Dissertations / Theses on the topic 'English Camp'

Diploma thesis has a theoretical part that presents the chapters of the Project Management theory which are relevant for English Camps. Knowledge from the theoretical part is then in a practical part applied on a specific English Camp which was managed by author of this diploma thesis. Goal of the diploma thesis is to suggest a set of actions in specific spheres of the English Camp management that will eliminate past problems, lessen risk of unfavourable effects and create conditions for better achievement of project goals.

This thesis explores the interaction between context and attitude in the languagein- education experiences of multilingual refugees in Kakuma Refugee Camp in Northern Kenya, East Africa. The aim was to discover how they respond to policy and practice in language-in-education and the macro-societal influences that affect their attitudes. I wanted to find out the realities the refugee learners face as a corollary of the policy and practice, and their responses towards these realities. I used an approach based on Critical Ethnography to collect and analyse the data. This generated a diversity of data, allowing for triangulation. I drew on several theoretical frameworks to explore the diverse themes emerging from the data: Cummins' (2000) Transformative Pedagogy, Phillipson's (1992, 1999) Linguistic Imperialism, and Kachru's (1983, 1994) World Englishes. I found that the provision of language education for the refugees follows the mainstream Kenyan policy, a relic of colonialism, whereby English is the medium of instruction from Class Four onwards. Mother tongues or Swahili may, in theory, be used for the lower classes but the practice is often not so. Many refugees have a love-hate relationship with English. They find it hard to master, yet like it as a passport to resettlement, jobs and further education. A few appreciate Swahili but many ofthe Sudanese find it burdensome and unnecessary. Arabic, French and Mother tongues are both appreciated and disliked, but most find their usefulness reduced. The learners face harsh realities, as most not only have to learn the new languages but also have them used as media of instruction. They devise a range of strategies to respond to these realities, for instance, making their way into English Language support classes even if by trickery .and impersonation. This study seeks to contribute to the research literature by exploring how context and attitude affect each other in the education of learners in the temporary setting of a refugee camp.

This study intends to analyse the terms camp and closet in Alan Hollinghurst&rsquo
s fiction, since all four of his novels - The Swimming-Pool Library (1988), The Folding Star (1993), The Spell (1998), and The Line of Beauty (2004) - investigate the gay male experience throughout the late-twentieth century The point in analysing these terms in Hollinghurst&rsquo
s work is to find out whether the author writes from the margin or in the centre to recreate the origin. Gay subjectivities are of great concern to this study, yet it does not mean that it will be a product of identity politics. Identity politics does regard gender, race, or ethnicities, which are nothing but social constructions, as fixed or biologically determined traits. Thus, identity politics, while trying to recentre the decentred and marginalised identities, re-establishes the binary structure of the Western thought. This study analyses how Hollinghurst, by camping and closeting the gay male, re-produces homosexuality as a distinct identity with a subculture of its own.

The aim of this essay was to investigate whether pupils with higher grades based on formative assessment were more successful at adapting informal texts into formal texts.Six pupils in English 7 were asked to write an informal blog entry about their favorite hobby/pastime and a formal entry also about their favorite hobby/pastime intended for an English encyclopedia. The pupils that were selected were assessed as havingformative grades A-E. The ability to transform informal into formal texts was assessedquantitatively by counting a number of lexical and grammatical features. The results showed that pupils with a higher formative grade did not experience significant difficulties in adapting their language and switching from informal to formal language. The results also showed that the usage of slang and contractions among the pupils with lower grades was maximized.

AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent. The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.

Philosophiae Doctor - PhD
Nigeria is one of the most multilingual nations in Africa which consists of over 450 languages (Adegbija, 2004; Danladi, 2013). It has a population of more than 150 million people, with three major languages, namely Hausa, Yoruba and Igbo, and a number of minority languages. Despite its linguistic and cultural diversity, English is the main medium of instruction from primary to tertiary education. The negative effects of learning through the medium of English second language (L2) are evidenced in the learners’ poor achievement in the external examination results of the National Examination Council (NECO) and the West African Examination Council (WAEC). There is an assumption that learners’ poor performance in English (L2) is due to little attention given to English writing in schools, and the use of less appropriate or effective teaching approaches (Babalola, 2011). There is a special concern about the poor writing proficiency levels of learners, particularly in the Junior Secondary School (JSS) phase which is an exit to Senior Secondary School level where learners are expected to show strong academic literacy skills. Writing is a process which is central to learners’ learning across the curriculum and it enables learners not only to access knowledge from different sources, but also to display the acquired knowledge in different domains. Learners’ poor writing skills are a great concern given that English (L2) is the main medium of instruction at all levels of education in Nigeria. In light of the above, this study set out to explore the pedagogical strategies and problems encountered by both teachers and learners in English (L2) academic writing in Junior Secondary School (JSS 3) classrooms in the Ekiti State, Nigeria. Guided by Second Language Acquisition theory, the study explored the factors that influence second language learning, in relation to the sociocultural and contextual factors that influence learners’ writing abilities. Through the lens of the Genre Pedagogical Theory and the Social Constructivist theory, it investigated teachers’ pedagogical strategies in English (L2) writing, and analysed learners’ written texts in order to understand the extent to which they reflected the features of specific genres that support learners’ writing skills. Four JSS3 teachers in three schools were purposively selected to participate in the study. The study employed a qualitative research paradigm, underpinned by the interpretive theory. Through the use of an ethnographic design, the day-to-day happenings such as thoughts and engagements of both teachers and students in the English (L2) lessons were observed and recorded by means of an audio-recorder in order to build a comprehensive record of the participants’ practice in the classroom. In addition, both semi-structured and unstructured interviews were conducted with the individual teachers. The students’ written texts and other relevant documents were collected and analysed for the purpose of data triangulation. Ethical considerations such as informed consent, voluntary participation, respect and anonymity of participants were observed throughout the study. In this study, the findings show that the teaching of English (L2) writing is still a challenge to many teachers due to a variety of factors which include linguistic, pedagogical and structural factors. As a result, learners’ academic writing suffers, especially writing to learn at secondary school level. Specifically, the findings of this study indicate that the teachers made use of traditional teaching approaches in the teaching of English (L2) writing as against the approaches recommended in the curriculum. The study also reveals that most of the JSS(3) students’ level of proficiency in English writing is below the expected levels stipulated in the curriculum document, although some of them displayed good basic interpersonal communication skills (BICS), Other contributing factors to the learners’ low academic writing proficiency in English (L2) include teachers’ limited understanding and application of the Genre-Based Approach in teaching writing, inadequate language teaching and learning resources, learners’ limited exposure to English (L2) and limited writing opportunities. The study concludes that while the use of the Genre-Based Approach is not the only strategy to enhance learners’ writing skills, the teaching of writing remains crucial as it is central to language use in different knowledge domains. Students’ writing proficiency is critical for cognitive and socio-economic development as it has implications for students’ access to knowledge and academic literacy which spills over to tertiary education. In a country like Nigeria where the main language of instruction is English, there is a need to prioritise teacher development and to revisit the curriculum to determine how it meets the academic needs of learners in this century.

There have historically been numerous connections between the way that medieval Iberian Muslims conceptualized love, lust, and desire and the ways in which Western Europeans have expressed those same concepts, especially as potentially derived from the literary genre of the muwashshah, a particular form of (primarily) medieval Hispano-Arabic poetry. Specifically, the muwashshah and its particular expression(s) of romantic love have helped in causing a series of paradigm shifts (with a definition borrowed from Kuhn to apply to the humanities) within Western ideology. This thesis focuses on the transformative effect of such Hispano-Arabic poetry within Western culture, as well as its connections with the following: Greco-Roman concepts of poetics, earlier Arabic poetry, and post-Hispano-Arabic Arabic poetry. It explores the concept of intersectionality within Hispano-Arabic culture, demonstrating how Hispano-Arabic sources may have influenced European interpretations of romantic relationships as well as how the muwashshah survived within an Arabic context. While mostly existing as a substratum within European culture, the muwashshah has had lasting influence upon European culture. The domains of love and desire provide a particularly apt example, as they involve not simply technology (civilian or military) but demonstrate the origin of a distinct change in the expression of emotion within European culture. At a fundamental level, Western Europe has adopted some of these Hispano-Arabic (as derived from a Muslim viewpoint) values. Regardless of further conflict between Europeans and Muslim cultures, they share parts of a common heritage, expressed differently, but with partial derivations, large or small, from a single source. Such exploration demonstrates the deep interconnectedness of what has heretofore been considered a separated, solely Western (Christian) European culture and that of the Islamic world, derived from one of the original points of intersection between Muslim culture and Western Christian culture, as well as how Arabic culture addressed its outliers.

Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-17T12:05:41Z (GMT). No. of bitstreams: 1 Maia_LudmiladeSouza_M.pdf: 993926 bytes, checksum: 64b05d09592660e1a62b9845a8551faa (MD5) Previous issue date: 2011
Resumo: Este trabalho se dedica ao estudo do romance epistolar 'Clarissa, or the history of a young lady', de autoria do inglês Samuel Richardson, publicado entre os de anos 1747-48. O propósito é realizar uma pesquisa historiográfica através da interpretação da narrativa literária. A obra, objeto deste estudo, recria muitas das tensões sociais, políticas e religiosas latentes na sociedade inglesa do século XVIII. Os percalços vividos pela heroína da trama, entre o campo e a cidade, permitem analisar as relações sociais e de gênero da Inglaterra das Luzes. A trama conta a história de Clarissa, donzela d aristocracia rural inglesa que recebe a herança do avô, motivando disputas familiares. O primogênito preterido convence a família a casá-la com um homem odioso, para evitar sua independência e lucrar com o negócio. Clarissa se recusa ao matrimônio e passa a ser perseguida dentro de casa. Para escapar da tirania, ela foge para Londres com Lovelace, libertino que lhe faz a corte contra a vontade de sua família. Seu desejo de autonomia é interrompido quando seu raptor a aprisiona num bordel e a violenta. Para preservar sua vontade de virtude e a independência de seu espírito, Clarissa escolhe a morte como única saída moral possível. Com efeito, meu objetivo foi entender aquela sociedade a partir das páginas do romance, cuja análise, também, derivou de questões e referências exteriores à trama
Abstract: This work is dedicated to the novel 'Clarissa, or the history of a Young lady', written by Samuel Richardson, and published in 1747-48. My purpose was to make a historiographic research by using a literary narrative. This novel creates, in a literary way, many of the most important social, political, and religious conflicts of the Eighteenth Century English society. The mishaps of the life of the novel's protagonist, between the country and the city, allowed me to analyze the social and gender relations in the Enlightenment England. The plot tells us the story of Clarissa, an aristocratic maiden in rural England. She inherits an estate from her grandfather, which provokes a familiar disturbance. The deprecated old brother convinces the family to marry her to an odious man, to avoid her independence and to profit from the business. She refuses the marriage and her persecution begins at home. In order to escape from tyranny, she fled to London with the libertine Lovelace, who courts her against her family's will. Her wish for autonomy is interrupted when his abductor imprisons and rapes in a brothel. She wishes virtue and an independent soul, and that's why she chooses death, as the only possible way to maintain her moral intact. Indeed, my goal with this research was to understand the mentioned society from the pages of the novel,whose analysis also comes from questions and references external to the plot
Mestrado
Politica, Memoria e Cidade
Mestre em História

This practice-based research investigates the relationship between the process of making layered images and narratives of walked journeys. Two such journeys – Franz Schubert’s song cycle, Winterreise, and the autobiographical account of John Clare’s escape from an asylum, Reccolections &c Of Journey From Essex – were examined and compared through a body of drawings, prints and paintings. A study of the construction of the two narratives highlighted their layered composition: Winterreise is experienced as a synthesis of Wilhelm Müller’s poems and Schubert’s musical setting; whilst the full impact of Clare’s account is appreciated in the context of his poetry and biography. The research began with a bookwork, a visual response to the layering of information observed in the song cycle of Winterreise, and led to the formulation of a method of interpreting narratives using Thomas De Quincey’s model of The Palimpsest. De Quincey identified the effacements, amendments and aggregation of material in a palimpsest manuscript with the absorption of experience. In paintings made to interpret the experience of Winterreise, abrading layers of a picture surface elicited the compound characteristics of the narrative: allowing one idea to be seen through another. The fictive identity of the song cycle emerged in a suite of monoprints, through their assembly of layered imagery. Conversely, John Clare’s account is that of an actual journey, physically walked. The research culminated in a focus on the terrain of the two narratives. The metaphorical landscape of Winterreise is contrasted with Clare’s more visceral relationship with earth and trees through a series of paintings based on Journey From Essex. The research discovered new possibilities in the narratives’ meaning through the invention of a visual language to describe both physical nature of walking and a distinctive sense of place.

My thesis examines the function and development of the cult of saints in Coptic Egypt. For this purpose I focus primarily on the material provided by the texts forming the Coptic hagiographical tradition of the early Christian martyr Philotheus of Antioch, and more specifically - the Martyrdom of St Philotheus of Antioch (Pierpont Morgan M583). This Martyrdom is a reflection of a once flourishing cult which is attested in Egypt by rich textual and material evidence. This text enjoyed great popularity not only in Egypt, but also in other countries of the Christian East, since his dossier includes texts in Coptic, Georgian, Ethiopic, and Arabic. This thesis examines the literary and historical background of the Martyrdom of Philotheus and similar hagiographical texts. It also explores the goals and concerns of the authors and editors of Coptic martyr passions and their intended audience. I am arguing that these texts were produced in order to perform multiple functions: to justify and promote the cult of a particular saint, as an educational tool, and as an important structural element of liturgical celebrations in honour of the saint. Another aim of this work is to stress the entertainment value of such texts. I explore the sources used by Coptic hagiographers for creating such entertaining stories, as well as the methods they used to re-work certain theological concepts and make them more accessible to the audience. The thesis begins with description of the manuscript tradition of Philotheus and a brief outline and comparison of its main versions. The second chapter discusses the place of the Martyrdom of Philotheus in Coptic hagiography and its connection to the so-called cycles. The next two chapters explore the motifs and topoi characteristic of Coptic martyr passions, especially the legend of Diocletian the Persecutor and the image of Antioch as the Holy City in Coptic hagiography, as these two motifs appear in one way or another in the majority of the martyr passions. Chapter 5 is dedicated to one of the focal points in the Martyrdom - the miracle of resurrection and the tour of hell – and its literary and theological background. Chapter 6 discusses representations of magic and paganism in Coptic hagiography and some of the concerns of Coptic hagiographers. In the last chapter I explore the geography of the cult, its iconographic and hymnographic dimensions and the transformation of the perception of the saint; the second part of this chapter discusses the questions of performance, authorship and audience.

Many pre- and early-historic cultural transitions in Britain have been attributed to mass-migrations originating outside Britain. One of the most striking changes was the 5th century AD Romano-British / Anglo-Saxon transition, which has often been explained using models which focus on a mass migration and invasion of Angles, Saxons and Jutes from what is now Denmark and northern Germany. This explanation, based on cultural similarities between the two regions, has recently been strongly criticised on theoretical grounds. Most researchers of the late 20th and 21 st centuries now view this transition in terms of elite settlement, and wide-scale acculturation. Within the last decade, however, research from the new field of archaeogenetics has reinvigorated this debate, with evidence showing that population movement between Britain and the continent may have been substantial. Despite this recent resurgence of interest, biological anthropological research in Britain has not followed suit, despite the development and relatively wide-scale application of quantitative genetic methods to anthropometric data elsewhere. In this thesis, craniometric data, which were collected from skeletal collections, published and unpublished reports, represent over 1400 individuals from the Iron Age, Romano-British and Anglo-Saxon periods in Britain and Denmark. These data have been analysed using univariate, population genetic and matrix correlation methods, in order to investigate population structure and relationships in terms of continuity or change in Britain between these periods. The results of these analyses indicate a degree of temporal continuity and no evidence for geographical isolation, both within Britain, and between Britain and Denmark. Cultural affinities, however, are found to be significantly associated with biodistance, in some cases. Results indicate strong links between Britain and Denmark, in both the Iron Age and the early and later Anglo-Saxon periods, suggesting that substantial migration between Britain and the continent may have occurred. However, Romano-British samples appear distinct from Iron Age, Anglo-Saxon and Danish samples. The questions remaining relate to the timing and nature of this migration, the situation in areas of Britain not sampled here, and the cause of the Romano-British distinctiveness in contrast to earlier and later samples.

