To see the other types of publications on this topic, follow the link: Educational sociolinguistics.
Dissertations / Theses on the topic 'Educational sociolinguistics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Educational sociolinguistics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Watkins, R. "Factors involved in language performance and their relationships with attainment." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376506.
Full text
2
Brown, Stephanie L. "Negotiating Position During the Process of Design Within a Researcher-Developer-Practitioner Partnership| An Activity Systems Analysis." Thesis, The Florida State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260189.
Full textAbstract:
<p> Within the field of K–12 education, collaborative partnerships between research institutions, state and local school systems, and intermediary actors are becoming more prevalent, especially in some of the largest urban school districts in the United States. Despite their growth, very little is understood about the internal working dynamics of these partnerships and the discursive processes explaining how these institutions, with very different cultures, histories and missions are coming together to bridge professional knowledge. The purpose of this study was to understand the similarities and differences between the researchers, developers, and practitioners in one such partnership, The National Center on Scaling Up Effective Schools (NCSU). Drawing from key documents, six months of design team meetings, field notes, participant feedback and reflection forms, debrief meeting notes, progress reports, meeting agendas and notes, and participant cognitive interviews, I used Cultural Historical Activity Theory (CHAT) and positioning theory to understand the partners’ interacting ‘activity systems’ and how they positioned themselves and one another in the evolving context of the NCSU’s design work as they worked as a District Innovation Design Team (DIDT). This also helped me understand the contradictions that led to the tensions that unraveled within the partnership. Positioning provided key insight about the cultural and historical contexts of the partners. It also informed how the partners gradually evolved into community, despite the variety of boundary spanning strategies used somewhat prematurely by the developers in an effort to accelerate their formation into a collective identity. Evidence suggests that once the design team engaged in school and district-level data collection and analysis to inform the similarities of their school contexts, they were able to see themselves as a collective. During design team meetings the researchers and developers functioned successfully as boundary spanners. However, outside of the meetings they tended to struggle much more to find a ‘lingua franca.’ This relates to the first tension that emerged within the partnership over time – attaining the object with adequate expertise. Each partner had a specific area of expertise that served as a critical tool in the design of the prototype. The real expertise however, was in how different individuals positioned themselves to access this valuable expertise. All three of the partner institutions held fast to their original role designations, assumptions and expectations about the obligations of themselves and one another, which was in conflict with the fluid nature of the design work in which they were engaged that necessitated an openness to evolving roles. The second tension that emerged was attaining the object with adequate resources, including: time, human resources, and district support. The concepts of boundary spanning and boundary objects were central to understanding my findings related to how the different partners crossed institutional and hierarchical lines. The long-term nature of many partnerships in education provides the opportunity for participants from diverse institutional backgrounds to establish a shared knowledge base and range of shared experiences to draw from; thus “leveling the playing field” of expertise over time. As a result, this encourages a more egalitarian mindset, and decreases the potential for an imbalance of power. This expertise became a vital cultural tool for the new community of the School Innovation Design Teams (SIDTs) to draw from as they then took the prototype design and used it as their key tool and rule for development and refinement. How the partners positioned themselves, given their institutional role served as either a tool for boundary crossing or hindered it with ‘boundary blocking.’ Intermediaries bring a new dimension to partnerships for education researchers to explore in the context of school improvement. This dissertation is one of the first of its kind to look at intermediaries in this way and provides timely insight into how education partnerships function when harnessing the expertise of these less understood organizations.</p>
3
Persson, Sandra. "”Mauvefärgad, dissa och tjöta” : Förändring av det språksociologiska textavsnittet i läromedel i svenska." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43724.
Full textAbstract:
The purpose of this paper is to find out how sociolinguistics part depicted in textbooks of Swedish over time and study how much space portion is provided in three teaching aids dated 1976, 1995 and 2014. The study also intends to examine the degree of changes and what they might be due to. This study rests on two research traditions, sociolinguistics and materials analysis. Research in language sociology is extensive. Similarly, there is a tradition of research of teaching materials analysis particularly in the subject of history. Counterparts to my research is thus to be found in particular in the subject of history. For the Swedish part of the substance seems this type of research to be scant, consequently, there is a research gap that is interesting to examine more closely. This study can be seen as a contribution to the earlier tradition of research in general, but also as a contribution to the subject Swedish study materials research in particular. In order to answer these questions, a qualitative and a quantitative content analysis are made. The results show that the deployment can be greatly linked to the prevailing social context that political governance, curriculum, textbook author, etc. The results also show that the mayor differentiation lies between percentage with in the socio-linguistics text section internal than external to the teaching material. Changes that can be distinguished in the teaching material are seen mainly in the method of preparation. Learning materials go from the more stereotypical and more locked form of knowledge to become more educational and based more and more on the individual and his or her knowledge.
4
Hatano, Kazuma. "Macroacquisition of English in the Japanese Context and Its Educational Implications." Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565759.
Full textAbstract:
<p> There have been many debates on how and why English has spread worldwide. As a local case of the phenomenon, this study investigates the spread of English in the Japanese speech community in the framework of World English and macroacquisition (Brutt-Griffler, 2002) while also using dialogism (Bakhtin, 1981; Holquist, 2002) and the theory of value (Makiguchi, 1981-88) to analyze the data. The study examines the reasons for and the mechanisms of the spread of English and discusses educational implications of the phenomenon in Japan. In carrying out its research objectives, the study investigates the perceptions about English among English teachers, students, parents, the government policy makers, and the business world and reveals how their voices have interacted with one another and have become a force to promote English. </p><p> This dissertation employs a case study as its methodological approach by drawing data from the analysis of policy documents that sheds light on the historical development and implementation of English language policy in Japan; equally it analyzes the data from semi-structured interviews and questionnaire surveys with the subjects to uncover the contemporary narrative of English language use in Japan. The data obtained from each group of participants are interpreted in a cohesive manner so that the interaction of the multiple voices is represented. </p><p> The study shows that there are two principal forces that have promoted English at least since the early 1990s in the Japanese speech community: one of them is the performative and academic motives among the subjects in higher education. The second force that propels English pertains to what I call the discourses of "English will be important in the future." </p><p> The findings of the study provide an insight into one of the local cases of the worldwide spread of English. The understanding of how this local situation does or does not fit into the overall worldwide phenomena contributes to our understanding of World English, a larger body of knowledge on the worldwide spread of English.</p>
5
SOUZA, CAROLINA APOLINÁRIO DE. "INTERSECTIONS BETWEEN EDUCATIONAL PSYCHOLOGY, EXPLORATORY PRACTICE AND INTERACTIONAL SOCIOLINGUISTICS: THE SCHOOL AS A SPACE FOR NARRATIVE CONSTRUCTION AND PSYCHIC ELABORATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26446@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>O presente trabalho propõe a interface entre três campos de saber entrelaçados pela linguagem: a Psicologia Educacional, a Prática Exploratória e a Sociolinguística Interacional. A partir de prévia experiência da pesquisadora como professora de língua inglesa e de Psicologia Educacional, esta tese sustenta que é preciso entender o mal-estar socioafetivo na escola e as formas de abordá-lo a partir do conceito de practitioner (praticante), um dos pilares da proposta metodológica da Prática Exploratória. Em alinhamento com os pressupostos da Prática Exploratória e da Psicologia Educacional de orientação psicanalítica constrói entendimentos sobre a forma como a equipe educacional da Escola Saint Francis elabora formas diferentes de entender, escutar e lidar com o mal-estar apresentado pelo aluno. Para fins de análise, divide os dados em dois blocos distintos. O primeiro versa sobre reuniões de trabalho entre a psicóloga educacional (representada pela pesquisadora) e cada professora; todas gravadas e transcritas. O segundo consiste de intervenções em sala de aula em parceria com cada professora, chamadas de Dinâmicas Exploratórias; anotadas em forma de diário. Baseia as análises nos pressupostos da Prática Exploratória, da Análise da Narrativa, da Análise da Conversa, e principalmente no conceito de produção de sentido (meaning making). Quanto aos dados analisados, indica que a reflexão dos praticantes, a partir das diferentes fases do processo, contribui para a pesquisa acerca da qualidade de vida do grupo de alunos. No que diz respeito aos profissionais envolvidos, conclui que esta investigação colaborativa promove o desenvolvimento profissional da psicóloga e dos professores, enquanto praticantes trabalhando juntos, para construir entendimentos no contexto escolar. A discussão dos dados dá suporte para problematizar a medicalização na infância e apoiar novas formas de manejo do sofrimento no campo escolar, assim como traz especial destaque para a parceria família-escola.<br>This thesis presents an interface between three fields of knowledge intertwined with language: Educational Psychology, Exploratory Practice and Interactional Sociolinguistics. Based on the researcher’s previous experience as an English teacher and as an Educational Psychology university professor, the present thesis proposes that we need to understand hardship at school and ways of approaching it by considering the concept of practitioner, one of the pillars of Exploratory Practice. The study aims to investigate how the discursive practice between an educational psychologist (represented by the researcher) and the teachers involved can contribute to the understanding and the handling of socio-emotional hardship in the school scenario. Based on the propositions of Exploratory Practice and on Educational Psychology, as oriented by psychoanalysis, the investigation intends to gain deeper understandings on how the educational team of Saint Francis School can weave together different ways of listening, understanding and dealing with the discomfort presented by the students referred. For analytical purposes, the data were separated into two groups. The first one consists of professional meetings (recorded and transcribed) between the psychologist and the teacher(s). The second one consists of interventions named Exploratory Dynamics carried out in the classroom with the teacher and the students. The analysis was based on the constructs and methodology of Exploratory Practice, Narrative Analysis, Conversation Analysis and the concept of meaning making. The analyzed data indicates that the involvement of these practitioners in different phases of the investigative action promotes understandings regarding the quality of life lived by the group of students. It can be concluded that this investigation promotes professional development for teachers and Educational psychologist. The interpretation of the data gives support to a deeper reflection on the recent issue of childhood medicalization and
also indicates new ways of listening and managing symptoms with special emphasis to the importance of the family-school partnership.
