Dissertations / Theses on the topic 'Legitimacy and language'

This dissertation explores the ambiguities of professionalization for writing centers and presents an alternative way to approach what I believe is an inevitable process. Toward that end, my project is to examine how the discourse surrounding the professionalization of writing centers constructs scholars, tutors, teachers, and writing. In particular, the focus of my project is to compare how tutors' self-definitions of professionalism reflect/deflect how professionalism is defined in the scholarly literature and in arenas outside of academia. The conclusions I draw are based on my research of two local writing centers in two southwest universities as well as a survey of the intertwined histories of literature, composition studies, and writing centers, and my experience co-directing a writing center for two years. My final argument is that writing center workers ought to look outside of academia for organizational models more closely aligned to political activism such the civil rights movement and women's movement, and to capitalize on the interdisciplinary nature of writing center work to create a "participatory democracy," in which participants theorize from their experience and value the process over gaining expertise.

Shakespeare’s Henriad delves into questions of divine authority, political process, and the role of class in society. Most importantly, however, the text tracks the shifts in leadership and kingly identity. Richard II paints the portrait of a king infatuated with his own divinity. Richard’s journey from anointed king to deposed mortal captures the dissolution of his fantasy of invincibility. Inciting Richard’s demise, Henry IV effectively disturbs the passive obedience which the king’s subjects maintain; in doing so, the kingship begins to shift away from divine authority, moving into a vacuum of rebellion and civil conflict. Meanwhile, the previously profligate Prince Hal turns towards his duties; in proving himself to his father, he begins to accumulate honor, redeeming himself as a capable heir. Hal’s ascension as Henry V and his subsequent success as a king provides a stark contrast to the discontent during Richard’s reign. As the presence of divinity recedes, the theme of honor appears more frequently throughout the Henriad. Prince Hal views honor as an external commodity which can be accumulated by an individual. Honor, as presented by Henry V, seemingly converts an intrinsic trait or virtue into a commodity with economic value, allowing for the establishment of his own political legitimacy. Using the plays in the Henriad as my primary texts, I intend to examine this political and ideological transition by connecting Richard's divine right to Hal's construction of an economy of honor.

Though the field of technical and professional communication has long been saturated with the narratives of Euro-Western males, technical and professional communication as a field has a responsibility to expand the lens of study to include the experiences of global and nontraditional practitioners. This study examines the experiences of Indian women working as practitioners, building power and legitimacy in a globalized economy. Drawing from interviews with 49 practitioners as well as an analysis of historical documents, this study examines the methods that Indian practitioners have used to build power and legitimacy by founding professional organizations, leveraging their educational opportunities, and using tactical strategies in their workplaces. The data suggests that Indian women have done strong, innovative work in building their own legitimacy in the field. However, work remains to remove barriers that disproportionately bar women from access to professionalizing structures.

The research highlights Salvadoran migrants’ identities within the United States since their departure from El Salvador during its Civil War. The purpose of this research is to provide a historical context of the Civil War and an analysis of the transitions of documentation that occur upon arriving to the United States. In doing so, I demonstrate how physical documentation builds an influential and detrimental power over the Salvadoran migrants’ participation within the community. It is important to mention the Civil War because of two reasons: one, for its introduction to various stages of enduring violence, and two, for its impact on migration laws towards Salvadoran refugees. This research not only portrays the various shifts of aggression, but it also distinguishes documentation as a juxtaposition between legality and classism. More importantly, the findings reveal a correlation between these dynamics of violent documentation and the Salvadorans’ distorted, misguided, and inconclusive perceptions that they hold about the concepts of belonging and identity.