DIORIO, Renata Rovaris. As expectativas dos alunos e as concepções dos professores da 8a. série do ensino fundamental sobre o ensino e aprendizagem da língua inglesa. 2006. 150f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006.
Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-12T17:57:03Z No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5)
Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-13T10:57:25Z (GMT) No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5)
Made available in DSpace on 2012-07-13T10:57:25Z (GMT). No. of bitstreams: 1 2006_Dis_RRDIORIO.pdf: 1055171 bytes, checksum: ccf0dc31d5c14d8e0b7613016eca3666 (MD5) Previous issue date: 2006
The motivation for this research was the fact that the students didn’t learn English in the classroom at a public school in 2002. The main question for this research was: Why haven’t the students learned English at the end of the Junior High School? So, the aims of this research were: show the student’s expectations towards the English Teaching and Learning Process and analyzing the speech of their teachers about the English Learning Acquisition Process and the English Teaching Process and also their practice in the classroom. The ones who got involved in this research were students and teachers respectively from the 8th grade of a public and private Junior High Schools in Campo Grande-MS. The used methodological tool for this research was the Analyses of the Speech. Some of the found results were: the results from the interviews with the students showed that they don’t know why they learn English and they don’t have explanations for the meaning of this foreign language in their curriculum. The majority of the students say that they don’t like the way how their teachers teach this target language. And the results from the interviews with the teachers showed that they don’t know the legal rules that guide their English Teaching Practice and the meaning of having a theoretical pedagogic way to guide them in the classroom. Besides, the results also showed me that the English Teaching Practice (the tradicional one) need to be changed towards a Reflective Teaching Practice for helping the teacher to think what he had been doing at the classroom and change his pedagogic way to the student’s necessities, if it’s necessary, in any time.
A motivação para desenvolver essa pesquisa originou-se do fato de que os alunos não aprendiam Inglês na sala de aula, em uma escola pública de Campo Grande (MS), em 2002. A questão principal para esse estudo foi: Por que os alunos não aprendem Inglês no Ensino Fundamental? E os objetivos desta pesquisa foram: mostrar as expectativas dos alunos, com relação ao processo de ensino e de aprendizagem do Inglês, analisar as falas dos professores sobre os processos de ensino e de aprendizagem da Língua Inglesa e de suas práticas pedagógicas. Os sujeitos da pesquisa foram: alunos e professores da 8ª série do Ensino Fundamental da rede pública e particular de Campo Grande-MS. O instrumento para análise dos dados coletados constituiu-se na técnica da Análise de Conteúdo. A análise dos dados levantados mostrou que os alunos não sabem porque aprendem o Inglês, não têm posicionamentos ou justificativas, quanto ao significado de aprender esta língua-alvo e a maioria deles ainda afirma que não gosta da maneira como o seu professor ensina este idioma. Os professores também revelam que desconhecem as normatizações que determinam o ensino de Inglês nas escolas e que não têm um referencial teórico definido para orientar a prática docente. O estudo possibilitou-me atingir alguns “pontos de chegada”, como por exemplo: indicações de que os alunos não agüentam mais aprender o Inglês pela abordagem tradicional do ensino de idiomas e que a ação do professor de Língua Inglesa precisa ser norteada por uma prática crítico-reflexiva que o possibilita a reconhecer o que está fazendo em sala de aula e mudar sua ação pedagógica se necessário for, diante das expectativas e necessidades dos seus alunos.

This dissertation examines how Philippine (or Filipino) authors emphasise the need for articulating or “re/membering” cultural identity. The researcher mainly draws from the theory of Caribbean critic, Stuart Hall, who views cultural identity as an articulation which allows “the fragmented, decentred human agent” to be considered as one who is both “subject-ed” by power but/and one who is capable of acting against those powers (Grossberg 1996 [1986]: 157, emphasis mine). Applied to the Philippine context, this writer argues that, instead of viewing an apparent fragmented Filipino identity as a hindrance to “defining” cultural identity, she views the “damaged” (Fallows 1987) Filipino history as a the material itself which allows articulation of identity. Instead of reducing the cultural identity of a people to what-they-could-have-been-had-history-not-intervened, she puts forward a vision of identity which attempts to transfigure these “damages” through the efforts of coming-to-terms with history. While this point of view has already been shared by other critics (such as Feria 1991 or Dalisay 1998:145), the author’s contribution lies in presenting re/membering to describe a specific type of articulation which neither permits one to deny wounds of the past nor stagnate in them. Moreover, re/membering allows one to understand continuous re-articulations of “new” identities (due to current migration), while putting an “arbitrary closure” (Hall) to simplistic re-articulations which may only further the “lines of tendential forces” (such as black or brown skin bias) or hegemonic practices.

Written as such (with a slash),“re/membering” encapsulates the following three-fold meaning: (1) a “re-membering”, to indicate “a putting together of the dismembered past to make sense of the trauma of the present” (Bhabha 1994:63); as (2) a “re-membering” or a re-integration into a group and; as (3) “remembering” which implies possessing “memory or … set [ting] off in search of a memory” (Ricoeur 2004:4). As a morphological unit, “re/membering” designates, the ways in which Filipino authors try to articulate cultural identity through the routes of colonisation, migration and dictatorship.

The authors studied in this thesis include: Carlos Bulosan, Bienvenido Santos, N.V.M. Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, and Merlinda Bobis. Sixty-years separate Bulosan’s America is in the Heart (1943) from Hagedorn’s Dream Jungle (2003). Analysis of these works reveals how articulation is both difficult and hopeful. On the one hand, authors criticize the lack of efforts and seriousness towards articulation of cultural identity as re/membering (coming to terms with the past, fostering belonging and cultivating memory). Not only is re/membering challenged by double-consciousness (Du Bois 1994), dismemberment and forgetting, moreover, its necessity is likewise hard to recognize because of pain, trauma, phenomena of splitting, escapist attitudes and preferences for a “comfortable captivity”.

On the other hand, re/membering can also be described as hopeful by the way authors themselves make use of literature to articulate identity through research, dialogue, time, reconciliation and re-creation. Although painstaking and difficult, re/membering is important and necessary because what is at stake is an articulated Philippine cultural identity. However, who would be prepared to make the effort?

------

Cette thèse démontre que, pour les auteurs philippins, l’articulation ou « re/membering » l'identité culturelle, est nécessaire. Le chercheur s'appuie principalement sur la théorie de Stuart Hall, qui perçoit l'identité culturelle comme une articulation qui permet de considérer l’homme assujetti capable aussi d'agir contre des pouvoirs (cf. Grossberg 1996 [1986]: 157). Appliquée au contexte philippin, cet auteur soutient que, au lieu de la visualisation d'une identité fragmentée apparente comme un obstacle à une « définition » de l'identité culturelle, elle regarde l’histoire philippine «abîmée» (Fallows 1987) comme le matériel même qui permet l'articulation d’identité. Au lieu de réduire l'identité culturelle d'un peuple à ce qu’ ils auraint pû être avant les interventions de l’histoire, elle met en avant une vision de l'identité qui cherche à transfigurer ces "dommages" par un travail d’acceptation avec l'histoire.

Bien que ce point de vue a déjà été partagé par d'autres critiques (tels que Feria 1991 ou Dalisay 1998:145), la contribution de l'auteur réside dans la présentation de « re/membering » pour décrire un type d'articulation sans refouler les plaies du passé, mais sans stagner en elles non plus. De plus, « re/membering » permet de comprendre de futures articulations de « nouvelles » identités culturelles (en raison de la migration en cours), tout en mettant une «fermeture arbitraire» (Hall) aux ré-articulations simplistes qui ne font que promouvoir des “lines of tendential forces” (Hall) (tels que des préjugés sur la couleur brune ou noire de peau) ou des pratiques hégémoniques.

Rédigé en tant que telle (avec /), « re/membering » comporte une triple signification: (1) une «re-membering », pour indiquer une mise ensemble d’un passé fragmenté pour donner un sens au traumatisme du présent (cf. Bhabha, 1994:63); (2) une «re-membering» ou une ré-intégration dans un groupe et finalement, comme (3)"remembering", qui suppose la possession de mémoire ou une recherche d'une mémoire »(Ricoeur 2004:4). Comme unité morphologique, « re/membering » désigne la manière dont les auteurs philippins tentent d'articuler l'identité culturelle à travers les routes de la colonisation, les migrations et la dictature.