6
Beauchemin, Faythe P. "Languaging Relational-Key in Reading, Writing, Language and Literacy Events: A Microethnographic Discourse Analytic Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555600824740447.
Full text
7
Almuhayya, Ali Hussain. "THE USE OF EDUCATIONAL CODE-SWITCHING IN SAUDI UNIVERSITY EFL CLASSROOMS: A CASE STUDY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1607.
Full textAbstract:
The present study observed the use of educational code-switching to the L1 (Arabic) among six Arabic EFL teachers at Majmaah University, in Saudi Arabia. It used an a priori set of purposes based on Creswell (2003) and derived categories to examine the linguistic, social, and class management purposes behind code-switching. The instrument consisted of two parts: a demographic questionnaire and an audio recorder used in conjunction with a classroom observation sheet. Although some studies have suggested that educational code-switching to the L1 in EFL classrooms is an unconscious act (e.g., Moghadam, Abdul Samad, & Shahraki, 2012), the present study's results concluded the reverse: that the use of educational code-switching could be interpreted as an intentional practice among teachers in EFL classrooms. The results provided a more in-depth understanding of the use of educational code-switching to the L1 (Arabic). They agreed with previous studies that have found such code-switching to be very common among EFL teachers. Although participants displayed different linguistic, social, and class management purposes, analysis of the data revealed that certain purposes were more common than others, with linguistic purposes being far more common than social, class management, or other purposes. The most common linguistic purpose was to explain new words, and for class management was to clarify activities/exercises. Only two purposes, to engage in small talk with students and to connect between sentences, could not be categorized into one of the three main types.
8
Hoff, Meagan. "Ethnic Identity and Accent: Exploring Phonological Acquisition for International Students from China." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395176320.
Full text
9
Thomas, Russell A. "Bernard Stiegler on a Unified Vision of Humanity and Technology in Education: An Analysis of Human/Technical Ideology in the Writings of Today's Most Influential Educational Leaders." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton155704919370421.
Full text
10
Oliveira, Luís Carlos de. "Educação (socio) linguística: ampliando a competência de uso da língua." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/175.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-10T13:49:30Z
No. of bitstreams: 1
luiscarlosdeoliveira.pdf: 2891819 bytes, checksum: 0fe2b07ce9d93e6c73dc0d884bec81b4 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-10T14:13:47Z (GMT) No. of bitstreams: 1
luiscarlosdeoliveira.pdf: 2891819 bytes, checksum: 0fe2b07ce9d93e6c73dc0d884bec81b4 (MD5)<br>Made available in DSpace on 2015-12-10T14:13:47Z (GMT). No. of bitstreams: 1
luiscarlosdeoliveira.pdf: 2891819 bytes, checksum: 0fe2b07ce9d93e6c73dc0d884bec81b4 (MD5)
Previous issue date: 2015-04-15<br>Esta pesquisa procura demonstrar como a Sociolinguística e seus pressupostos podem ampliar a competência comunicativa de alunos falantes da variedade urbana comum (FARACO, 2008) que estão em processo de compreensão e de domínio da língua que usam. Um dos objetivos é levá-los a pensar o uso da língua segundo os mais diversificados contextos sociais e interacionais. Por isso, desfazer (pré)conceitos que emergem de práticas tradicionais e promover um ensino que relaciona a diversidade linguística como fruto da diversidade social também constitui o objetivo deste estudo. Sobre isso, é essencial que toda a escola favoreça a reflexão sobre a língua materna, pensamento compartilhado por Bagno (2007, p.116) ao revelar que: “É precisamente em torno disso que devemos lutar para criar uma pedagogia da variação e da mudança linguística, uma reeducação sociolinguística, em que a língua seja vista como heterogênea, variável, mutante, sujeita às vicissitudes e peripécias da vida em sociedade.”. Com a finalidade de tornar tais discussões mais satisfatórias à realidade da sala de aula, a investigação aqui descrita é ancorada em um trabalho de pesquisa-ação realizado em uma turma de nono ano de uma escola particular do muncípio de Juiz de Fora (MG). Fundamentado, portanto, na metodologia da pesquisa-ação de base etnográfica, objetiva-se desenvolver uma pedagogia da variação linguística (FARACO, 2008), por meio da Sociolinguística Educacional (BORTONI-RICARDO, 2004). Verificou-se que, a partir dessa proposta, a educação sociolinguística e os pressupostos que a sustentam podem contribuir satisfatoriamente para ampliar a competência comunicativa de alunos em processo de compreensão e de domínio da língua materna.<br>In this research, I intend to demonstrate how Sociolinguistics and its assumptions are able to extend the communicative competence of students speaking of the common urban variety (FARACO, 2008) who are in process of understanding and acquisition of the language they use. One goal is to get them to think about the use of language according to the most diverse social and interactional contexts. Therefore, undo prejudices that emerge from traditional practices and promote education which connects linguistic diversity as a result of social diversity is also the aim of this study. Thus, it is essential that the whole school encourages reflection on the mother tongue, thought shared by Bagno (2007, p.116) by revealing that: "It is precisely around that we should strive to create a pedagogy of linguistics variation and change, sociolinguistics rehabilitation, where the language is seen as heterogeneous, variable, mutant, subject to the vicissitudes and incidents of social life. ". In order to make such discussions more satisfactory to the reality of the classroom, the research described here is anchored in an action research work carried out in a class of ninth year of a private school in Juiz de Fora (MG). Basing on the methodology of ethnographic action research, I aimed to develop a pedagogy of language variation (FARACO, 2008), through Educational Sociolinguistics (Bortoni-RICARDO, 2004). I found that, from this proposal, the sociolinguistic education and the assumptions which support it can satisfactorily contribute to enlarge the communicative competence of students in the process of understanding and acquisition of the mother tongue.
11
Souza, Lygia de Lima, and 92-99117-7057. "Diversidade linguística no ensino de Português: desafios do professor de língua materna no contexto escolar." Universidade Federal do Amazonas, 2018. https://tede.ufam.edu.br/handle/tede/6424.