This thesis is an exploration of the extent to which Paul�s terminology of Inheritance [(...)] in Romans, and its associated imagery, logic and arguments, functioned to evoke socio-political expectations that were alternative to those which prevailed in contemporary Roman imperial discourse. There are two parts to this study. The first is to take seriously the context of Empire and the claims being made by the Roman Empire in the first century. In particular, what were some of the messages conveyed by the Roman Empire with regard to the structure and purpose, the hopes and expectations, of first-century society? The Christians in Rome were daily exposed to the images and message of Caesar and his successors and there is therefore a need to consider how Paul�s language of Inheritance would have sounded within this environment. Second, this study gives attention to the content of Paul�s use of the word "inheritance" as it occurs in Romans. In order to address this question, three interrelated ideas are explored. First, for Paul, what does the inheritance consist of? The traditional understanding is that the concept is an entirely spiritualised or transcendent reality. This study proposes a more this-worldly, geographical nature to the word. Second, there is the closely related question of the political nature of inheritance. If it is the case that the language of inheritance has to do with the renewal of the land, then who inherits this land? These two questions raise a third issue-how will the inheritance transpire? Paul�s inheritance language contributes to notions of lordship, authority and universal sovereignty for the people of God. Conceivably, the path to this dominion could mirror the hegemonic intentions of imperial Rome which envisages the triumph of one group of people (the strong) over another (the weak). Is this the case with Paul�s inheritance language, or does it somehow undermine all claims to power and control? There are five undisputed uses of [...] and its cognates in Romans-Rom 4:13, 14; Rom 8:17 (three times) and there is one textual variant in Rom 11:1 where the word [...] is used in place of [...]. This study finds that, to varying degrees in each of these texts, the inheritance concept is not only a direct confrontation to other claims to rule, it is also simultaneously a reversal of all other paths to lordship and rule. This study then considers the use of the concept in the two other undisputed Pauline letters where it occurs (Galatians and 1 Corinthians) and also in the disputed letter to the Colossians. The overriding impression is that there is nothing in Galatians, 1 Corinthians or Colossians which significantly challenges the this-worldly, political nature of the language of inheritance in Romans. In these epistles and in Romans Paul employs the language and politics of inheritance in order to subvert the message of Empire.

Examining the case law of the ECJ reveals that the multilingual nature of the EU presents numerous problems, such as the relative rather than absolute equality of languages, and translation errors that lead to non-uniform law due to the impossibility of perfect translation. This directly limits the application of the legal certainty aspect of the Rule of Law, thus putting into question the EU’s democratic viability. Democracy is dependent on communication opportunity, something which the Union is lacking due to its multilingual nature. To solve these legitimacy problems created by the EU’s multilingual nature, it is necessary to understand the force of language as a concept in its own right. Western linguistic theory tells us that each language encodes a particular experience of the world and that its use might predispose its speakers to see the world according to the experience encoded in it. Not only this, but that language holds such power due to the significant role of a common language collective identity formation. In order to solve, or at least mitigate the democratic legitimacy issues which arise due to the EU’s multilingual nature, we must forge a European identity which is not dependant on the feature of a common language. Accepted beliefs and archetypes of identity are deconstructed and then reconstructed in a way which uses alternate features which allow for democratic participation without the precondition of a common language. Rather than trying to solve the language problem with a language solution (as has been done before), this thus provides new and original theoretical solutions to a practical language problem by suggesting that it can be overcome if we redefine our accepted notions of identity in the post-national sense and look at the problem through a wider lens.

Tese de Doutoramento em Ciência Política<br>Quando, quase 20 anos após a sua assinatura, o Estado Português decide colocar em vigor o Acordo Ortográfico de 1990 (AO90), cria-se um cisma entre governantes e governados. A tentativa de alterar a ortografia por decreto encontrou fortíssima oposição da sociedade civil, que várias vezes de mobilizou para expressar o seu desacordo em relação à medida junto do Poder político. O Estado português, contudo, escolheu ignorar essa oposição. Desse cisma surgem as questões essenciais desta tese, que cuidamos de relevo para a Ciência Política: estará um Estado democrático legitimado a interferir em matérias de Língua? E, mesmo se estiver, não haverão, ainda assim, limites à sua actuação nessa área? Como podemos explicar a reacção negativa da sociedade civil? Poderemos estabelecer um nexo causal entre uma violação de legitimidade ou de limites de acção do Estado e essa reacção popular? Estas são as questões a que, a partir de uma perspectiva institucionalista- normativista, vamos responder, recorrendo ao método dedutivo aplicado sobre um estudo de caso. Este, feito sobre a reacção da sociedade civil à imposição do AO90, procurará confirmar a nossa tese que propõe que o Estado não está legitimado a interferir na matéria, gerando tal interferência, invariavelmente, uma reacção negativa por parte da sociedade civil.<br>When, almost 20 years after being signed, the Portuguese government decided to adopt the Orthographic Agreement of 1990 (AO90), a schism was created between those who rule and those who are ruled. The attempt at changing spelling by decree was met with profound opposition from civil society, who mobilised to express to its political representatives, its profound disagreement with the policy. The Portuguese government, however, chose to ignore such opposition. From that schism were born the fundamental questions of this thesis, which we deem relevant to Political Science: is a democratic State legitimised to intervene in matters of Language? And, even if it is, aren’t there still limits to its actions in this field? How can we explain the negative reaction from civil society? Can’t we establish a causal nexus between a violation of legitimacy or action limits, and that public reaction? These are the questions which, from a normative-institutionalist perspective we’ll answer, applying the deductive method upon a case study. That case study, which analyses the reaction of civil society to the imposition of the AO90, will seek to confirm out thesis which proposes that the State is not legitimised to interfere in the matter, generating such interference, invariably, a negative reaction from civil society.<br>N/A