Les auteurs inclus dans cette thèse sont: Carlos Bulosan, Bienvenido Santos, NVM Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, et Merlinda Bobis. Soixante ans séparent America is in the Heart (1943) du Bulosan et le Dream Jungle (2003) du Hagedorn. L'analyse de ces œuvres révèle la façon dont l'articulation est à la fois difficile et pleine d'espoir. D'une part, les auteurs critiquent le manque d'efforts envers l'articulation en tant que « re/membering » (confrontation avec le passé, reconnaissance de l'appartenance et cultivation de la mémoire). Non seulement est « re/membering » heurté par le double conscience (Du Bois 1994), le démembrement et l'oubli, en outre, sa nécessité est également difficile à reconnaître en raison de la douleur, les traumatismes, les phénomènes de scission, les attitudes et les préférences d'évasion pour une captivité "confortable" .

En même temps, « re/membering » peut également être décrit comme plein d'espoir par la façon dont les auteurs eux-mêmes utilisent la littérature pour articuler l'identité à travers la recherche, le dialogue, la durée, la réconciliation et la re-création. Bien que laborieux et difficile, « re/membering » est important et nécessaire car ce qui est en jeu, c'est une identité culturelle articulée des Philippines. Mais qui serait prêt à l'effort?

Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

Thesis (PhD (English))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This thesis undertakes a comparative examination of South African and Kenyan auto/biographical narratives of crime and imprisonment. Although some attention is paid to narratives of political imprisonment, the study focuses primarily on autobiographical accounts by criminals, confessional narratives, popular fiction about crime and prison experience, and journalistic accounts of prison life. There is very little critical work at this moment that refers to these forms of prison writing in South Africa and Kenya. Popular prison narratives and to a certain extent the autobiographical in general are characterised by an under-theorised dialecticism. As academic concepts, both the popular and the autobiographical form are characterised by an unstable duality. While the popular has been theorised as being both a field of resistance to power and of consent to its demands, the autobiographical occupies a similar precariously divided position, in this case between fact and fiction, a place where the „I‟ that narrates is simultaneously the subject and object of the narrative. In examining an eclectic body of texts that share the prison as common denominator, my study problematises the tension between self and world, popular and canonical, political and criminal, factual and fictional. In both settings, South Africa and Kenya, the prison as a material and discursive space does not only mirror society but effects shifts and changes in society, and becomes a space of dynamic adaptation and also a locus that disturbs certain hegemonic relations. The way in which the experience of prison opens up to a fundamentally unsettling ambiguity resonates with the ambivalence that characterises both autobiography as genre and the popular as a theoretical concept. My thesis argues that during the entire historical period covered by the narratives that I examine there is a certain excess that attends on the social production of criminality and the practice of imprisonment, both as material realities and as discursive concepts, which allows them to have a haunting effect both on individuals‟ notions of „the self‟ and the constitution of national identities and nationhoods. I argue that the distinction between the colonial and the postcolonial prison is hazy. Therefore a comparative study of Kenyan and South African prison literature helps us understand how modern prisons and notions of criminality in contemporary Africa are intertwined with the broad European colonial project, reflecting larger issues of state power and control over the populace. In relation to South Africa, my study begins with Ruth First‟s 117 Days (1963), and makes a selection of other prisons narratives throughout the apartheid era up to the post-apartheid period which was ushered in by Mandela‟s Long Walk to Freedom (1994). Moving beyond Mandela, I examine other forms of South African crime and prison narratives which have emerged since the publication of Pumla Gobodo-Madikizela‟s A Human Being Died that Night (2003) and Jonny Steinberg‟s The Number (2004). In Kenya, I begin with Ngugi wa Thiongo‟s Detained (1981). I then focus on popular narratives of crime and imprisonment which began with the publication of John Kiriamiti‟s My Life in Crime (1984) up to the first decade of the 21st century, marked yet again by the publication of Kiriamiti‟s My Life in Prison (2004). Besides Kiriamiti‟s two narratives, the other Kenyan texts which I examine are John Kiggia Kimani‟s Life and Times of a Bank Robber (1988) and Prison is not a Holiday Camp (1994), Benjamin Garth Bundeh‟s Birds of Kamiti (1991), and Charles Githae‟s, Comrade Inmate (1994).
AFRIKAANSE OPSOMMING: My proefskrif onderneem ‟n vergelykende studie van Suid-Afrikaanse en Keniaanse auto/biografiese narratiewe van misdaad en gevangeneskap. Hoewel aandag tot ‟n mate geskenk word aan verhale van politieke gevangeneskap, is die primêre fokus van die studie eerder op autobiografiese narratiewe deur misdadigers, konfessionele narratiewe, populêre fiksie met betrekking tot misdaad en gevangenis-ondervindinge, sowel as joernalistieke verslae oor gevangenes se lewens agter tralies. Min kritiese werk is tot dusver in verband met hierdie vorme van gevangenis-narratiewe in Suid-Afrika en Kenia gedoen. Populêre prisoniers-narratiewe, en tot ‟n mate autobiografieë oor die algemeen, word deur ‟n onder-geteoriseerde dialektisisme gekenmerk. As akademiese konsepte word beide die populêre en die autobiografiese vorme deur ‟n onstabiele dualisme gekenmerk. Terwyl die populêre tipe geteoretiseer word as sowel ‟n vorm van weerstand teen mag as van toegee daaraan, word aan die autobiografiese tipe ‟n soortgelyke onstabiele, verdeelde rol toegeskryf – in hierdie geval, tussen feitelikheid en fiksie, ‟n plek waar die “ek” wat vertel terselfdertyd die subjek en objek van die verhaal is. Deur middel van ‟n eklektiese versameling van tekste wat die gevangenis as verwysingspunt deel, problematiseer my verhandeling die spanning tussen self en wêreld, die populêre en die gekanoniseerde, die politieke en die kriminele, die feitelike en die fiktiewe. In beide kontekste, Suid-Afrika en Kenia, weerspieël die gevangenis as diskursiewe spasie nie alleenlik die gemeenskapsomgewing nie, maar veroorsaak dit ook veranderings en verskuiwings in die gemeenskap – sodoende word die gevangenis self ‟n ruimte van dinamiese verandering en ‟n plek wat sekere hegemoniese verhoudings versteur. Die manier waarop die ondervinding van gevangeneskap lei tot ‟n fundamentele versteurende dubbelsinningheid resoneer met die dubbelsinnigheid wat beide die autobiografiese as genre en die populêre as teoretiese konsep karakteriseer. My tesis voer aan dat, gedurende die ganse historiese tydperk wat gedek word deur die narratiewe wat ek hier betrag, daar ‟n sekere oormaat is wat die sosiale produksie van misdaad en die toepassing van gevangesetting begelei, beide as stoflike werklikhede en as diskursiewe konsepte, wat hulle toelaat om ‟n kwellende effek uit te oefen beide of individuele mense se sin van „self‟ en die samestelling van nasionale identiteite en nasionaliteite. Ek voer aan dat die onderskeid tussen die koloniale en die postkoloniale gevangenis onduidelik is, en dat ‟n vergelykende studie van Keniaanse en Suid-Afrikaanse gevangenes-narratiewe ons dus help om te verstaan hoe moderne tronke en idees oor misdaad in Afrika deureengevleg is met die breë Europese koloniale projek, en groter kwessies van staatsmag en beheer oor die bevolking weerspieël. In Suid Afrika begin my studie met Ruth First se 117 Days (1963), en maak dan ‟n seleksie van ander gevangenes-narratiewe van die apartheid-era tot en met die post-apartheid oomblik wat deur Mandela se Long Walk to Freedom ingelui word. Ek vestig dan my aandag op ander vorme van Suid-Afrikaanse misdaad- en gevangenes-narratiewe wat sedert die publikasie van Pumla Gobodo-Madikizela se A Human Being Died that Night (2003) en Jonny Steinberg se The Number (2004) verskyn het. In Kenia begin ek met Ngugi wa Thiongo se Detained (1981), en kyk dan ten slotte na populêre narratiewe van misdaad en gevangeneskap wat hulle aanvang vind met die publikasie van John Kiriamiti se My Life in Crime (1984) tot en met die eerste dekade van die 21ste eeu, nogmaals gemerk deur die publikasie van Kiriamiti se My Life in Prison (2004).