Full textAbstract:
Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-05-30T14:22:34Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5)<br>Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-05-30T14:22:54Z (GMT) No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5)<br>Made available in DSpace on 2018-05-30T14:22:54Z (GMT). No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
LYGIA_DE_LIMA_SOUZA_DISSERTAÇÃO -PPGL-UFAM.pdf: 1802615 bytes, checksum: 0382c2f44256e81cb9a3814c21cfe6c8 (MD5)
Previous issue date: 2018-07-05<br>FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas<br>Portuguese language teaching has been the subject of discussion for decades, but despite all the changes that have occurred (or should have occurred), the debate about the quality of teaching, the difficulties of students and teacher's training has not stopped. In this work, I bring some pertinent considerations in analyzing this situation, but I hold my gaze to the teacher, especially in relation to academic training, continuing education and the pedagogical and documentary input received from the institution for its pedagogical practice, And the teaching of Portuguese. In this perspective, the research was carried out on the challenges faced by the teachers in the practice of a conscious practice regarding the linguistic variation in the classroom, which is possible knowing sociolinguistic theories and receiving pedagogical support. Thus, this study had a general objective to reveal the challenges encountered by the teacher of Portuguese Language in the teaching exercise when teaching the mother tongue through a sociolinguistic approach, considering the input received from the teaching network. It is based on Variationist Sociolinguistics (Labov, 2008) and Bortoni-Ricardo Educational Sociolinguistics (2004, 2005 and 2008). To achieve what I proposed, I outlined four specific objectives for more detailed verification of the object studied, they are: 1) Identify the profile of the elementary school teacher; 2) To verify if the teacher has sociolinguistic knowledge to work with the teaching of the Portuguese Language in face of linguistic variations; 3) Find out if the teacher receives pedagogical and documentary contribution of the educational network to his pedagogical practice in dealing with linguistic diversity; 4) Check if the pedagogical and documentary contribution of the educational network presents a sociolinguistic approach. This research aimed to analyze the pedagogical and documentary contribution offered by the Municipal Secretariat of Manaus, in this case, the Portuguese Language Curriculum Proposal from the 6th to the 9th year and the Continuing Education Plan. In addition to the documents analyzed, two questionnaires were applied and interviews were conducted with six Portuguese-speaking teachers from three different locations, two teachers from rural area, two from urban-center área and two from urban-periphery zone. In the results, I found that one of the main challenges faced by teachers, besides the need for a continuous education that meets the real needs and issues related to the Curricular Proposal is the theoretical fragility, because in some speeches still surrounds the myth of " Right and wrong ", instead of talking about the appropriate and inadequate, as well as confusion between variation of record and dialectal variation, or to relate linguistic variation only to regional differences. I noticed that normative grammar is still traditionally taught, including those interviewed with more linguistic and sociolinguistic knowledge.<br>O ensino de Língua Portuguesa tem sido motivo de discussão há décadas, mas apesar de toda a mudança que ocorreu (ou deveria ocorrer), o debate em torno da qualidade do ensino, das dificuldades dos alunos e da formação de professores ainda não cessou. Neste trabalho, trago algumas considerações pertinentes ao se analisar essa situação, mas detenho meu olhar ao professor, principalmente em relação à formação acadêmica, à formação continuada e ao aporte pedagógico e documental recebido da instituição para a sua prática pedagógica, no que tange à diversidade linguística e ao ensino de português. Nessa perspectiva, foi realizada uma pesquisa sobre os desafios enfrentados pelos professores para o exercício de uma prática consciente diante da variação linguística em sala de aula, o que é possível conhecendo as teorias sociolinguísticas e recebendo suporte pedagógico. Dessa forma, este estudo teve como objetivo geral revelar os desafios encontrados pelo professor de Língua Portuguesa no exercício docente ao ensinar a língua materna por meio de uma abordagem sociolinguística, considerando o aporte recebido da rede de ensino. Tem como base a Sociolinguística Variacionista (Labov, 2008) e a Sociolinguística Educacional Bortoni-Ricardo (2004, 2005 e 2008). Para alcançar o que me propus, delineei quatro objetivos específicos para verificação mais detalhada do objeto estudado, são eles: 1) Identificar qual o perfil do professor do ensino fundamental; 2) Verificar se o professor tem conhecimento sociolinguístico para o trabalho com o ensino da Língua Portuguesa diante das variações linguísticas; 3) Averiguar se o professor recebe aporte pedagógico e documental da rede de ensino para a sua prática pedagógica ao lidar com a diversidade linguística; 4) Conferir se o aporte pedagógico e documental da rede de ensino apresenta uma abordagem sociolinguística. Esta pesquisa se propôs a analisar o aporte pedagógico e documental oferecido pela Secretaria Municipal de Manaus, no caso, a Proposta Curricular de Língua Portuguesa do 6º ao 9º ano e o Plano de Formação Continuada. Além dos documentos analisados, foram aplicados dois questionários e realizadas entrevistas com seis professores de Língua Portuguesa de três localidades distintas, sendo duas professoras de uma escola da zona rural, duas da zona urbana-centro e duas da zona urbana-periferia. Nos resultados, constatei que um dos principais desafios enfrentados pelas professoras, além da necessidade de uma formação continuada que atenda as reais necessidades e questões relacionadas à Proposta Curricular é a fragilidade teórica, pois em alguns discursos ainda rodeia o mito do “certo e errado”, em vez de se falar no adequado e inadequado, bem como confusão entre variação de registro e variação dialetal, ou ainda relacionar a variação linguística somente às diferenças regionais. Percebi que a gramática normativa ainda é ensinada tradicionalmente, inclusive pelas entrevistadas com maior conhecimento linguístico e sociolinguístico
12
Borders-Simmons, Denise G. "Contextual variability and communicative competence : reference and cohesion strategies in narrative discourse by Black working-class children /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10604078.
Full text
13
Roe, Katherine L. "Cultural Relevance in an English Language Learners' Classroom: A Qualitative Case Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2877.
Full textAbstract:
Colleges and universities typically provide remedial reading coursework for English language learners (ELL) to develop academic reading proficiency. However, a disproportionate number of ELLs fail to exit remedial classes. Prior research has indicated cultural relevance can motivate and stimulate learning; however, the extent to which a culturally relevant classroom curriculum makes a difference in the ELL classroom experience has not been fully explored. This study describes the experience of cultural relevance in an academic reading ELL college class. Moll's funds of knowledge was used as the conceptual framework in a qualitative case study to examine how cultural strengths and knowledge can be embedded into instruction for enhanced learning. Data were collected from one teacher and 10 ELL student interviews, lesson observations, and the course syllabus with instructional materials. The results from an inductive analysis revealed four major themes: cultural relevance, student characteristics, reading English, and social learning, which aligned with the funds of knowledge framework. Further, it was found that a teacher's role can serve as the cultural bridge to enhance ELL's cognition. Recommendations for future research include a larger and more culturally diverse group of participants to (a) explore if a consistency occurred that was informed by cultural experience, and (b) investigate the experience of culturally relevant pedagogy for ELL students. Social change implications include culturally relevant pedagogical practices, a cost effective instructional model, and successful academic English acquisition for ELLs.
14
Thomaz, Joseli Rezende. "A pedagogia da variação linguística na escola." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/443.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-20T13:43:39Z
No. of bitstreams: 1
joselirezendethomaz.pdf: 1303290 bytes, checksum: f5a2d02024951282b57f9eb70c093728 (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T18:36:39Z (GMT) No. of bitstreams: 1
joselirezendethomaz.pdf: 1303290 bytes, checksum: f5a2d02024951282b57f9eb70c093728 (MD5)<br>Made available in DSpace on 2016-01-25T18:36:39Z (GMT). No. of bitstreams: 1
joselirezendethomaz.pdf: 1303290 bytes, checksum: f5a2d02024951282b57f9eb70c093728 (MD5)
Previous issue date: 2014-04-24<br>Compreender o conceito de norma, bem como a distinção entre norma padrão, norma gramatical e norma culta pode nos ajudar a desfazer alguns equívocos cometidos há muito no ensino de Língua Portuguesa sobre o “certo” e “errado” em língua e viabilizar o trabalho com a pedagogia da variação linguística na escola. O presente trabalho faz, então, um breve histórico da construção do conceito de gramática, mostrando como e por que se construiu, ao longo da cultura ocidental, a ideologia do padrão ligado ao "melhor" em linguagem. No entanto, ao partirmos da concepção sociolinguista de que a língua é heterogênea, múltipla e variável, um trabalho coletivo empreendido por todos os seus falantes nos diversos processos de interação, entendemos que o fenômeno da variação é um processo intrínseco à língua. Foi o linguista Eugênio Coseriu, no início da década de 1950, que conceituou norma como um conjunto de fenômenos linguísticos que são comuns, corriqueiros numa dada comunidade. Assim sendo é possível concluir que não há uma única norma. Como destaca Faraco (2008), toda língua tem uma organização estrutural. No entanto a escola, muitas vezes, continua a ensinar uma língua artificial, condenando a maioria dos usos correntes, sem levar em conta os fatos da língua usual. Em vista disso, faz-se necessária uma reeducação sociolinguística que passe não só pelos alunos, mas primeiramente, e principalmente, pelo próprio professor, uma vez que este não pode compartilhar dos mesmos conceitos preconceituosos e arcaicos que circulam no senso comum. A partir da concepção dialógica da linguagem (BAKTIN, 2006) e do modelo de descrição e interpretação do fenômeno linguístico no contexto social de comunidades urbanas de grande impacto na Linguística contemporânea (LABOV, 1974), desenvolvi uma pesquisa-ação com alunos do 7° ano de uma escola da rede particular de ensino da cidade brasileira de Juiz de Fora (MG), usuários de uma das variedades urbanas prestigiadas da língua portuguesa. A análise contrastiva de estruturas dos diferentes dialetos presentes no contínuo rural-urbano, bem como nos contínuos de monitoração estilística e de oralidade letramento (BORTONI-RICARDO, 2004) permitiu fazê-los entender esse complexo fenômeno, natural em todas as línguas. Impor uma norma padrão fossilizada, através da decoreba da gramática normativa, é uma forma de anular a cultura do aluno, além de desvalorizar sua fala, tratando-o como incapaz. Na verdade, o que é necessário é que a escola desenvolva uma pedagogia da variação linguística sensível às diferenças sociolinguísticas e culturais dos alunos, mas isso requer compreensão e mudança radical na postura de professores, alunos e da sociedade em geral.<br>Understand the concept of standard, as well as the distinction between standard rule, grammar rule and educational standard can help us undo some misconceptions committed long in teaching Portuguese about "right " and "wrong " in language and facilitate the work with the pedagogy of language variation in school . The present study is , then, a brief history of the construction of the concept of grammar, showing how and why , along the western culture, we constructed the ideology of the standard connected to the " best " in language. However , when we start from the sociolinguistic conception that language is heterogeneous , multiple and variable , a collective work undertaken by all the speakers in the various processes of interaction , we believe that the phenomenon of variation is intrinsic to the language process. It was the linguist Eugenio Coseriu in the early 1950s , which considered as a standard set of linguistic phenomena which are common , unexceptional in a determined community .Thus, we conclude that there is no single standard. As highlighted Faraco (2008 ) , all language has a structural organization. However the school often continues to teach an artificial language , condemning most current uses , without considering the facts of ordinary language . Therefore, it is necessary a sociolinguistic reeducation passing not only by students , but first and mainly, by the teacher himself, since he/she cannot share the same prejudiced and archaic concepts that circulate in common sense . From the dialogical conception of language ( BAKTIN , 2006) and the model of the description and interpretation of the linguistic phenomenon in the social context of urban communities of great impact in contemporary linguistics ( Labov , 1974) model , I developed an action research with students from 7th grade of a private school in the Brazilian city of Juiz de Fora ( MG ) , users of the prestigious urban varieties of Portuguese. A contrastive analysis of structures of different dialects present in the rural-urban continuous as well as the continuous of the stylistic monitoring literacy orality (Bortoni-RICARDO, 2004) has made it possible to understand this complex phenomenon, natural in all languages. Imposing a standard norm fossilized through memorization of grammar rules, is a way to undo the culture of the students, in addition to devalue his speech, treating him/her as incapable. In fact, what is necessary is that the school develop a pedagogy of languistic variation sensible to sociolinguistic and cultural differences of students, but it requires understanding and radical change in the attitude of teachers, students and society in general.