Ancrée dans les méthodes de la sociolinguistique critique, cette thèse fait état des questions de légitimité, d’inclusion et d’exclusion, d’ancrage et de mobilité au sein de la collectivité francophone de la province du Manitoba, une minorité linguistique de langue officielle au Canada. Par l’entremise d’un travail de terrain ethnographique et d’entretiens semi-dirigées, cette étude cherche à sonder les questions de la redéfinition de la francité manitobaine, la reproduction des frontières de différenciation du groupe depuis les années 1960. Cette thèse se penche également sur la formation d’une élite en émergence au Manitoba français durant les années 1960 et le phénomène de migration et de mobilité d’une partie de ce groupe. En posant d’emblée une question importante, ‘Qui décide pour qui’, cette thèse se propose de naviguer à travers les questions légitimité sociale, linguistique et identitaire au Manitoba depuis les années 1960<br>This research discusses the legitimizing forces that comprise what it means to be francophone in French speaking parts of Manitoba, an official language minority group in Canada. The researcher has through the lens of critical sociolinguistic analysis and ethnographic fieldwork, used participant observation, open ended interviews and discourse analysis to uncover themes of legitimacy, belonging and elite-building in 1960s Franco-Manitoba and how these themes resonate today. The research attempts to answer the conundrum, “who decides for whom” in matters of the right to francophone recognition. The current issues of migration and the dynamic tension between anchoring of the perceived centre and an ever-shifting periphery of linguistic and “ethnic” boundaries underscore the research

<p>This study examines how the Roman emperors <i>c</i>. AD. 260–295 attempt at maintaining their power-bases through legitimation of their claims to power, with reference to various potentially powerful groups of society, such as the military, the inhabitants of the provinces and the senate in Rome. The purpose has been to discern the development of ‘Roman imperial ideology’ in an age which has frequently been referred to as an ‘age of military anarchy.’ Focus is on how claims to power could be expressed through visual media. Of such media, mainly the coins struck for the emperors <i>c</i>. AD 260-295 have been studied. A close investigation has been made of the iconography of these coins. Furthermore, the ways in which coin-images are modified and combined with various legends are studied. An additional purpose of this investigation has been to provide a comment on the general potential of conveying visual imagery and messages on objects such as coins and medallions. </p><p>The study argues that novel, intricate and multi-layered images were created on the coins struck for the emperors <i>c</i>. AD 260-295. Furthermore, it is suggested that these coin-images were created to assume the function of larger-scale expressions of imperial authority, such as triumphal arches and imperial statues. This adaption of coinage was made because there was a need for intensified communication of imperial authority. This need arose due to the incessant warfare of the age, and a process of regionalization of the empire, which was connected to this warfare. The conclusion is that these coins provide an illustration of the development of the Roman empire in the second half of the third century. This was a development by which the city of Rome lost its importance in favour of regional capitals, and ultimately in favour of Constantinople.</p>

Introduzione dell'Inglese come lingua franca (ELF), con excursus storico ed una proposta di classificazione delle lingue franche; Analisi della situazione corrente, collocamento dell' ELF all'interno dei paradigmi attuali, quali quello dei 'World Englishes' e dei 'Three Circles of English' di Kachru, e presentazione dello state of the art; in particolare viene analizzato il rapporto fra ELF e Inglese come lingua madre (EMT), e viene infine supportata la legittimazione ed il riconoscimento dell'ELF quale variante dell'Inglese a sé stante, una realtà innegabile degna di rispetto e studio approfondito.

Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages; contains 299 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 13.