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
RESUMO A motivaÃÃo para desenvolver essa pesquisa originou-se do fato de que os alunos nÃo aprendiam InglÃs na sala de aula, em uma escola pÃblica de Campo Grande (MS), em 2002. A questÃo principal para esse estudo foi: Por que os alunos nÃo aprendem InglÃs no Ensino Fundamental? E os objetivos desta pesquisa foram: mostrar as expectativas dos alunos, com relaÃÃo ao processo de ensino e de aprendizagem do InglÃs, analisar as falas dos professores sobre os processos de ensino e de aprendizagem da LÃngua Inglesa e de suas prÃticas pedagÃgicas. Os sujeitos da pesquisa foram: alunos e professores da 8 sÃrie do Ensino Fundamental da rede pÃblica e particular de Campo Grande-MS. O instrumento para anÃlise dos dados coletados constituiu-se na tÃcnica da AnÃlise de ConteÃdo. A anÃlise dos dados levantados mostrou que os alunos nÃo sabem porque aprendem o InglÃs, nÃo tÃm posicionamentos ou justificativas, quanto ao significado de aprender esta lÃngua-alvo e a maioria deles ainda afirma que nÃo gosta da maneira como o seu professor ensina este idioma. Os professores tambÃm revelam que desconhecem as normatizaÃÃes que determinam o ensino de InglÃs nas escolas e que nÃo tÃm um referencial teÃrico definido para orientar a prÃtica docente. O estudo possibilitou-me atingir alguns âpontos de chegadaâ, como por exemplo: indicaÃÃes de que os alunos nÃo agÃentam mais aprender o InglÃs pela abordagem tradicional do ensino de idiomas e que a aÃÃo do professor de LÃngua Inglesa precisa ser norteada por uma prÃtica crÃtico-reflexiva que o possibilita a reconhecer o que està fazendo em sala de aula e mudar sua aÃÃo pedagÃgica se necessÃrio for, diante das expectativas e necessidades dos seus alunos.
ABSTRACT The motivation for this research was the fact that the students didnât learn English in the classroom at a public school in 2002. The main question for this research was: Why havenât the students learned English at the end of the Junior High School? So, the aims of this research were: show the studentâs expectations towards the English Teaching and Learning Process and analyzing the speech of their teachers about the English Learning Acquisition Process and the English Teaching Process and also their practice in the classroom. The ones who got involved in this research were students and teachers respectively from the 8th grade of a public and private Junior High Schools in Campo Grande-MS. The used methodological tool for this research was the Analyses of the Speech. Some of the found results were: the results from the interviews with the students showed that they donât know why they learn English and they donât have explanations for the meaning of this foreign language in their curriculum. The majority of the students say that they donât like the way how their teachers teach this target language. And the results from the interviews with the teachers showed that they donât know the legal rules that guide their English Teaching Practice and the meaning of having a theoretical pedagogic way to guide them in the classroom. Besides, the results also showed me that the English Teaching Practice (the tradicional one) need to be changed towards a Reflective Teaching Practice for helping the teacher to think what he had been doing at the classroom and change his pedagogic way to the studentâs necessities, if itâs necessary, in any time.

The purpose of this research was to conduct case studies to explore and describe Thai university students' awareness and application of cognitive and metacognitive strategies when reading and writing in English-as-a-foreign-language (EFL). Four participants, including two high and two low English language proficiency learners, were selected from 14 students enrolled in a five-week course called English for Social Sciences offered at Kasetsart University in Bangkok, Thailand in 2005. The major sources of data for the analyses included the transcripts of the participants' pair discussions, think-aloud protocols, interviews, and daily journal entries. In addition, field work observations, reading and writing strategy checklists, participants' written work, and the comparison of the pretest and posttest results were also instrumental to the analyses. The interpretive approach of content analysis was employed for these four case studies. Findings were initially derived from the single-case analyses, and then from cross-case analyses. Major findings revealed that strategic knowledge enhanced these English-as-a-foreign- language (EFL) learners' proficiency in English reading and writing. However, applying elaborative strategies for higher-level reading was challenging for most of the participants. Two crucial factors that impeded their development were the learners' uncertain procedural and conditional knowledge of strategy uses and their limited English language proficiency due to limited exposure to the second language (L2). The teacher's explanations and modeling of strategies, the participants' opportunities to discuss strategy use with peers, and extensive practice positively enhanced their development. Additionally, the learners' schema and knowledge of text structures played significant roles in their development of the two skills. These English-as-a-foreign-language (EFL) learners also developed metacognitive awareness and strategy applications, but not to the level that always enhanced effective regulation and control of their reading and writing behaviors. Combining reading and writing in English-as-a-foreign-language (EFL) instruction promoted the learners' awareness of the relationships of certain strategies for the two skills, and developed their literacy skills holistically.

It is now broadly accepted that Vaughan Williams's music betrays a more complex relation to national influences than has traditionally been assumed. It is argued in this thesis that despite the trends towards revisionism that have characterized recent work, Vaughan Williams's interest in and engagement with English folk materials and cultures remains only partially understood. Offering contextual interpretation of materials newly available in the field, my work takes as its point of departure the critical neglect surrounding Vaughan Williams's contradictory compositional debut, in which he denounced the value of folk song in English art music in an article published alongside his song 'Linden Lea', subtitled 'A Dorset Folk Song'. Reconstructing the under-documented years of the composer's early career, it is demonstrated that Vaughan Williams's subsequent 'conversion' and lifelong attachment to folk song emerged as part of a broader concern with the intelligible and participatory quality of song and its performance by the human voice. As such, it is argued that the ways in which this composer theorized an idea of 'song' illuminate a powerful perspective from which to re-consider the propositions of his project for a national music. Locating Vaughan Williams's writings within contemporaneous cultural ideas and practices surrounding 'song', 'voice', and 'Englishness', this work brings such contexts into dialogue with readings of various of the composer's works, composed both before and after the First World War. It is demonstrated in this way that the rehabilitation of Vaughan Williams's music and reputation profitably proceeds by reconstructing a complex dialogue between his writings; between various cultural ideas and practices of English music; between the reception of his works by contemporaneous critics; and crucially, by considering the propositions of his music as explored through analysis. Ultimately, this thesis contends that Vaughan Williams's music often betrays a complex and self-conscious performance of cultural ideas of national identity, negotiating an optimistic or otherwise ambivalent relationship to an English musical tradition that is constructed and referenced through a particular idea of song.

碩士
南台科技大學
應用英語系
95
The study aimed to investigate how the English summer camp with picture books was implemented in Heng-Chun Town, Pintung County by integrating community resources into children English education. Thirteen children, six girls and seven boys, had participated in the study for two months. A qualitative research was conducted to collect data from multiple sources: students’ artifacts, questionnaires, formal and informal interviews, the instructor’s lesson plans, teaching materials and teaching aids, the researcher’s observational logs, and reflective notes. The findings in this study, displayed first, a possible instructional model and second, useful techniques for EFL teachers and volunteers to implement English picture books along with reading aloud in camps. Third, it is essential to integrate the local organizations with the public library in the community to assist the children’s English leaning in culturally disadvantaged area.

碩士
國立臺北科技大學
建築與都市設計研究所
105
Schools recently have faced the amount of enrolling students are not enough due to the influence of low birth rate, especially in elementary schools. Based on this situation, reusing vacant school space would help strengthen the function and worth of the school space. Every year, the authorities provide relevant Acts to deal with this crisis which shows that the meaning and worth of reusing vacant school space should be more emphasized. The school can take the advantage of the transformation to provide the educational system with diversity and meet the demands of the users. This is a case study of New Taipei City English Wonderland Kuolai English Wilderness Camp. By this case study we hope to find the better strategy of the reuse of vacant school space.

