercultural em termos de ordenamentos legais e de
práticas educativas.
Para se compreender o atual panorama multilinguístico e multicultural
de Macau, onde se cruzaram ao longo de 450 anos dois impérios
linguísticos e culturais – o chinês e o português - foi também
indispensável analisar, por um lado, o discurso escrito e falado dos
poderes políticos imperiais sobre a língua e a diversidade cultural,
designadamente as similitudes ideológicas de ambos os impérios no
modo de aproximação e de aceitação do outro, linguística e
culturalmente diferente, nos seus processos de conquista e de
colonização de nações e povos; e, por outro lado, os pressupostos
político-linguísticos adotados por tais impérios até aos dias de hoje
relativamente às línguas imperiais de dominação e de colonização.
Ao planeamento da política educativa na sua relação com a diversidade linguística e cultural subjaz um discurso ideológico sobre a língua e a
cultura, mas também sobre a sociedade. Analisamos da dimensão e
alcance desse discurso político em Macau em matéria de ensino das
línguas oficiais através da legislação em geral e da legislação educativa
em particular, de outra documentação escrita sobre o uso das línguas
oficiais em Macau e ainda o discurso político do governo central da
China, de Portugal e do governo local de Macau relativamente a tais
matérias.<br>The main goal of our research project was to analyze the educational
policy of non-higher education in Macao, in the perspective of an
inclusive and intercultural educational model that consecrates what,
historically and politically, has characterized Macao society as a
multilingual, multicultural and of coexistence between Portuguese and
Chinese cultural traditions. Within this central goal, we list the problems
and perspectives in the implementation of such an inclusive and
intercultural policy in terms of legal systems and educational practices.
In order to understand the current multilingual and multicultural
panorama of Macao, where two linguistic and cultural empires, the
Chinese and the Portuguese, were crossed over 450 years, it was also
indispensable to analyze, on the one hand, the written and spoken
discourse of the imperial political powers on language and cultural
diversity, namely the ideological similarities of both empires in the
approach and acceptance of the other, linguistically and culturally
different, in their processes of conquest and colonization of nations and
peoples; and, on the other hand, the politico-linguistic presuppositions
adopted by such empires up to the present day in relation to the imperial
languages of domination and colonization.
The planning of educational policy in its relationship with linguistic and
cultural diversity underpins an ideological discourse on language and
culture, but also on society. We analyze the scope of this policy discourse in Macao in the teaching of official languages through
legislation in general and educational legislation in particular, other
written documentation on the use of official languages in Macao and the
political discourse of the central government of China, Portugal and the
local government of Macao in such matters.
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Silva, Aline Cristina Cardoso da. "Muito Longe de Casa: O Português Brasileiro nas Escolas Portuguesas." Master's thesis, 2018. http://hdl.handle.net/10362/47051.
Full textAbstract:
O presente trabalho de pesquisa tem como tema “Muito Longe de Casa: O Português
v
Brasileiro nas Escolas Portuguesas”. Para tanto, aplicámos um questionário a alunos brasileiros e a professores portugueses. A metodologia que escolhemos foi baseada na abordagem qualitativa. O questionário aplicado aos professores tinha como objetivos verificar se existia conhecimento sobre o documento legal que determina a aceitação da variante português do Brasil na sala de aula das escolas portuguesas e se havia ações pedagógicas interculturais que considerassem essa diversidade. Nos inquéritos que aplicámos a alunos, objetivámos saber se estavam integrados, como se processou essa integração e conhecer o desempenho escolar. Nos dados que analisámos, concluímos que os professores não tinham conhecimento do documento legal que apresentámos e apesar de reconhecerem que os alunos estrangeiros podem ser prejudicados ao serem inseridos em um novo contexto cultural e linguístico, parece que ainda atuam de forma “passiva” diante da diversidade cultural. No entanto, também percebemos que os docentes não têm o suporte e preparação necessários para atuar perante esse contexto cada vez mais intenso nas escolas portuguesas. Ao verificar os dados dos alunos, concluímos que a maioria está integrada, especialmente no que diz respeito às relações com os colegas portugueses; além disso, averiguámos que os alunos brasileiros acreditam que aprender a variante do português europeu facilita o processo de integração e devido a isso a maior parte dos alunos com o apoio dos pais tem optado pela assimilação cultural.<br>This research work has as its theme “A Long Way Gone: The Brazilian Portuguese in portuguese schools”. Thus, we applied a survey to brazilian students and portuguese teachers. The chosen methodology was based on the qualitative approach. The surveys that apply to teachers were intended to verify if there was knowledge about the legal document that determines the acceptance of the brazilian portuguese variety in the classroom of the portuguese schools and if there were intercultural pedagogical actions that considered this diversity. In investigations that apply to students, we aim to find out if these students were integrated, how this integration happens and learn about school performance. Analysis of the data that we did, we find that the teachers did not know about the legal document that we present and although they recognize that the foreign students may be placed at a disadvantage in a new cultural and linguistic context, it still seems that the teachers act in a "passive" way in the face of cultural diversity. However, we also realized that teachers do not have the support and training required to act faced with this increasingly intense context in portuguese schools. In the analysis of the students data, we conclude that the majority is integrated, especially with regard to relations with portuguese colleagues, in addition, we find out that the brazilian students believe that the learning of the european portuguese variant facilitates the process of integration and for this reason, major part of the students with the support of parents has opted for the cultural assimilation.