This study is conducted to compare the effect of practicing a multilingual approach to a monolingual approach in teaching the English article system for students with multilingual backgrounds. Through a structured experiment in light of sociolinguistic and second language acquisition theories, two different discourses (complexes of signs and practices that organize social existence and social reproduction) structuring different legitimate languages are implemented in each respective approach. In the multilingual approach, all languages in the participants’ language repertoire are legitimized and encouraged, while only Standard English is legitimized in the monolingual approach. Three groups of informants participated in the experiment. Two groups of young informants with low English proficiency, and one group of adult informants with intermediate English proficiency participated in the experiment. The majority of the participants have more than two languages in their language repertoires. The multilingual approach was adopted in one of the young groups and the adult group. The study shows that all informants improved in their use of the English article system, regardless of the different approaches. The informants with lower English proficiency level and with a strongest [-ART] language (language with no articles) improved 40.9% in the multilingual approach, which is almost twice as much as the improvement in the monolingual approach. However, the young informants in both groups tend to be confused about the use of the indefinite article a/an after the exercise. The improvements tend to remain in a longer period of time with the multilingual approach in both the adult group and the young group. In addition, the participants tend to show higher rates of concentration, positive emotional feelings and engagement during and after the multilingual approach. The results suggest that it is beneficial to deploy the multilingual approach, through intentional structuring of the legitimized languages in classroom.

Orientador: Kanavillil Rajagopalan<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-07T07:12:11Z (GMT). No. of bitstreams: 1 Ribeiro_AlexandredoAmaral_D.pdf: 955361 bytes, checksum: c2b049d4e4302e9960af96c13a012b5f (MD5) Previous issue date: 2006<br>Resumo: A pesquisa apresentada nesta tese aponta para a necessidade de se rever metodologias, princípios e pressupostos que sustentam a Lingüística, considerando o seu papel e função em uma sociedade, reconhecidamente, de identidades e saberes fluidos. Tomando como objeto de estudo o Preconceito Lingüístico, entendido no contexto da condição pós-moderna e de um mundo globalizado, procura repensar a Lingüística e as políticas lingüísticas, na perspectiva dos traços de ambivalência que marcam a pós-modernidade. Dentre suas hipóteses, formula que as políticas lingüísticas podem ser tão preconceituosas quanto quaisquer formas de preconceito, correndo mesmo o risco de ratificá-los, de legitimá-los. A luta contra o preconceito pode não passar de um engodo ideológico. Formas de preconceito podem estar implícitas, portanto, no discurso em defesa de uma língua, assim como nos discurso que admitem a pluralidade lingüística. Por isso, ao mesmo tempo em que reúne elementos para entender a inserção da Lingüística e do preconceito lingüístico na pósmodernidade, reivindica a proposição futura de uma Crítica da Razão Lingüística como uma base necessária para ampliação dos estudos da linguagem<br>Abstract: The research for this thesis points to the necessity of reviewing methodologies, principles and presuppositions which sustain the mainstream Linguistics, considering its role and function in a society seen as society of fluid identities and knowledges. Taking Linguistic Prejudice as study object and understanding it in the context of postmodern society and of a globalized world, we try to rethink Linguistics and politics of language in the perspective of post modern typical ambivalent characteristics. Among our hypotheses, we suggest that linguistic politics may have as much prejudice as any other forms of prejudice, so that it is possible to ratify and legitimate them through these politics. The struggle against prejudice may be nothing but a mistake, an ideological fantasy. Therefore, at the same time this thesis puts together elements which allow to understand the insertion of Linguistics in the post-modernity, it claims for a future proposition of a Critique of Linguistic Reason as a necessary base to broaden up language studies<br>Doutorado<br>Doutor em Linguística

I denna uppsats undersöker jag hur språkrekommendationerna i Språkrådets frågelåda legitimeras och vad läsaren måste acceptera som sant för att rekommendationerna ska vara rimliga. Det är en kritisk diskursanalys som ser makt som socialt sammansatt. Jag använder metoderna legitimeringsanalys och presuppositionsanalys. Resultatet visar att frågelådan legitimerar jämställdhet, språksystemet, språkbrukarna, och tydlighet som det som har eller borde ha makt över språket. Slutsatsen är att Språkrådet aldrig själva tappar sin egen makt, även när de legitimerar andra som makthavare i en viss fråga.

La question des compétences professionnelles surgit au cœur des travaux de normalisation et de standardisation et pose quelques problèmes liés à sa nature. En effet, à la différence de la « machine », il est impossible de standardiser des éléments liés à la compétence professionnelle sans affronter des difficultés d’ordre idéologique, politique, culturel, et social. De plus, la question est saisie par d’autres entités issues de l’Etat de droit dont les dispositifs sont en inadéquation avec ceux élaborés par les organismes de normalisation. Témoignent de cela les controverses et divergences qui sous-tendent régulièrement les négociations. La normalisation a pour cadre opératoire des modes de gouvernance difficiles à appréhender car procédant d’une légitimité démocratique discutable. Notre thèse se situe à l’intersection des sciences de l’information et de la communication et des sciences politiques pour mener une réflexion qui aboutit à des propositions tenant du concept de procéduralisation : la prise en compte de l’espace public et des contextes mais aussi l’adoption de nombreuses pratiques visant à associer d’autres entités aux négociations<br>The question of professional competences appears in this work on standards as a central issue with problems of its own. Indeed, unlike the “machines” it is impossible to standardize elements related to professional competences without facing ideological, political, cultural and social difficulties. Besides, there are other legal bodies with inappropriate means dealing with this issue elaborated by standards organizations. The frequent controversies and divergences around gathering negotiations illustrate this.Standardization is operated in difficult to understand types of governance with disputable democratic legitimacy. Our thesis is at the intersection of political and information science to have a reflection leading to the proposal of concepts of procedures: considering public space and environments but also the adoption of many practices associating other bodies to the negotiations