Dissertação de mestrado em Lexicography
Bilingual onomasiological dictionaries generate a considerable interest because of two main reasons. On the one hand, thematic dictionary research is a less explored field of lexicography. On the other hand, bilingual onomasiological dictionaries combine several dictionary types. Since the Internet has established itself as a platform for online dictionaries, it is important to study how onomasiological dictionaries are organized on an electronic medium. The current thesis aims at analyzing two monolingual thematic online dictionaries, namely BerufeNet and Computer Glossary. Search options and navigation structures of these dictionaries receive special attention. The key focus of the dissertation is to create a prototype of the English-Spanish Summer Camp Dictionary (ESSCD), which involves the detailed description of the dictionary’s sources, users and their needs, usage situations and functions. The methodology used to elaborate the ESSCD’s prototype involves six main steps: (1) create a corpus; (2) extract keywords; (3) extract collocations; (4) generate concordances; (5) create an XML database; (6) design a web page. The current thesis discusses the above-mentioned steps as well as presents the data categories of an ESSCD article.
Dicionários onomasiológicos bilíngues geram um interesse considerável por duas razões principais. Por um lado, a pesquisa de dicionários temáticos é um campo pouco explorado da Lexicografia. Por outro, os dicionários onomasiológicos bilíngues combinam vários tipos de dicionários. Com a consolidação da Internet como uma plataforma para dicionários on-line, é importante observar como os dicionários onomasiológicos são organizados no meio eletrónico. A presente tese visa analisar dois dicionários online temáticos monolíngues, nomeadamente, o BerufeNet e o Computer Glossary. As opções de pesquisa e as estruturas de navegação desses dicionários recebem atenção especial. O foco principal da dissertação é criar um protótipo do Dicionário de Acampamento de Verão Inglês-Espanhol (ESSCD), que envolve a descrição detalhada das fontes do dicionário, utilizadores e suas necessidades, situações e funções de uso. A metodologia implementada na elaboração do protótipo do ESSCD envolve seis etapas principais: (1) criar um corpus; (2) extrair palavras-chave; (3) extrair colocações; (4) gerar concordâncias; (5) criar uma base de dados XML; (6) projetar uma página web. A presente tese analisa os passos acima mencionados, bem como apresenta as categorias de dados de um artigo ESSCD.

碩士
國立東華大學
課程設計與潛能開發學系
103
This study focuses on English Camp, composed of students from the Department of English, National Donghwa University, Hualien, Taiwan. Driven by a strong sense of social justice, these university students use after school academic tutoring as a platform for social participation, in which they got to exercise their expertise in English by creating playful and engaging language learning opportunities for socially disadvantaged junior high school students nearby Donghwa University. As I immersed myself in the camp for nearly three years, I discussed and executed weekly lesson plans with the members and found ways to maintain the relationships with junior high schools, particularly when English Camp’s survival was threatened. My research questions are roughly divided into two parts, while one pertains to the front stage (i.e., the tutoring activities), and another refers to the back stage (i.e. how members congealed as a group, and how they dealt with the administrations of junior high schools): 1. What are the internal strategies and survival skills? 2. What activities were the university students used in group tutoring process? In what ways did they interact with the teenagers? How were the academic tutoring experiences played into the personal and professional trajectories of various members? This research finds that the group of university students used a variety of "rational communication strategies," which have to be understood in the context of its group mechanism. Though guided by its haughty principle of social engagement and sense of justice, during these years students had learned the art of being pliable in order to maintain its presence on the campuses of junior high schools and extend its relationships with teenagers. Moreover, I also observed that they evolved from seeing themselves as “citizens” to assuming the identity of “educators.” This change has loosened up their relationships with the teenagers and resultantly, some of them even considered to become high school teachers professionally. Most importantly, as I reflected upon my participation throughout these years, I came to see that I have turned my initial fascination with them into making myself a valuable member to the group. I have, through my research effort, have helped the young members to connect with the tradition of English Camp, and develop abilities to negotiate with the educational institutions. However, I came to realize that I might have run the risk of re-shaping them into conforming to the institutional norms and turned them deviating from their original motivation. My well-meaning intention might probably be the reasons why the group left the new field.

Ma thèse entreprend une évaluation critique et un compte rendu de ce que j'appelle la «littérature des camps de réfugiés» en tant que produit culturel et genre littéraire et interdisciplinaire en soi. Sur le plan de la taxonomie, l’appellation «littératuredes camps de réfugiés» risque de se retrouver dans le discours très homogénéisant, qui fusionne les différents récits de la vie des réfugiés, qu’il vise à contrebalancer. Le fait de classer les récits sélectionnés comme un genre littéraire révèle le caractère insaisissable d’une telle entreprise car les récits eux-mêmes oscillent entre différents genres (écrits de vie humanitaire, témoignages, bildungsroman postcoloniaux, etc.) et qu’un tel genre est, compte tenu de son contexte politique, plutôt transgressif. Face à un tel risque, il est nécessaire de reconceptualiser la vision de la «responsabilité éthique» afin de repenser notre propre position et complicité et de faire place à l’existence de l’Autre qui raconte. Ainsi, tout en regroupant les récits provenant de et sur les camps de réfugiés, la «littérature des camps de réfugiés» rejette souvent l’attribution habituelle d’étiquettes toutes faites telles que «victimes», «sujets jetables» ou «émissaires sans voix» aux réfugiés et dévoile leur engagement politique et leur participation active à (re)façonner leur propre vie.En outre, des aspects thématiques particuliers explorés dans les chapitres permettent une utilisation provisoire du terme «littérature des camps de réfugiés». Ces affinités thématiques comprennent, entre autres, l’aspect de «l’attente», lorsque la vie des réfugiés semble se figer dans le temps, le présent et l'avenir. Une autre caractéristique de la «littérature des camps de réfugiés» est la capacité des réfugiés à se réinventer lorsque le camp devient «un lieu de nouveaux départs» (Simon Turner, 2015, 1). Ainsi, malgré la précarité de la vie, iiune autre similitude thématique, dans les camps de réfugiés, les habitants des camps de réfugiés font preuve de stratégies de survie qui leur redonnent l’humanité qui leur a presque été retirée par la déshistorisation et la dépolitisation systémiques. La dépolitisation, nous dit Simon Turner, «crée son propre contraire : l’hyper-politisation» (Turner, 7), autre résultat thématique crucial. En conséquence, ma thèse vise à participer à la compréhension du «processus continu par lequel une partie de notre planète commune est aujourd’hui mise en quarantaine» (Michel Agier, 2006:3). Mon intention est d’examiner l’espace spécifique d’où émerge la littérature des camps de réfugiés et comment un tel espace liminal peut affecter des formes et des stratégies spécifiques de narration du soi. À cette fin, mon premier chapitre distingue le roman de Dave Eggers, What Is the What: The Autobiography of Valentino Achak Deng(2006), de la tradition d'écriture de la vie humanitaire dans laquelle il s’est inscrit. Dans ce chapitre, j’étudie le camp comme un espace géographiquement délimité, exclu/exceptionnel. J’essaie de comprendre la gouvernance humanitaire du camp et son implication politique. Mon deuxième chapitre étudie le roman d’Elias Khoury, Gate of the Sun(2006) et son interprétation cinématographique réalisée par Yousry Nasrallah (2004). Ici, je m’éloigne du camp comme espace purement physique limité pour étudier le camp comme un espace où les habitants s’interrogent sur leur existence et résistent à leur réalité confinée et à leur capacité acquise de se réinventer à l’infini. Le troisième chapitre propose une nouvelle lecture du roman de Dionne Brand, What We All Long For (2005), car il problématise la différenciation systémique entre la figure du réfugié et celle du migrant. Dans un second temps, il suit la fissure dans le récit (les sections Quy) d’où le réfugié émerge comme une figure excessive.
My dissertation undertakes a critical assessment of and accounting for what I call “refugee camp literature” as both a cultural commodity and a literary and interdisciplinary genre on its own terms. Taxonomically, the appellation “refugee camp literature” runs the risk of falling in the very homogenizing discourse, that conflates the different accounts of the lives of the refugees, it is countering. Categorizing the selected narratives as a literary genre discloses the elusiveness of such an endeavor because the narratives themselves oscillate between various genres (Humanitarian life writing, testimonies, postcolonial bildungsroman, etc.) and such a genre is, given its political context, rather transgressive. Facing such a risk, a reconceptualization of one’s view of ‘ethical responsibility’ is needed in order to rethink our own subject-position and complicity and to make room for the Other that narrates to exist. Thus, while grouping narratives from and about refugee camps, “refugee camp literature” often dismisses the mainstream allocation of ready-made labels such as “victims,” “disposable subjects” or “speechless emissaries” to the refugees and unveils their political engagement and active participation in (re)shaping their own lives. Furthermore, particular thematic aspects explored in the chapters allow for a provisional use of the term “refugee camp literature.” These thematic affinities include, inter alia, the aspect of “waiting,” when the lives of the refugees seem to freeze in time, present and future. Another defining feature of the “refugee camp literature” is the refugees’ ability to reinvent themselves as the camp becomes “a place of new beginnings” (Simon Turner, 2015, 1). Thus, despite the precarity of life, another thematic similitude, in the refugee camps, the refugee camp dwellers exhibit survival strategies that grant them back the humanity almost stripped from them through systemic dehistorization and depoliticization. Depoliticization, Simon Turner tells us, “creates its own opposite: hyper-politicization,” (Turner, 7) which is another crucial thematic upshot. Accordingly, iv my dissertation aims at participating in the understanding of the ongoing “process by which a section of our common planet is today being put in quarantine” (Michel Agier, 2006:3). My intent is to look at the specific space from which refugee camp literature emerges and how such a liminal space may affect specific forms and strategies of narrating the self. To this aim, my first chapter distinguishes Dave Eggers’ novel What Is the What: The Autobiography of Valentino Achak Deng (2006) from the humanitarian life writing tradition it has been inscribed into. In this chapter, I study the camp as a geographically demarcated excluded/exceptional space. I try to understand the humanitarian governance of the camp and its political implication. My second chapter studies Elias Khoury’s novel Gate of the Sun (2006) and its cinematic rendition directed by Yousry Nasrallah (2004). Here, I move a step further from the camp as a purely physical limited space to study the camp as space where the dwellers question their existence and resist their confining reality and their acquired ability to infinitely reinvent themselves. The third chapter offers yet another reading of Dionne Brand’s novel What We All Long For (2005) as it problematizes the systemic differentiation between the figure of the refugee and that of the migrant. Then, it follows the crack in the narrative (the Quy sections) from which the refugee emerges as an excessive figure.