15
Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
Full textAbstract:
Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
16
Rego, Maria Paula Amaral do. "Educação linguística: das variantes não prestigiadas para a variante de prestígio." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14599.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:34:41Z (GMT). No. of bitstreams: 1
Maria Paula Amaral do Rego.pdf: 902241 bytes, checksum: b137c1ad91a28d147f20885daebadc34 (MD5)
Previous issue date: 2009-11-03<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>The present study intended to answer how we can lead the pupils in basic education to master the prestige variant without discrediting the other variants, which they may or may not have more access. The study has as main objective to contribute to the implementation of an effective Educational Linguistics (EL) by presenting the Sociolinguistics and EL and their contributions to the teaching of Portuguese; investigating how the work on variations may contribute to a more effective EL; and developing a teaching sequence that could be applied in a ninth-grade Middle School class following the EL studies and then contemplating the linguistic variations.
In a theoretical and practical disposition, the methodology of the study is based on literature relevant to the issue, followed by the writing of a theoretical substantiation rooted in EL and Sociolinguistics. The work with non-prestige variants led to the Cordel Literature, explored in its theoretical foundation to benefit the development of the teaching sequence previously mentioned.
The results of the study attended the proposed objectives in which the elaboration of the teaching sequence was embedded in the manners proposed by EL, looking at the linguistic variations and emphasizing the prestige variant, which must be worked at the school above all variants although escaping from the old methodology that was based on rote memorization of grammar rules and nomenclature<br>A presente pesquisa vislumbrou responder de que maneira podemos levar os alunos do ciclo básico de ensino a dominarem a variante culta, sem desprestigiar as demais variantes, as quais eles podem, ou não ter mais acesso. Tivemos como objetivo geral, contribuir para a implementação de uma Educação Linguística (EL) eficaz e como objetivos específicos, apresentar a Sociolinguística e a EL e suas contribuições para o ensino de língua portuguesa; investigar de que maneira o trabalho com as variações pode contribuir para uma EL mais eficaz; e elaborar uma sequência didática que pudesse ser aplicada em uma sala de nono ano do Ensino Fundamental II e que percorresse os caminhos da Educação Linguística, contemplando, então, as variações linguísticas.
Tendo caráter teórico prático, seguimos como metodologia o levantamento de bibliografia pertinente ao tema, seguido da redação de uma fundamentação teórica ancorada na Educação Linguística e na Sociolinguística. A intenção de trabalharmos partindo de variantes desprestigiadas nos levou ao contato com a Literatura de Cordel, explorada na fundamentação teórica para dar subsídio à elaboração da Sequência Didática pretendida.
Os resultados obtidos contemplaram os objetivos da pesquisa, pois a elaboração da sequência didática se encaixou nos moldes de ensino proposto pela Educação Linguística, contemplando as variações linguísticas e dando ênfase à variante culta, a qual deve ser trabalhada na escola acima de todas as variantes, mas fugindo da antiga metodologia que se assentava na mera memorização de nomenclatura e regras gramaticais
17
Tong, Chun-po Cecilia, and 湯珍寶. "Sociolinguistics: issues of language in education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3195327X.
Full text
18
Tong, Chun-po Cecilia. "Sociolinguistics : issues of language in education in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472807.
Full text
19
Bashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.
Full text
20
Campos, Adriana Virtuoso. "O uso de fanfictions nas aulas de Língua Portuguesa." Niterói, 2018. https://app.uff.br/riuff/handle/1/5506.
Full textAbstract:
Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-11-29T19:08:00Z
No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
CAMPOS, A.V. O uso de fanfictions.pdf: 2150938 bytes, checksum: 6874868214125a61ca48bc67c3e75c6c (MD5)<br>Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2018-01-15T14:23:36Z (GMT) No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
CAMPOS, A.V. O uso de fanfictions.pdf: 2150938 bytes, checksum: 6874868214125a61ca48bc67c3e75c6c (MD5)<br>Made available in DSpace on 2018-01-15T14:23:37Z (GMT). No. of bitstreams: 2
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
CAMPOS, A.V. O uso de fanfictions.pdf: 2150938 bytes, checksum: 6874868214125a61ca48bc67c3e75c6c (MD5)<br>Este estudo contextualiza-se na perspectiva de estudos da Sociolinguística Educacional e
encontra suporte nos Estudos de Cultura Participativa e de Letramentos. O objetivo proposto
foi desenvolver uma pesquisa-ação que compreendesse leitura, produção textual escrita e
análise linguística de fanfictions nas aulas de língua portuguesa, associando, assim, o saber
científico aos interesses socioculturais dos discentes Para alcançarmos o objetivo proposto,
utilizamos o gênero fanfiction como ferramenta para o estudo de língua materna, uma vez que
nosso propósito é integrar o ensino de língua portuguesa às práticas de leitura/escrita e análise
linguística, considerando o viés sociolinguístico no ensino/aprendizagem. As atividades
sugeridas buscaram o aprimoramento da leitura e produção de textos. Para que fossem
contemplados os aspectos socioculturais do corpo discente, os próprios estudantes cooperaram
na escolha das obras literárias e dos temas, assim como nas análises e avaliações dos textos
produzidos nas aulas de Língua Portuguesa. Dessa forma, conforme preconizam os estudos
sociolinguísticos, buscamos promover a participação dos alunos como agentes ativos e
construtores do conhecimento<br>This study is contextualized in the perspective of Educational Sociolinguistics and has its
support in the Participatory Culture and Literacy studies. The objective was to develop an
action- research that includes written text production and linguistic analysis of fanfictions in
Portuguese classes, thus associating scientific knowledge with the sociocultural interests of
the students. In order to achieve the proposed objectives, we used the genre fanfiction as a
tool for teaching in mother language classes, since our purpose is to integrate the practices of
reading/ writing and linguistic analysis, considering the sociolinguistic bias in teaching /
learning. The suggested activities sought to improve reading and the texts production. In a
way to achieve the sociocultural aspects, the student cooperate in choosing the literature
books and themes, as well as in analyzing and evaluating of the texts produced in Portuguese
classes. Thus, as sociolinguistic studies advocate, we seek to promote student participation as
active agents and knowledge builders
21
Steele, Laura June. "Scots and Scottish English : sociolinguistics and education in Glasgow and Edinburgh." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/22652.
Full textAbstract:
The thesis describes, in the first instance, a sociolinguistic investigation of the speech of people of Edinburgh and Glasgow. This entails describing research carried out in the two cities with census-matched informants who were tape-recorded as they answered a questionnaire presented to them as informally as conditions allowed. This questionnaire enquired about all linguistic aspects of spoken language (e.g. phonology, syntax) and about informants' attitudes towards their own language use and their perceptions of the languages spoken in Lowland Scotland. Broadly speaking this resulted in the discovery that Scots-dialect linguistic forms are a feature of the speech of almost all natives of Glasgow and Edinburgh regardless of socio-economic status, age and gender. These kinds of non-linguistic social factors do, however, account for the range of, and extent to which Scots-dialect forms are used, as well as informants' attitudes towards spoken Scots and, indeed, perceptions of Scots as an entity separate from Scottish English. The latter part of this thesis describes an investigation into the official attitude of, and stance taken by the people responsible for educating children in Glasgow and Edinburgh. There is, therefore, a full account of research undertaken with a sample of teachers and educational advisors in Glasgow and Edinburgh, as well as a member of Her Majesty's Inspectorate of Education in Scotland. The results obtained for this section of the study generally show that while the SOED's recent guidelines on language use promote increased teaching of Scots-dialect literature and encourage teachers to value the "language pupils bring to school", there is a great deal of confusion for teachers and, indeed, advisors, as to what is Scots, what is English, what is acceptable in the formal school environment and what is not. At present there is no comprehensive training for teachers on the teaching of Scots-dialect literature or the nature of spoken Scots as opposed to Scottish English, yet teachers are expected to include these topics in their curricula.