Cette étude se donne pour ambition de saisir et de comprendre ce qu’est la motivation des décisions juridictionnelles du Conseil d’État, au demeurant souvent critiquée. Notion fondamentale en droit processuel, la motivation est un discours argumentatif, expression d’une technique juridique, à savoir un discours visant à justifier au plan juridique et factuel la décision à travers un raisonnement afin de persuader l’auditoire. Ainsi faudra-t-il analyser à la fois son architecture et ses fonctions dans une perspective dynamique. En tout état de cause, on constate,depuis au moins le début du XXIe siècle, une certaine évolution de la motivation. Ce phénomène résulte, notamment, de l’européanisation et de la complexité normatives, de la protection renforcée des droits fondamentaux, des exigences de sécurité juridique ou encore de la volonté du Conseil d’État de promouvoir une politique communicationnelle afin de légitimer son action. L’étude implique de revisiter certaines thématiques traditionnelles, en particulier le syllogismejudiciaire, l’argumentation, l’interprétation, le style de la motivation ou encore le pouvoir normatif jurisprudentiel pour constater et mesurer cette évolution<br>The aim of this research is to tackle and understand the Conseil d’Etat’s court’s decisions motivation which are often criticised. Fundamental notion in procedural law, motivation is an argumentative discourse expressing a jurisdictional technique but moreover it is specifically a discourse trying trough a legal reasoning to justify a decision in order to convince the audience. Thus we shall have to analyse its architecture and its functions in a dynamic perspective. Either way we can note that since the beginning of the 21st century the court’s motivation has evolved.This phenomenon is the result of the Europeanization and the complexity of the normative production and is also due to enhanced protection of the fundamental rights, legal certainty and the Conseil d’Etat’s wish to promote a communicational policy in order to legitimise its action. This research entails to revisit certain traditional topics such as jurisdictional syllogism, argumentation, interpretation, the motivation’s style or the normative jurisprudential power to both note and measure this evolution

Servant de titre à notre travail, la distance entre Reims, terre de sacre royal, et Varennes, village où Louis XVI et sa famille ont été pris en flagrant délit de fuite, est une métaphore de l’érosion du langage de l’autorité politique (notamment, le droit divin des rois) au cours du XVIIIe siècle et de la concurrence entre les discours de résistance aux autorités traditionnelles et ceux qui proposèrent un nouvel ordre politique sur la base des fondements théoriques et abstraits de la France du dix-septième siècle (le constitutionnalisme, le contractualisme, entre autres discours). Nous mettons en lumière pamphlets, brochures, actes parlementaires et documents administratifs et de gouvernement, écrits à l’occasion du sacre et du procès engendré par la fuite du Roi, ceux-ci n’étant pas à strictement parler, des œuvres classiques de la théorie politique. Toutefois, systématiquement analysées sans omettre de les articuler aux travaux de philosophie politique de l’époque largement connus, de telles sources permettent d’observer la dynamique de l’autorité politique, tout comme les disputes relatives à la définition de la nature et aux limites du (corps) souverain, portées par différents langages politiques de l’histoire. En réalité, dans la présente recherche, l’autorité politique est, pour paraphraser John Pocock, une activité discursivement constituée. Loin d’affirmer que de tels discours auraient été intronisés seulement au moment de la rupture, c’est-à-dire pendant les évènements qui marquèrent la Révolution Française de 1789, dans notre travail nous soutenons qu’au regard des écrits des auteurs analysés, les langages politiques gardent une forte ressemblance avec ceux qui étaient déjà en circulation et avaient pour but de contester l’ordre en vigueur, utilisés au cours des décennies antérieures à la période révolutionnaire, dès l’Ancien Régime. En réalité, notre hypothèse interprétative indique autant les effets de la rupture qu’une certaine continuité des langages dans un contexte particulier de l’histoire<br>Providing the title of our thesis, it is the distance from Rheims to Varennes (the first being the land of the royal consecration and the last the place where Louis XVI and his family were caught fleeing), that provides the metaphor both for the erosion of the language of political authority (especially, the king’s divine right) during the 18th century and for the competition between political discourses of resistance to traditional authorities and those which proposed a new political order, based on theoretical and abstract foundations (notably the constitutionalism, the contractualism, among other discourses). We want to analyse the dynamics of political authority in that period by shedding some light on pamphlets, brochures, parliamentary minutes and administrative documents written during the consecration and the process engendered by the royal flight. Even though such documents may not be considered canonical works in political theory, closer analysis and their articulation with the philosophical works of that period allow us to observe the disputes over the definition of the nature and the limits of the sovereign’s body based on political languages of history. Indeed, this research takes political authority as a discursively constituted activity, to paraphrase John Pocock. Far from arguing that such discourses would have been constituted only at the moment of rupture, during the noticeable events of the French Revolution, in 1789, In this work we sought to sustain that the political languages coming from the pen of our authors keep a strong resemblance to those already in circulation and contesting that current order. In fact, this repertory was forged in the decades before the revolutionary period – specifically during the last ordination of the Ancien Régime, in Rheims. Accordingly, the thesis' interpretative hypothesis takes into account both the effects of rupture and the continuity in certain languages that held the legitimate political authority in a particular context in history