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"Integration of Traditional Assessment and Response to Intervention in Psychoeducational Evaluations of Culturally and Linguistically Diverse Students." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.26829.
Full textAbstract:
abstract: The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations.<br>Dissertation/Thesis<br>Doctoral Dissertation Educational Psychology 2014
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Yaman, Ntelioglou Burcu. "Drama Pedagogies, Multiliteracies and Embodied Learning: Urban Teachers and Linguistically Diverse Students Make Meaning." Thesis, 2012. http://hdl.handle.net/1807/43403.
Full textAbstract:
Drawing on theoretical work in literacy education, drama education and second language education, and taking account of poststructuralist, postcolonial, third world feminist, critical pedagogy, and intersectionality frameworks, this dissertation presents findings from an ethnography that critically examined the experiences of English language learners (ELLs) in three different drama classrooms, in three different high school contexts. More specifically, this multi-site study investigated two aspects of multiliteracies pedagogy: i) situated practice and ‘identity texts’ (Cummins et al., 2005; Cummins, 2006a) and ii) multimodality and embodied learning by overlaying, juxtaposing, or contrasting multiple voices (Britzman, 2000; Gallagher 2008; Lather 2000) of drama teachers and their students to provide a rich picture of the experiences of ELLs in drama classrooms. The diverse drama pedagogies observed in the three different drama contexts offer possibilities for a kind of cultural production proceeding from language learning through embodied meaning-making and self-expression. The situated practice of drama pedagogies provided a third space (Bhabha, 1990) for the examination of students’ own hybrid identities as well as the in-role examination of the identities of others, while moving between the fictional and the real in the drama work. The exploration of meaning-making and self-expression processes through drama, with attention to several aspects of embodied learning—from concrete, physical and kinesthetic aspects, to complex relational ones—was found to be strategic and valuable for the language and literacy learning of the English language learners. The findings from this study highlight the role of embodied forms of communication, expression and meaning-making in drama pedagogy. This embodied pedagogy is a multimodal form of self-expression since it integrates the visual, audio, sensory, tactile, spatial, performative, and aesthetic, through physical movement, gesture, facial expression, attention to pronunciation, intonation, stress, projection of voice, attention to spatial navigation, proximity between speakers in space, the use of images and written texts, the use of other props (costumes, artefacts), music and dance. The dialogic, collective, imaginative, in-between space of drama allows students to access knowledge and enrich their language and literacy education through connections to the real and the fictional, to self/others, to past and present experiences, and to dreams about imagined selves and imagined communities (Kanno & Norton, 2003).
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Buys, Elizabeth. "An investigation into evidence-based practice in educational psychology in a diverse society." Thesis, 2011. http://hdl.handle.net/10500/5894.
Full textAbstract:
Evidence-Based Practice (EBP), the philosophy underpinning professional service in the health care industry in the U.S.A. and U.K., has been accepted as a paradigm for psychological practice by the American Psychological Association (APA). The APA recommends that professionals base their clinical decisions on scientifically supported research and an understanding of their clients' specific ecological disposition. Clients are considered to have a right to efficacious interventions based on objective research findings, effective service and a high standard of care. Sub-divisions of EBP are Evidence-Based Treatments (EBT) and Evidence-Based Assessment (EBA). .
South African educational psychologists have a meagre assessment ‘toolkit’ - outdated, culturally insensitive, non-standardised tests for culturally and linguistically diverse clients. Children from diverse backgrounds would have higher standards of care and more efficacious interventions were psycho-educational assessments to be culturally-sensitive. Without such instruments, ethical management of interventions is questionable, although universally, psychologists have found innovative ways of adapting their praxis to the difficulty. However, all practices and/or interventions are not based on research evidence, nor can be necessarily considered good practice. In the U.S.A. with its abundance of assessment instruments, EBA is a means of ensuring the scientific foundation for professional practice, consequently reliable, valid, culturally-sensitive assessment instruments have been produced.
Findings in this study, derived from conversations with a sample of educational psychologists, revealed they were already accommodating cultural and linguistic diversity. Awareness of the value of EBA would support educational psychologists, bring them on par with worldwide praxis and enhance their professionalism.<br>Teacher Education<br>D. Ed. (Psychology of Education)