22
Hannum, Kathryn Laura. "Sociolinguistic Geographies in Galicia, Spain." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469615983.
Full text
23
Adam, Catherine. "Bilinguisme scolaire breton-français du jeune enfant : les représentations parentales et leurs influences." Thesis, Brest, 2015. http://www.theses.fr/2015BRES0072/document.
Full textAbstract:
Cette recherche en sociolinguistique étudie les rapports entre langues et vie sociale à partir d'un cas d'étude particulier : celui de l'actuelle place de la langue bretonne dans le paysage linguistique breton, et plus précisément, celui du bilinguisme scolaire breton-français du jeune enfant. Apprendre et parler une langue résulte de choix - familiaux, personnels, sociétaux, politiques, économiques, etc.) directs ou indirects, plus ou moins conscients qui interviennent, en fonction des individus et des situations, à différentes périodes de la vie. Les paramètres qui président à ces choix sont nombreux et d'une grande complexité : parmi eux, les représentations que les individus ont de la langue choisie. Pour le jeune enfant breton, l'apprentissage de la langue bretonne ne découle donc pas d'un choix personnel au départ. Les parents sont les acteurs principaux de ces choix linguistiques. Aussi, ce travail a envisagé les représentations de cette langue et de son apprentissage et leurs influences, présentes dans les discours de ces parents et enfants, comme révélateurs des origines d'une pratique linguistique particulière. 42 entretiens semi-directifs (individuels ou en couple) avec les parents et 9 entretiens collectifs avec leurs enfants, retranscrits, servent de bases de données aux différentes phases d'analyses. Elles ont permis de caractériser des registres discursifs parentaux, associés à des types de profil caractéristiques et de mettre en lumière des effets d'influences sur les représentations enfantines. Cette approche à partir d'un matériau discursif vient confirmer l'intérêt de l'étude des représentations pour la compréhension des pratiques linguistiques et permet d'envisager Ia complexité d'un phénomène<br>This research in sociolinguistics examines the relations between languages and social life from a particular case study: the actual place of Breton language in the Breton linguistic field, and more specifically, young child's educational bilingualism. Learning and speaking a language results from choices -familiar or personal ones, or social, or political, or economical ones, etc.-, direct or indirect, more or less conscious that intervene, in relation to individuals and situations, at different periods in life. Many parameters lead these choices and they are highly complex: among them, individual representations of the chosen language. For the young Breton child, learning Breton language does not stem from a personal's choice. Parents are the principal actors of these linguistic choices. Therefore, this work has considered the representations of this language, of its learning and their influences, present in parents' and children's discourse, as revealing the origins of a particular linguistic practice. 42 semistructured (individual or couple) interviews with the parents and 9 collective interviews with their children, transcribed, are used as a database for the different phases of the analysis. They allowed characterising parental discourse regime, linked with characteristic profile types, and they highlighted influences effects on children's representations. This approach, coming from a discursive material, confirms the interest of studying representations for the understanding of linguistic practices. It helps to consider the complexity of the phenomenon
24
Al-Sharan, A. L. "Language in education in the United Arab Emirates : A sociolinguistic approach." Thesis, University of Essex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383365.
Full text
25
Lee, Chee Hye. "Language Ideological Approaches to English Education in Korea: A Sociolinguistic Perspective." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612585.
Full textAbstract:
The overheated atmosphere of English education in contemporary Korean society is popularly represented as English Fever. The phenomenon of English Fever dates back at least to 1945 when there was a socio-political transition from Japanese colonial rule to a newly emerged U.S. army military government rule. This dissertation attempts to elucidate historically accumulated aspects of English education in Korea from a critical macro-level approach (Pennycook, 2010; Phillipson, 1992). In doing so, a theoretical framework for the dissertation is based on language ideologies (Kroskrity, 2000; Schieffelin, Woolard & Kroskrity, 1998; Van Dijk, 1995), which are produced, mediated, transformed, and reproduced by interacting with ever-changing socio-historical, political, economic, and structural contexts of Korea. Language ideologies of English influence and contribute to what is at stake in English education in Korea, depending on what is primarily required in each of three major socio-historical periods in modern Korean: nation building (1945-1960), modernization (1961-1980), and globalization (1990-present). This dissertation elaborates how language ideologies about the English language are dedicated to serving as indexicality, reifying dominance, and prevailing in social institutions (Fairclough, 2001; Gal, 1989; Hill, 2008; Irvine, 1989; Kroskrity, 2000), giving rise to a variety of forms of social power in Korean context. Analysis of the relationship between language ideologies of English and English proficiency in Korea suggests that the English language is ideologized to exert profound influence on Korean social structures, although it hardly functions as a tool of communication within Korean society. In other words, the ubiquitous phenomenon of English Fever in Korea may have little correlation with an actual guarantee of English proficiency. Rather English Fever can be attributed to the accumulated and deeply held English language ideologies permeated into Korean society.
26
Brändström, Nyström Maja. "Är kolonialismens tid förbi? : En teoriprövande fallstudie om koloniala samhällsstrukturer och språkpolitik på Haiti." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-142349.
Full textAbstract:
More than 200 years have passed since Haiti cut loose from the French colonial empire. A lot has happened since, both to Haiti as a state and to the society as a whole. This study investigates the critiqued relevance of postcolonialism in the 21th century, taking stance in the question of language of instruction in the Haitian school system. Through a qualitative interview based method of data gathering and a comparison with a postcolonialistic theoretical framework, this study first examines the reasons why the recommended use of Haitian creole as language of instruction, rather than French, has been sparsely implemented with the supposed effect of keeping the majority of Haitians in poverty. Secondly it discusses the conclusions drawn on the issue and what they say about the role of colonial societal structures globally. After establishing proof for the prevalence of colonial societal structures as reasons for the dominance of the French language in Haiti, this report suggests further studies on the subject of the relevance of postcolonialism as a model of explanation for contemporary societal phenomena.
27
Botelho, Sandra Helena Salgueiro. "A variedade padrão e a oralidade na eja: uma abordagem sociolinguística e discursiva." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/2385.
Full textAbstract:
Made available in DSpace on 2015-04-11T13:49:09Z (GMT). No. of bitstreams: 1
Sandra Helena S Botelho.pdf: 3234434 bytes, checksum: 3e4325201b718184d4cdd28c93f8cd8c (MD5)
Previous issue date: 2014-03-06<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The Portuguese language teaching in Brazilian schools is governed by official documents whose guidance reviews sociolinguistic principles, which recommend working with language in use and its variations. The teaching of the standard variety of the language often conflicts with the popular variety brought from home by the speakers of the lower classes. This fact is enhanced when the student belongs to Youth and Adult Education (EJA), as they already have autonomy and formed oral fluency. Our research investigates if the EJA students are challenged to work their speech stylistically and to adapt it to specific situations and what degree of awareness and evaluation these students give to the learning of monitored oral fluency at school. More specifically, it is important to know which kind of monitoring is more difficult for them, if the oral or the written one. According to the assumptions of Educational Sociolinguistics the role of the school is to teach the monitored styles of the language through verbal interaction in the classroom, noting the urbanization, the oral-literacy and stylistics monitoring continua (BORTONI-RICARDO, 2009). Therefore, the best place to investigate this question was at a school with teacher, students and pedagogical coordination involved. The methodology used in this research was qualitative oriented with quantitative description and survey of the sociolinguistic profile of informers of the second segment of EJA, 6th to 9th grade. Starting from the characterization of the subjects of EJA and the object of study, the standard variety linked to monitored oral fluency, the research instruments used were the bibliographical research, questionnaires, taped interviews and official documents followed by interpretative and discursive analysis. The results led to observations such as: 1) students are exposed predominantly to literacy activities with normative and prescriptive guidance, in which the oral fluency is not monitored; 2) students wish to express themselves better, but they do not like oral activities; 3) monitored speech and writing received similar ratings in degree of difficulty. We concluded that some principles of Educational Sociolinguistics already exist in the investigated school, however there are still some needs: improvement of students awareness of linguistic diversity, further specialized training for the teachers and the development of a bidialetal curriculum with adequate didactics material.<br>O ensino de Língua Portuguesa nas escolas brasileiras é regido por documentos oficiais cuja orientação resume princípios sociolinguísticos que preconizam o trabalho com a língua em uso e suas variações. O ensino da variedade padrão da língua muitas vezes conflita com a variedade popular trazida de casa pelos falantes das classes menos favorecidas. Este fato é agravado quando o aluno pertence à Educação de Jovens e Adultos (EJA), pois estes já possuem autonomia e oralidade formada. Nossa pesquisa investiga se os alunos da EJA são desafiados a trabalhar a fala estilisticamente e adequá-la a situações específicas de uso e qual o grau de conscientização e valoração que esses alunos dão ao aprendizado da oralidade monitorada na escola. De maneira mais específica, é importante saber qual monitoramento é mais difícil para eles, se o da oralidade ou o do letramento. De acordo com os pressupostos da Sociolinguística Educacional, é papel da escola ensinar os estilos monitorados da língua através da interação verbal em sala de aula, observando os continua de urbanização, de oralidade-letramento e de monitoração estilística (BORTONI-RICARDO, 2009). Portanto, o melhor lugar para investigar essa questão era numa escola com professor, alunos e coordenação pedagógica envolvidos. A metodologia usada nessa pesquisa foi de cunho qualitativo com descrição e levantamento quantitativo do perfil sociolinguístico de informantes do segundo segmento da EJA, do 6º ao 9º ano. Partindo da caracterização dos sujeitos da EJA e do objeto de estudo, a variedade padrão associada à oralidade monitorada, os instrumentos de pesquisa utilizados foram a pesquisa bibliográfica, questionários, entrevistas gravadas e documentos oficiais seguidos de análise interpretativa e discursiva dos mesmos. Os resultados levaram a constatações tais como: 1) os alunos são expostos predominantemente a atividades de letramento com orientação normativa e prescritivista, nas quais a oralidade não é monitorada; 2) os alunos anseiam por expressarem-se melhor, mas não gostam de atividades orais; 3) a fala e a escrita monitoradas receberam avaliações equiparadas em grau de dificuldade. Concluímos que já circulam no meio escolar investigado alguns princípios da Sociolinguística Educacional, entretanto ainda existem algumas necessidades: aumento da conscientização dos alunos sobre a diversidade linguística, maior formação sociolinguística especializada para os docentes e desenvolvimento de um currículo bidialetal com material didático adequado.