Cette thèse se propose d’analyser le style des Mémoires de Saint-Simon, afin d’en comprendre la virulente énergie si sensible à la lecture. Inscrite dans une approche rhétorique, l’étude s’intéresse d’abord au positionnement discursif de Saint-Simon et aux fondements de la légitimité auctoriale : il s’agit d’expliquer comment, par un ensemble de dispositifs, le mémorialiste rend possible le plein épanouissement d’une rhétorique du blâme. Celle-ci se développe suivant deux orientations majeures, l’une judiciaire, l’autre épidictique, dont la variété des composantes témoigne à quel point Saint-Simon « osa tout écrire ». L’enquête se prolonge en montrant que cette rhétorique du blâme participe en réalité d’un discours de plus large portée : l’écriture, pour le mémorialiste, constitue une revanche sur l’Histoire quand toute autre prise sur l’action s’avère impossible. C’est dans cette perspective que se révèle alors dans le texte des Mémoires toute l’importance des discours rapportés et des procédés de recomposition de l’Histoire<br>This dissertation aims to analyze the style of Saint-Simon’s Memoirs in order to better understand the virulent energy delivered in its reading. In keeping with a rhetorical approach, this study first focuses on the discursive position taken by Saint-Simon and the foundations of auctorial legitimacy. It is explained how, using various literary devices, the author succeeds in fully exploiting the rhetoric of blame. He accomplishes this through two rhetorical orientations – judiciary and epideictic, the variety of which attests to the fact that Saint-Simon “dared to write anything”. The investigation goes on to demonstrate that the rhetoric of blame contributes to a more significant discourse: in the absence of all other recourse, Saint-Simon views writing as a way to avenge oneself of History. It is in this vein that the importance of reported discourse and the rewriting of History is revealed in the text of Saint-Simon’s Memoirs