碩士
國立臺東大學
進修部暑期文化資源與休閒產業碩士專班
107
ZMET (Zaltman Metaphor Elicitation Technique) has been used in marketing area extensively. This study applies ZMET to explore the pre-service teachers’ deep thinking on volunteer tourism. In addition, the consensus map of pre-service teachers was depicted in order to construct ideal experiences of volunteer tourism. This research adopts qualitative approaches to analyze data, which is including of 12 pre-service teachers’ interview samples. All of them are highly involved in the service experiences of teaching English in remote area in Taiwan. It is hoped that the current study provide different insights to promote volunteer tourism and practical guidance for future in pre-service teacher training in Taiwan. The study results could be concluded into two points: 1. Construct the consensus map of volunteer tourists and extract 15 key perspectives including of “Diversity”, “Growth”, “Memories”, and “Reciprocity”. 2. Through ZMET, it is possible to explore pre-service teachers’ deep thinking of volunteer tourism. Suggestions were given in this study: In terms of practical promotion, pre-service teachers, teacher training, sponsors & organizers, community development and education policies are expected to cooperate flexibly and diversely. To make abundant benefits, we may combine volunteer tourism with the idea of tour planning. As for further academic researches, we can do research of “volunteer tourism” in different regions (domestic and foreign), different types (service items) and different objects (in-service teachers, tourist groups).

碩士
國立政治大學
傳播學院碩士在職專班
93
Interactive Satellite Television as a Solution to Redeem the Educational Resources Disparity between Urban and Rural Areas－A Case Study by a Simultaneous Distance Learning Project "Magic English Camp" This thesis was based on simultaneous distance learning made possible through “Interactive Satellite TV” and the “Magic English Camp” case-study to investigate development of the convergence of satellite television and distance learning. By evaluating this case-study of interactive virtual video pedagogy, the project intended to identify and understand how new technologies can “equilibrate” the digital divide between urban and rural areas. As an employee of ERA Digital Media Corporation, the author was able to take part in the preparation of The Magic English Camp event program and closely follow its evolution and outcome. In order to pursue comprehensive and objective results, this project required extensive research and work on journals, periodicals, publications etc. Furthermore, this project conducted "Participant Observation", "Literature Analysis" and "Secondary Research" methodology along with "Case Study Analysis" for both theoretical and practical concrete suggestions. To sum up, the results of this thesis indicate the following: 1. continuously to use the “Interactive Satellite TV” can step-by-step to improve the educational resource disparity in urban and rural area. 2. Simultaneous Distance learning leveled the playing field for children in rural areas who were now able to benefit both from advanced educational material and the teaching of native English-speakers. 3. The effect of multi-media pedagogy is significant. Real-time instruction and simultaneous visual and audio pedagogy captured attention, motivated learning and increased learning efficiency. 4. It is easier to build the “Interactive Satellite TV system” that could be used repeatedly. With high speed mass data transmission as a characteristic and priority, satellite and internet made it possible to establish a “Simultaneous Distance learning Platform” thus making it more facile to access instruction for students without geographic limitations. Moreover, there are two suggestions for this research: 1. Combine the most of educational resources and to produce the synchronous video-information courses for the people. 2. To build up the distance learning platform for everyone students in the whole environment, and standardize the process to reach the goal of educational resources of equilibrium. Keyword(s): Educational resources, e-Learning, Interactive TV, Satellite.