28
Arulanantham, Shantharanee P. "Insider knowledge : the writing of experience in higher education." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263921.
Full text
29
Badia, Barrera Berta. "A sociolinguistic study of t-glottalling in young RP : accent, class and education." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/16806/.
Full textAbstract:
Received Pronunciation (RP) has been widely described linguistically (Wells 1982, 1991, 1997), although little sociolinguistic research has been carried out on it (Fabricius 2000). Over the last few years, a new trend has been observed in young RP speakers to incorporate non-standard features in their accent, such as t-glottalling (Fabricius 2000). This quantitative sociophonetic study analyses to what extent t-glottalling is present in the speech of young RP speakers and which are the linguistic and social constraints that affect its variability. The data are based on sociolinguistic interviews of 20 teenagers, aged between 13 and 17, from three different types of schools in the South of England: a major public (private) boarding school, a private non-boarding school and an outstanding rated comprehensive school in a prosperous rural area. These data are complemented by 15 older speakers, aged 27, who are ex-alumni of the schools under study. The quantitative data are analysed through multivariate analysis using Varbrul. This thesis aims at re-visiting t-glottalling, a widely researched linguistic variable, from an innovative perspective, by splitting the dataset into word-medial and word-final and by analysing a wide range of linguistic factors, which have often been overlooked in previous studies of t-glottalling in British accents. The linguistic constraints analysed in the study are: preceding and following phonological environment (with types of consonants and types of vowels), style, grammatical category, stress, number of syllables and lexical frequency. As for the social constraints, they include type of school (used as a proxy for social class), age and gender. Results show that young RP speakers are being conservative in terms of word-medial t-glottalling, whereas in word-final contexts, they are being innovative and language change is in progress, especially in the word-final pre-pausal and pre-vocalic (back vowels) phonological environments. Furthermore, lexical frequency seems to be playing a role in the different progressing stages of the glottal stop word-internally and across word boundaries. Finally, this research shows that type of school is a crucial factor in explaining the variability of the glottal stop in this accent, with teenagers from the comprehensive and private non-boarding schools being the ones who are leading the changes of t-glottalling in young RP and with those speakers belonging to the most elitist private boarding schools resisting considerably the adoption of t-glottalling. This thesis examines how different RP is in middle, middle-upper and upper class youth today, as well as analyses the state of RP in the current generation, to see if there are any changes in progress. Another variant has been found in the analysis, which has shown a new and interesting development in young RP: taps. This may suggest that new non-standard features might be making their way into young RP speech. Moreover, this study aims to re-evaluate RP as a label and revise the relationship between social class and language variation, by discussing new approaches in the social class literature and by drawing concepts and ideas from the sociology of education and the sociology of the elites to understand the nature of RP as a social accent.
30
Welch, Jill K. "Student participation and achievement in an intensive Spanish class: An interactive sociolinguistic perspective /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249822162.
Full text
31
STEPHENS, DEBORAH ANNE. "LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.
Full textAbstract:
Codeswitching between languages is a uniquely bilingual mode of communication. The purpose of this dissertation is to enhance the current body of knowledge dealing with the phenomenon by analysing samples of speech produced by twenty-six Spanish/English bilingual children ranging in age from eight to twelve. Methods of analysis include theoretical linguistics, sociolinguistics, psycholinguistics, and educational linguistics. A discussion of relevant codeswitching research covering the past thirty years is presented. The data were collected during a reading study focusing on miscue analysis. The children read stories in English and retold them in both Spanish and English. The analysis considers the data from the four previously mentioned points of view. The linguistic analysis looks at the locations of switched constituents within the sentence and the frequency with which those constituents are switched. The data of this study are compared with that of other researchers, and a consideration of a formal grammar of codeswitching is presented. The sociolinguistic analysis addresses the effect of social and stylistic variables on codeswitching. The psycholinguistic analysis of codeswitching covers lexical storage, editing phenomena, and developmental aspects. Finally, some aspects of the education of bilinguals are considered by analysing the effect of the printed word on language switching and dialect shifting . The application of the results of the analysis to both theoretical issues and practical concerns is explored along with suggested areas for future research. The analyses show that young children's codeswitching initially favors less complex structures and is influenced by few social variables. As they grow older, they become more comfortable with switching grammatically complex structures, and they become aware of a greater variety of social factors. A separate grammar is not necessary for a complete description of codeswitching; a modified interdependance model of the two grammars can account for the codeswitching mode. Lastly, the written language becomes part of the speech situation in the classroom and affects the choice of language or dialect spoken.
32
Parades, Maria Elisa. "Language attitudes, linguistic knowledge, and the multicultural education of pre-service teachers a sociolinguistic study /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3401.
Full text
33
Andres, Morrissey Franz. "Language choice in bilingual education : sociolinguistic, social and political issues in the case of Switzerland /." [S.l.] : [s.n.], 1997. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
Full text
34
Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.
Full textAbstract:
<p> The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.</p><p>
35
Bretxa, i. Riera Vanessa. "El salt a secundària. Canvis en les tries lingüístiques i culturals dels preadolescents mataronins en la transició educativa." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/145561.
Full textAbstract:
Aquesta tesi té per objectiu analitzar els canvis en les tries lingüístiques dels preadolescents mataronins en la transició a l’educació secundària. L’adolescència és una etapa vital marcada per constants transformacions i transicions a tots nivells on els preadolescents es redefineixen, canvien i es transformen constantment. Malgrat les transformacions constants aquests adolescents se socialitzen lingüísticament en un entorn concret (Schieffelin i Ochs 1986; Garrett i Baquedano-López 2002), assumint unes normes d’ús (Vila 2012) i uns habitus determinats (Bourdieu 1985). I és durant aquest procés quan adquireixen uns repertoris lingüístics i comunicatius concrets a través dels diferents camps socials –institucions escolars, mitjans de comunicació, xarxes socials, família– on estan immersos.
Els objectius principals d'aquesta recerca són tres: en primer lloc es pretén examinar els canvis lingüístics de la població escolar que es produeixen en el Temps 1 (6è P) i el Temps 2 (1r ESO). En segon lloc, analitzar els canvis en les trajectòries individuals: els canvis intraindividuals. I finalment, dibuixar els perfils sociolingüístics dels canvis en els usos i les tries lingüístiques, i els lligams d’aquests amb els factors sociodemogràfics i sociolingüístics que els acompanyen. El projecte està concebut de manera longitudinal, amb dues etapes de recollida de dades. Una primera etapa, en què s’analitza el comportament dels informants en el seu últim any d'ensenyament primari (6è grau) i una segona etapa, un any més tard, amb l’anàlisi dels informants a la fi de 1r de l’Educació Secundària Obligatòria. La base de l'anàlisi és la comparació diacrònica dels indicadors d’usos lingüístics interpersonals (amb la família, amb els amics i amb el professorat) i de tries lingüístiques en el consum mediàtic (elecció de llengua en el consum cultural, mediàtic i d'oci). L'univers d'estudi (N= 888) són els alumnes de Mataró nascuts a l’any 1995 que durant el curs escolar 2006-07 cursaven 6è de primària (11 a 12 anys) i durant el curs escolar 2007-08 cursaven 1r ESO (12 a 13 anys).