Despite the theoretical and practical ramifications arising from sociolinguistic studies in Brazil, the 90s brought the resurgence of a set of reflections on language which, expressed in newspaper columns, school grammars, books “no more mistakes" and writing manuals of major newspapers and public administration bodies, spreads the belief that there is only a "right" way to use language and that is the only acceptable way: the standard norm. All others are "wrong", and should be avoided. In this line of thought, in the state of Sergipe stands the book "Do not bite the Portuguese language", authored by Professor Wilma Ramos, described in its 10th edition as a reference guide for everyday difficulties of the Portuguese language, which brings advice on how to use the language in the light of the grammar of standard variant.This research aims to analyze prescriptions contained in the book “Do not bite the Portuguese language”, which disregard lessons contained in the normative instruments reference of Portuguese and disqualify the several varieties non-standard, as its speakers;discuss lessons that reject typical linguistic phenomena of Brazilian Portuguese, not welcomed by normative instruments reference of the Portuguese language, but widely disseminated in speech or writing from educated urban speakers, and, moreover, to assert the principles underlying the work “Do not bite the Portuguese language”, its contribution to the process of social representation of language and its implications for the process of teaching and learning Portuguese.The theoretical framework will focus in the postulates of sociolinguistics, whose studies have evidenced that natural languages are characterized by the phenomenon of variation and change and that the cultured varieties coexist with the informal varieties in a complex process of interactions, making room for the recognition of the legitimacy of difference, which are a result of the recent publication of the first grammars aimed for variety of Portuguese spoken in Brazil. Based on the norm concept in Coseriu, they seek to clarify the use of the terms "cultured norms", "standard norm", "grammatical norm", "pedagogical norm", "popular norm", characterizing Brazilian linguistic reality as essentially tripartite, formed by a standard norm, a set of prestigious norms and a large range of popular standards. It will set-up the concept of short standard, based on Faraco, to show their materialization in the work under review. It will also discuss the concept of legitimate language, as Bourdieu, aiming to outline the large-scale social factors involved in the construction processof the standard norm,in order to correlate linguistic issues properly with its institutional interface.The process of building the legitimate language, coupled with the sociolinguistic conception of the variation phenomenon, will provide the basis to place the institutional role of the work from Professor Wilma Ramos and discuss their implications for the Portuguese language teaching-learning process. The reference normative instruments of Portuguese language were chosen from grammars and dictionaries in vogue in the second half of the twentieth century, whose authors are or were consecrated philologists. Regarding the dictionaries, works ratified by the National Textbook Program will also be used – Dictionaries.<br>A despeito dos desdobramentos teóricos e práticos decorrentes dos estudos sociolinguísticos no Brasil, os anos 90 trouxeram o recrudescimento de um conjunto de reflexões sobre a língua que, manifestadas em colunas jornalísticas, gramáticas escolares, livros de “não erre mais” e manuais de redação de grandes jornais e órgãos da Administração Pública, difunde a crença de que só existe uma maneira “certa” de usar a língua e que essa é a única maneira aceitável: a norma-padrão. Todas as outras são “erradas” e devem ser evitadas. Nessa linha de reflexão, no Estado de Sergipe sobressai a obra Não morda a língua portuguesa, de autoria da professora Wilma Ramos, descrita em sua 10ª edição como um manual de consulta para dificuldades corriqueiras da língua portuguesa, que traz conselhos de como usar o idioma à luz da gramática da variante padrão. Esta pesquisa tem por objetivo analisar prescrições contidas na obra Não morda a língua portuguesaque desconsideram lições constantes nos instrumentos normativos de referência da língua e desqualificam as variedades diversas da norma-padrão, assim como seus falantes; discutir lições que rejeitam fenômenos linguísticos típicos do português brasileiro, não acolhidos pelos instrumentos normativos de referência da língua portuguesa, mas amplamente disseminados na fala ou escrita de falantes urbanos escolarizados, além de perquirir os princípios subjacentes à obra Não morda a língua portuguesa, sua contribuição ao processo de representação social da língua e suas implicações para o processo de ensino-aprendizagem da língua portuguesa. O referencial teórico centrarse- á em postulados da Sociolinguística, cujos estudos têm evidenciado que as línguas naturais são caracterizadas pelo fenômeno da variação e mudança e que as variedades cultas convivem com as variedades informais em um complexo processo de interações, abrindo espaço para o reconhecimento da legitimidade da diferença, de que são resultado as recentes publicações das primeiras gramáticas voltadas para a variedade do português falado no Brasil. Com fundamento no conceito de norma em Coseriu, busca-se precisar o emprego dos termos “norma culta”, “norma-padrão”, “norma gramatical”, “norma pedagógica”, “norma popular”, caracterizando a realidade linguística brasileira como essencialmente tripartite, formada por uma norma-padrão, um conjunto de normas prestigiadas e uma gama de normas populares. Definiu-se o conceito de norma curta, com base em Faraco, para mostrar a sua materialização na obra em análise. Discutir-se-á também o conceito de língua legítima, conforme Bourdieu, objetivando delinear os fatores sociais de larga escala envolvidos no processo de construção da norma-padrão, de modo a correlacionar questões linguísticas com sua interface propriamente institucional. O processo de construção da língua legítima, conjugado com a concepção sociolinguística acerca do fenômeno da variação, fornecerá as bases parasituar o papel institucional da obra da professora Wilma Ramos e discutir as suas implicações para o processo de ensino-aprendizagem da língua portuguesa. Os instrumentos normativos de referência da língua portuguesa foram escolhidos entre gramáticas e dicionários em voga na segunda metade do século XX, cujos autores são ou foram filólogos consagrados. No tocante aos dicionários, também foram utilizadas obras referendadas pelo Programa Nacional do Livro Didático – Dicionários.