Most people travel with purpose. Whether it's for fun, leisure, getting to know new cultures or new people, people go because they want to impact society by helping locals. Sometimes it's multi-purposed. Research has shown that voluntourism sometimes causes more harm than good. This work addresses the problem of the side effects of voluntourism, the positive and negative impact, as well as analyzing English summer camp in Slovakia, Ukraine, and Brazil and its effects on voluntourism. In this context, voluntourism is a form of tourism in which travelers participate in voluntary work, typically for a charity. At the core of voluntourism is the desire to help others. Based on a literature review on voluntourism (traveling with a purpose), a case study from Slovakia was applied, followed by a comparison of camps in Brazil and Ukraine. The empiric investigation analyzed the volunteers' motives for volunteering abroad. The results allow us to find an ideal approach to voluntourism and eliminate the negative sides to it. Even though altruism is necessary while volunteering abroad, the work project showed that while volunteers have individual skills to work in specific fields, self-promotion and internal well-being can still be the main motives of the volunteers.
Todos nós viajamos com um propósito, seja ele lazer, trabalho, visita a amigos e familiares ou tão simplesmente para conhecer novos locais, novas culturas e novas pessoas. A evolução constante da sociedade origina uma busca constante de novas experiências em realidades distintas, seja no dia a dia, seja num período de férias. Aqui podemos encontrar pessoas que procuram numa viagem o momento para fazer voluntariado, para interagir com comunidades desconhecidas e desta forma compartilhar conhecimentos e viver momentos distintos daqueles que são a sua realidade habitual. Este tipo de turismo é denominado de volunturismo, um tipo de viagem em que os turistas, que têm o desejo de ajudar os outros, participam num trabalho de voluntariado, normalmente para uma instituição associada a comunidades carenciadas. De acordo com Brown e Morrison (2003:77), a única habilitação exigida a estas pessoas, por grande parte das organizações, é o desejo de ajudarem o outro, o que origina muitas vezes constrangimentos e problemas que derivam da pouca formação ou preparação para lidar com as situações que encontram durante o seu período de voluntariado. No entanto, a realidade demonstra que muitas empresas associadas ao volunturismo podem cobrar montantes elevados para que alguém usufrua de um trabalho de voluntariado, tornando esta atividade num negócio, desvirtuando a principal premissa, ajudar o próximo. Zhao e Ritchie (2007) referem que apesar destas situações acontecerem, os destinos que acolhem podem ser beneficiados, quer economicamente quer culturalmente, o que se apresenta como um impacto positivo. O nosso projeto visa apresentar por um lado alguns dos efeitos colaterais do voluntarismo, os seus impactos, sejam eles positivos ou negativos, assim como detalhar as atividades e tarefas associadas à organização de um Projeto de Voluntariado, cujo objetivo central é o ensino de inglês a crianças de comunidades da Eslováquia, Ucrânia e Brasil. Ao longo do projeto são apresentadas algumas das tarefas inerentes a esta organização do projeto de voluntariado, em concreto a escolha da instituição, a análise e importância do cumprimento da legislação aplicável em cada um dos países, adoção de medidas relativas à segurança dos participantes e dos voluntariados, de entre outros elementos específicos relacionados a cada uma das comunidades e países anfitriões. São ainda apresentadas algumas informações sobre estratégias de marketing utilizadas e a utilizar futuramente para melhor promover as atividades deste projeto de voluntariado. Ao organizar este projeto, percebemos que a escolha dos voluntários tem que ser criteriosa e que estes devem ser, ou professores experientes ou ter formação educacional, ter algum certificado, ou pelo menos ter a habilidade de trabalhar com crianças. Quando se trata de um acampamento de inglês, ele é acessível para muitos professores ou jovens que falam inglês e gostam de trabalhar com crianças. Para nós é claro a importância que assume a ajuda e o trabalho que deve ser feito por voluntários e vice-versa. É ótimo quando os voluntários entram em contato diretamente com uma organização local, para que ambos saibam quais são as necessidades e expectativas dos voluntários. Dessa forma, é possível evitar negligenciar os desejos dos locais. Em termos de acampamento de inglês, há apenas uma pessoa que fala diretamente com potenciais voluntários, por isso evitamos todos os impactos negativos e evitamos terceiros que levem grande parte do lucro para si. O nosso estudo de caso incide então sobre Eslováquia, seguido de uma comparação de campos no Brasil e na Ucrânia. Na construção do nosso estudo de caso foi realizada uma entrevista exploratória a um voluntariado que havia participado numa experiência de volunturismo na Eslováquia, em concreto num campo de ensino de inglês. Algumas das principais conclusões que advêm da nossa análise prendem-se com a dificuldade que existe por vezes entre os potenciais voluntários e a entidade que está a organizar a experiência de voluntariado, que pode trazer problemas ao longo da viagem, principalmente porque as expectativas ficam muito aquém do esperado. Esta situação poderia ser minimizada se existissem momentos anteriores à viagem em que ambas as partes pudessem conversar e esclarecer alguns pontos essenciais da viagem, tanto por telefone como por sessões on-line em plataformas dedicadas. Importa ainda destacar que a segurança é fundamental para quem vai fazer estas ações de voluntariado e para a comunidade/instituição que acolhe, pelo que os planos de viagem e as atividades incluídas, sejam elas pagas ou gratuitas, devem estar bem delineadas e ser conhecidas com antecedência, por forma a evitar problemas durante a viagem. Ao longo do nosso estudo foi entrevistada uma voluntária que esteve na Eslováquia, sendo que o seu principal interesse era ter uma nova experiência e desta forma aumentar o seu currículo, sem que se tivesse verificado um entusiasmo ou motivação adicional que se encontra em muitas das pessoas que efetuam este tipo de viagem. A análise da entrevista permitiu-nos perceber que embora o altruísmo seja importante durante o voluntariado no exterior, e que embora os voluntários tenham certas habilidades para trabalhar em áreas específicas, a autopromoção e o bem-estar interno ainda podem ser os principais motivos de deslocação e usufruto destas experiências. Por oposição e tendo como exemplo a realidade vivida pela investigadora em deslocações recentes ao Brasil e à Ucrânia, verifica-se que o seu objetivo principal era conhecer uma nova cultura e viajar o máximo possível, porém ao longo do processo de voluntariado acabou por ter uma experiência muito agradável e acima de tudo uma realização pessoal. Como resultado da organização de um acampamento no exterior, pode se tornar possível uma cooperação contínua entre os países. Os voluntários podem ser recebidos ou enviados pela organização. Em termos de voluntariado na Ucrânia e no Brasil – nós mantemos contato e já planejamos outra cooperação no futuro. Ao organizar um acampamento, a contratação de outras pessoas nem sempre é uma opção, dada a situação financeira da organização. Receber um voluntário é uma ótima opção de como ser e ter uma ótima pessoa para o trabalho e também para as crianças. O trabalho futuro deste projeto terá em conta a realização de mais ações em distintos países, tendo sempre em conta as suas realidades e acima de tudo uma atenção redobrada à escolha dos parceiros institucionais e dos voluntários, por forma a que a experiência seja positiva para ambas as partes e principalmente para as crianças.

Faculty of Humanities School of Human and Community Development/Psychology 9503776d Kajeean@educ.wits.ac.za
This study investigated English Second Language (ESL) students’ experiences of academic writing in a tertiary institution. It focused particularly on ESL students’ interpretations of what is expected in academic writing. Consequently, ESL students’ expectations were compared and contrasted to the academic writing expectations of a group of academics in the same institution. The study aimed to explore how the concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) were manifest in the students’ expectations and writing. The main aim was to identify the BICS and CALP distinction in ESL students as explanatory of their ability to write academically. In other words, the assumption was that ESL students experience difficulty with writing because they achieve surface fluency in terms of BICS but do not seem to develop sufficient levels of CALP to cope with the demands of the curricula in academic study. The sample consisted of thirty first year ESL Psychology students and six academics who taught on the first year Psychology course. ESL student volunteers were organized into focus groups, while academics were asked to participate in semi-structured, individual interviews. The participants’ responses were recorded and subsequently analyzed using thematic content analysis. It was found that academic writing was conceptualized in terms of structure and content. Through this distinction, ESL students recognized that, although they are able to operate at surface levels of language proficiency they find it problematic to operate at deeper levels of cognitive academic language proficiency. This in turn explained why they found it difficult to perform higher order academic tasks that go beyond the rote recall of content to analysis, synthesis, evaluation and application of concepts and theory. Further findings were extrapolated that lie at the level of the ESL student and the tertiary institution. It was found that academic writing expectations needed to be communicated to students by academics in more distinct terms. The internalization of academic discourse by ESL students, and students in general, seemed to require further facilitation by academics in the tertiary community of practice. Furthermore, the study raised the issue of English Second Language as a label impacting on ESL student’s confidence, self-esteem and overall attitude towards transcending challenges associated with academic writing.

In South African universities where the medium of instruction is English, writing and conceptualisation in English Second Language in Life Sciences are problematic for first year learners. This study focused on the extent to which Afrikaans – and Xhosa mother tongue speakers employ strategies in order to cope with the demands of scientific writing and how it affects their academic performance. The Basic Interpersonal Communication Skills (BICS) and the Cognitive and Academic Language Proficiency (CALP) theories of Cummins as well as the model of Collier provided a theoretical framework for this study. Tests and tutorials were analysed by means of content analysis. Writing strategies such as coherence has an impact on academic performance but there is no set pattern or degree in which different mother tongue speakers employ them. A collaborative approach that sensitises learners to the meaningful use of strategies to enhance their competency in scientific writing is recommended.
Educational Studies
M. Ed. (Natural Science Education)

This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's writing skills declined significantly. A more qualitative investigation of the corpus supports the statistical findings. However, because of the limitations of this study, more research is required into Cummins' hypothesis, bilingual programmes and teaching academic writing skills in African languages. It is hoped that this research design will benefit future researchers investigate the current debate about the efficacy of bilingual and multilingual approaches to education.
Linguistics
M. A. (Applied Linguistics)

Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension of the written text requires more than the ability to decode individual words. This study brings together a synthesis of current research on early language acquisition, language structure, vocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby providing a theoretical framework for a comparative study of limited English proficient learners (LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary deficits and age appropriate decoding skills. A quantitative and qualitative study examines the statistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and comprehension when a learner born of foreign parents acquires first time literacy in a language other than the language spoken at home. The study isolates and specifies an at risk educational minority through the identification of a hidden comprehension deficit (HCD). In summarising the main findings from the literature review and the empirical investigation, an “at risk educational minority” was identified and isolated through the identification of the HCD. The envisioned outcome was achieved and the hypothesis accepted.
Educational Studies
M. Ed. (Inclusive Education)

In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English.
Linguistics and Modern Languages
M.A. (Applied Linguistics)

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009).
Psychology of Education
M. Ed. (Educational Psychology)