Les conclusions d'aquesta tesi indiquen que els preadolescents mataronins sociolingüísticament no formen grups hermètics sinó fluids i dinàmics. Les pràctiques lingüístiques dels alumnes mataronins s’inscriuen dins un contínuum social on s’han de seguir les trajectòries individuals per tal d’entendre el procés que estan vivint i els canvis en les seves tries lingüístiques. Podem agrupar els canvis en les tries lingüístiques en dues tendències: d’una banda, hi ha els canvis que es detecten al conjunt de la població escolar, és a dir, que tots els alumnes segueixen la mateixa tendència; i d’altra banda, hi ha els canvis en les tries lingüístiques més vinculats a les trajectòries individuals que només s’han detectat a través de l’estudi panel (canvis intraindividuals). En resum, els adolescents de la societat de la informació, no poden ser categoritzats en grans col•lectius –els que canvien les tries lingüístiques, dels que no–, sinó que les transformacions sociolingüístiques són molt més complexes i heterogènies. Ara bé, podem concloure en termes generals que: d’una banda, hi ha un retrocés del català en favor del castellà, sobretot per l’aprimament dels usos bilingües en català i castellà. D’altra banda, es detecten menys canvis en els usos interpersonals privats –família i amics– que en els formals –professorat– o en el consum cultural i mediàtic. I finalment, hi ha una certa estabilitat general (no hi ha canvis extrems en cap camp social), però sí que es produeixen oscil•lacions generalitzades en les trajectòries individuals.<br>One of the current challenges confronting bilingual education has to do with pupil’s reluctance to transfer their school-based L2 linguistic knowledge into their wider social domain. Whilst it is clear that bilingual education, in its multiple forms, can and does lead to successful outcomes (Baker 2006), the definition of success is often limited to the sociopolitical climate of the school, area or community and to the patterns of dominance relations between the two languages (Thomas and Roberts 2011). Nowadays, the successful of bilingual education in Catalonia is complex. On one hand, knowledge of Catalan among young people has increased significantly. However, knowledge is not seen translated into an effective growth in the use of Catalan inside and outside the school. Some authors have attempted to explain part of this process by examining the transition from childhood to youth. This thesis investigates the change in language practices that take place during the transition from primary to secondary school. It focuses especially on: identifying the most relevant changes that are produced in the linguistic uses in three domains: home, school and peer-to-peer, and examining the influence of sociodemographic and sociolinguistic environment in the transition and its sociolinguistic impact. The methodology for the study was based on a survey on language competence and use in Catalan and Castilian. The universe of the study is formed by 888 pupils aged between 11 and 13. The basis of the analysis is a panel comparison of indicators. Results show that in the transition from primary to secondary school there is an increase in the use of Castilian in all domains, from home to school. However, the use of Catalan is explained by the characteristics of the individual, the nature of the linguistic interaction and the availability of the language inside and outside the school.
36
McKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
Full text
37
Håkansson, Gloria. "Att testa flerspråkiga elevers språkförmåga : ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19049.
Full textAbstract:
Barn och elever som inte utvecklar det svenska språket som förväntat utreds med olika språktester. I denna studie undersöker jag ett vanligt förekommande testmaterial, som används för att kartlägga barns och elevers språkutveckling. Flerspråkiga elever som har språkliga svårigheter måste visa svårigheter på samtliga sina språk för att kunna diagnostiseras med språkstörning eller med läs- och skrivsvårigheter. Eleverna testas med bland andra Trog-2, ett språktest för bedömning av receptiva grammatiska färdigheter, men som inte är normerat för flerspråkiga elever. Syftet med studien är att undersöka om det nämnda testmaterialet, Trog-2, kan fånga de olika språkstrukturer som det avser att mäta när man översätter testets begrepp och grammatiska strukturer till modern standardarabiska (MSA) och libanesisk dialekt. Trog-2 analyseras med hjälp av min egenutvecklade modell, S T O. Denna modell anger tre nivåer av överensstämmelse när det gäller begrepp och grammatiska strukturer när test översätts från ett språk till ett annat. Resultatet visar att i Trog-2 finns grammatiska strukturer som helt saknas i MSA och i libanesisk dialekt, eller att de är svåra eller omöjliga att översätta utan att de går förlorade i översättningen. Det finns också strukturer som det fungerar bra att översätta med bibehållen grammatisk struktur.<br>Pupils who do not develop their Swedish language as expected are investigated with several language tests. In this thesis I translate a part of a commonly used test, which is used to assess children’s language acquisition. Multilingual pupils who have language difficulties have to show difficulties in all their languages to make the conclusion that they have a language impairment. The pupils are tested with among others Trog-2, Test for reception of grammar and it is not standardized for this group. In this thesis I study what happens with grammar constructions in Trog-2 when they are translated to Modern Standard Arabic (MSA) and the Lebanese vernacular. This test is used on multilingual pupils with the assistance of an interpreter. Trog-2 was been analysed using my model, which I call S T O. This model specifies three levels of grades of differences in grammatical structures and concepts when translated from one language to another. The results show that there are a number of grammatical structures that are completely missing in translation or that are difficult to translate while maintaining the grammatical structures. However, there are structures which can be translated while maintaining the grammatical structures.
38
Behrmann, Tatiana. "Evaluating the Effects of Mother Tongue on Math and Science Instruction of Secondary School Students| An Action Research Study." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806849.
Full textAbstract:
<p> Although Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls enrolled at Institution X, a private school in the Ouest Department. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system.</p><p>
39
Jung, Su-Jin Sue. "Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2923.
Full textAbstract:
Through increasing immigration, the U.S. society is becoming more linguistically and culturally diverse. Yet, as many U.S. language minority groups seek to assimilate, they face many challenges. One challenge is that their home language does not match the dominant language, English, that their children are learning at school. For Korean communities, maintaining Korean language presents a problem for families, especially for the mothers and children. The purpose of this study was to explore the U.S. Korean immigrant mothers' and children's perceptions of and experience with maintaining the Korean language and the effect that has on the development of social capital and cultural identity. I conducted two focus groups--one with mothers, another with their children, using a semi-structured interview protocol. I used narrative inquiry as my qualitative approach and then used thematic analysis to summarize my findings. I identified four major themes: (a) use of Korean language: positive and negative experiences, (b) perspectives on Korean language maintenance: benefits and limitations, (c) effect of parental involvement: provision of social capital, and (d) value of cultural identity formation: acculturation and the reality of learning Korean. This study revealed that parental support for children's heritage language retention seems to have an effect on language maintenance. Thus, because of this seemingly strong relationship, there seem to be significant benefits for children, families, and the overall society when the U.S. educators and other Korean immigrant parents strongly encourage American-born Korean youth to maintain their mother tongue in the U.S.
40
Knowles, Douglas R. "Evaluating the use of cultural transposition in making discipleship materials understandable to a multicultural group." Thesis, Nyack College, Alliance Theological Seminary, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687877.
Full textAbstract:
<p> As people groups have immigrated to the United States, churches have struggled to keep up with the demands of discipleship. Culture, language, and communication have proved to be formidable challenges, particularly when the written materials used to disciple people are construed with an inherent American bias. This research project sought to address this ministry problem by utilizing the concept of cultural transposition. By having a multicultural work group transpose a portion of American-based discipleship materials, this project attempted to determine whether the transposed materials are more understandable to a multicultural church congregation than the original. The study also analyzed the interactions among the transposition group to identify common problems that culture groups experience in understanding American-based materials. </p>
41
Vinogradova, Zoia. "Motivational orientations of American and Russian learners of French as a foreign language." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10245072.
Full textAbstract:
<p> This study seeks to examine and compare motivational orientations of French learners across different dimensions: cultural background (USA vs. Russia), educational modality and age (college students vs. private courses learners), gender, and time of studying foreign language. 613 American and Russian learners of French completed the questionnaire addressing 10 motivational factors to study French language. Despite differences in nationality, age, educational background and learning experience, all groups of participants produced nearly identical motivational rankings. The rankings are topped by the Travelling orientation, which seems to be universally appealing, followed by the orientations within the Idealistic motivational cluster (Aesthetic Factors, Culture, Knowledge, and Ideal Self). The Pragmatic motivational cluster (Instrumental orientation, which is sometimes coupled to Emigration and Friendship dimensions) is by far less important. This disposition is also confirmed by the qualitative data. With regard to specific orientations it has been found that US learners score consistently higher in Sociability motivation, whereas Russians score higher in the Peers’ Encouragement and Aesthetic categories. In regard to gender differences, this study shows that male students appear to be more personable, e.g. among American learners males consistently outscore females in the Friendship category. Referring to age differences, it was found that the overall level of motivation tends to decline with age.</p>
42
Scott, Camille R. "“Outside People”: Treatment, Language Acquisition, Identity, and the Foreign Student Experience in Japan." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400619243.
Full text
43
Nkhwashu, Delina. "The use of Xitsonga at the University of Limpopo Turfloop Campus : A sociolinguistics analysis." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/744.
Full textAbstract:
Thesis (M.A. (Linguistics)) --University of Limpopo, 2011<br>This study examines the effectiveness and relevance of Xitsonga at the University of Limpopo, Turfloop Campus. The study argues that as one of the six (6) official languages of Limpopo Province, Xitsonga deserves to be treated with the respect that it deserves. Although Xitsonga enjoys some recognition and support nationally and on campus, the study has discovered that there are problems associated with negative attitudes among Xitsonga speakers as they feel that the use of the English language enables them to be part of a global world. Furthermore, a major stumbling block with regard to the use of Xitsonga at the University of Limpopo Turfloop Campus is that some of its speakers hold a negative attitude towards their language as they prefer the use of English language for academic purposes. This is one reason English is still dominant amongst the student community as it is viewed as the language of the corporate world.
However, the study reveals that a large number of respondents now support the idea that Xitsonga should be used in all official communication. Finally, the study recommends the use of Xitsonga in social and educational settings. It also recommends the holding of workshops and cultural activities in order to further promote and revitalise the language and its people, thus widening the circle of its acceptance at the Turfloop Campus of the University of Limpopo and beyond.<br>the National Research Foundation
44
Amanti, Cathy. "International Influence and the Mexican Education System." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311475.
Full textAbstract:
According to critical scholars there is a global education policy community that contributes to the increasing convergence of national education policies (Rizvi & Lingard, 2010). Key players in this community include the World Bank and the Organization for Economic Cooperation and Development. Although the scholars point out that global education policies are not uniformly copied or implemented, missing from the literature on globalization and education are the voices of the students and educators impacted by them. The process of policy implementation is neither seamless nor mechanical. The intended impact of a policy is not necessarily its outcome. Not only may there be unanticipated consequences, but educators and students may also resist, adapt, or transform practices suggested by the policies. This study examines international influence on the classroom practices of educators in one high school in northern Mexico by tracing the implementation of a recent national high school reform. Mexican education officials drew on the examples of recent high school reforms in Europe in designing the reform and, in addition, borrowed money from the World Bank for its implementation. Analysis of key official documents related to the reform along with participant observation and interviews of teachers, students, parents, a union representative, and education officials reveal that although just like the policies of the global education policy community the reform promotes neoliberal and human capital views of schooling, these views are not shared by all of the participants in this study. In addition, participants do not believe that the reform is adequately adapted to the context of Mexican schools. Judging from the teachers participating in this study, Mexican schools and educators have strengths that were overlooked in the development of the reform.
45
Rammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province : the role of language in education." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06222005-152119.
Full text
46
Millar, Sharon. "Accent in the classroom : sociolinguistic perspectives on the teaching of elocution in some Belfast secondary-level schools." Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317132.
Full text
47
Bryan, Beverley Alverna. "A comparison of approaches to the teaching of English in two sociolinguistic environments (Jamaica and London, U.K.)." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020295/.
Full textAbstract:
The purpose of this study is to investigate teachers' thinking and delivery of English to students who have a Jamaican Creole background, in two very different but historically related environments, namely Jamaica and London. The research base consists of 18 individual participants and one focus group from 4 schools in Jamaica, and 17 participants from 5 schools and one language centre in London. Using interviews, observations and historical inquiry, the study compares the views of teachers, in these two settings, about the aim and method of, and the influences on, their teaching of English. The study draws on the principles of critical ethnography, to allow the investigation to get at the views and practices of the participants, and how they are constructed. An autobiographical chapter is introduced at the beginning to acknowledge the clear personal boundaries which inform the work and to make the researcher's position clear. Additionally, the result of the historical inquiry in the two settings is offered as part of the interpretative background, adding information about the participants, the situation from which they came, and the forces which have helped to form their professional beliefs. An analysis of the data gathered in Jamaica and in London reveal that although the differences in the attitude to grammar were not a major distinction there are differences in the approach to teaching English. A number of correspondences are found in the aims and methods of teaching. Larger differences are revealed in attitudes towards English and towards schooling. The interpretation of the differences and similarities between the settings reveals that the construction of consent presented a useful way of understanding the classrooms. The importance of linguistic markers of agreement and of the psycho-cultural processes involved in the making of the teacher are foregrounded. Conclusions drawn from this comparative study offer some insight into how we can better understand these two sets of language classrooms. These conclusions might be particularly relevant to understanding the perceptions of parents and adult learners in the London setting who have a Caribbean background.
48
Petronelli, Barbara Elizabeth. "“TO SECURE LITERARY CULTURE AND PROMOTE A SOCIAL FEELING”:RURAL OHIO CLUBWOMEN AS STEWARDS OF LOCAL LITERACY PRACTICE,1915." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1544379283827385.
Full text
49
Maas, Steven M. "Welshness politicized, Welshness submerged| The politics of 'politics' and the pragmatics of language community in north-west Wales." Thesis, University of Illinois at Urbana-Champaign, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3633385.
Full textAbstract:
<p> This dissertation investigates the normative construction of a politics of language and community in north-west Wales (United Kingdom). It is based on ethnographic fieldwork conducted primarily between January 2007 and April 2008, with central participant-observation settings in primary-level state schools and in the teaching-spaces and hallways of a university. Its primary finding is an account of the gap between the national visibility and the cultural (in)visibility communities of speakers of the indigenous language of Wales (Cymraeg, or “Welsh”). With one exception, no public discourse has yet emerged in Wales that provides an explicit framework or vocabulary for describing the cultural community that is anchored in Cymraeg. One has to live those meanings even to know about them. The range of social categories for living those meanings tends to be constructed in ordinary conversations as some form of <i>nationalism,</i> whether political, cultural, or language <i>nationalism.</i> Further, the negatively valenced category of nationalism current in English-speaking Britain is in tension with the positively valenced category of nationalism current among many who move within Cymraeg-speaking communities. Thus, the very politics of identity are themselves political since the line between what is political and what is not, is itself subject to controversy. The result is what I call the “submergence” of Cymraeg-oriented cultural communities: People who would say Cymraeg is an essential part of their personality and communities mark out cultural space for their sense of continuity (to the past, to others) in ways that do not require <i>or enable</i> them to make any substantive cultural claims. </p><p> Within these settings of a modalized Welsh culture—always only partially expressed— indigeneity and ethnic difference are symbolized by the emblematic and lived importance of Cymraeg, while the significance of Cymraeg tends to be implicitly conveyed by means of overt references to “Welshness”. </p><p> This cultural submergence of the resources for Cymraeg-centered identity seems motivated and sustained by the fact that it produces a haven from holiday-goers and English patriots who do not value Welsh cultural features as highly as do those who take pride in the Cymraeg-centered cultural community. In light of these features of local life, I suggest several terms of art—including “language demesne” and “language corridor”—because they are more fitting of local politics than is the idea of a (global) language community. </p><p> This dissertation also contributes a theoretical basis for examining the pragmatics of language communities, which requires differentiating phenomenal-level semiotic analyses from investigations of the dynamics of cultural discourse. The “obvious” empirical situation in Wales—as analyzed using a Peircean-phenomenological semiotics—runs contrary to the relatively opaque and counter-empirical cultural dynamics in Wales. As a result, this account of the tensions between semiotic descriptions and cultural dynamics signals a wrinkle in received theories of metapragmatics. Conventionally, metapragmatics makes sense of the text–discourse relation, but not the relations between discourse and consciousness because theories of metapragmatics apply only to the former. Unless the relationship of text-and-discourse to consciousness is explicated at the epistemological level of analysis, ethnographic descriptions of locales within language communities—particularly those rife with language politics—can take on the appearance of an ontology of human kinds. Given this condition, any broad account of the cultural dynamics of language and community must take an analytic position regarding the relationship between the surface-level of semiotics and the historical and cultural processes of community constitution. </p><p> My approach engages directly with the neglected conflict between the strategy of primordialist essentialism and that of constructivism. The analytic strategy and theoretical perspective of this dissertation avoids the scholarly tendency to treat certain local conceptions as misconstruals of sociocultural life. Instead, they are treated as locally valid and proper constitutings of divisible community. Academics would be no less inclined to reject analogous conceptual entailments in their cultural worlds despite their commitment to the view that sociocultural realities are constructed. The position adopted here underwrites an account that denaturalizes without denaturing the essentializing claims (e.g., of language activists) in north-west Wales. </p><p> In engaging with current analytic strategies in linguistic anthropology, my “inferentialist” and pragmatistic strategy frames the politicizing of language and community in north-west Wales using an alternative to linguistic indexes or icons, which are grounded in an empirical sense of necessity. The framework adopted here envisions an empirical field organized not only by <i>necessary</i> principles of Welsh belonging that are practiced or not, but by tensions among many different “modal” types of constraints—normative principles that are inferable from community-specific ways of enacting belonging to a particular sociocultural imaginary that owes its coherence to language affinity. Consequently, this dissertation treats languages themselves as inhabitable and provides a theoretical justification for doing so.</p>
50
Yang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.
Full text