This dissertation presents findings from a six-month qualitative case study that carefully examined the use of a multimodal literacy approach (anchored in graphic novels) in a 3rd grade classroom made up of Spanish-speaking English language learners (ELLs). The multimodal teaching approach (anchored in graphic novels) served as a focusing lens in which to investigate the larger complexities of ELLs’ classroom membership and participation. The focus of the study was examining whether a multimodal literacy approach (anchored in graphic novels) can be used as an instructional tool to enhance ELLs’ perceptions of belonging and acceptance through enhanced participation. Multiple, multimodal opportunities were provided to ELLs to express their sense of belonging, sense of agency, and overall perceptions of acceptance. The findings indicate that multimodal literacy practices can increase ELLs’ peripherality in cognitively and socially complex tasks and that this enhanced peripherality can lead to successful participation and engagement in cognitively demanding and socially complex tasks. Additionally, findings suggest that ELLs’ successful participation and engagement in cognitively and socially demanding tasks, as a result of the use of multimodal literacy practices, leads to increased legitimacy and peripherality for these ELLs. The findings also provide insight into the best practices for implementing a multimodal literacy approach (anchored in graphic novels) into multilingual classrooms.<br>Graduate<br>0279<br>0524<br>bomphray@uvic.ca

On 15 February 2007, the previous Minister of Education, Mrs Naledi Pandor reacted to a Democratic Alliance press release by stating that she strongly supported the use of Afrikaans and other native languages as media of instruction in schools. In the same speech she said that Section 29(2) of the Constitution does not see single-medium schools as a right, but as an educational alternative that, together with other alternatives, including double and parallel medium, should be explored in giving effect to the right to education in a language of choice, taking into account fairness, feasibility and the need to restore the injustices of the past (Pandor, 2007). If we look at four recent court cases, we are getting a totally different picture. In all four cases, the Department of Education tried to change single medium schools to double or parallel medium schools. These cases are: <ul> <li> Hoërskool Ermelo v Department van Onderwys;</li> <li> Seodin Primary School and Others v MEC of Education;</li> <li> Western Cape Minister of Education v Governing Body of Mikro Primary School;</li> <li> Laerskool Middelburg en 'n Ander v Departementshoof;</li> </ul> What happened to getting educated in a language of choice, and what about the right of the direct community, through the Governing Body’s decision on that language? Does a school policy, adopted by a School Governing Body, have legality? In line with these questions we may ask; do judges properly decide on rulings in these matters? The purpose of my study is to investigate how schools may establish a well written language policy that will be in line with legal requirements, ensuring that a school can exercise its language policy and medium of teaching in the school. With the ministry propagating one thing, but doing something else, certain duties, delegated to the Governing Body, but very easily taken away, and judges not always being consistent, feeling is that matters should be investigated. The Education Management, Law and Policy Studies provides us with a framework, in order to investigate the legitimacy of language policies in South Africa. This framework articulates that law forms the building blocks for educational management. This research takes its departing point in legal positivism, which holds that everything should be done as closely as prescribed by the law. Section 29(2) of the Constitution reads: “Everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account: <ul> <li> equity;</li> <li> practicability; and</li> <li> the need to redress the results of past racially discriminatory laws and practices.”</li> </ul> In this study an in depth investigation is conducted into the four recent court cases, where the situations of those schools were more or less similar. Two of the schools were allowed to continue as single medium Afrikaans schools, but the others were forced to change their language policy to either dual or parallel medium Afrikaans-English schools. The main aim of this study is to provide a better understanding as to why the judgements in the above mentioned court cases differ and to investigate the measures schools can take to prevent confrontation with similar situations. Copyright<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Education Management and Policy Studies<br>unrestricted

碩士<br>國立交通大學<br>英語教學研究所<br>103<br>As belonging to the “expanding circle” of English (Kachru, 1992), Taiwan has been impacted by the global spread of English. In recent decades, many national educational policies have attempted to balance urban and rural English education resources. However, in most rural English educational settings, students’ lack of willingness and capability of using and communicating in English persists. Thus, in order to foster students’ willingness to communicate (MacIntyre et al., 1998) in English, this study aims to explore how 8th graders in a rural community in Taiwan are gradually socialized from timid, illegitimate English users to legitimate English speakers (Bourdieu, 1977a) and creative language players in the community of practice (Lave &; Wenger, 1991) over two semesters. Informed by language socialization as the main theoretical framework, the research is ethnographic, longitudinal, and discourse-analytic in approach. A total of 111 students participated in the study. The period of data collection is one year. Data sources include: participant observation in and out of classroom, in-class video and audio recordings, field notes and analytic memos, three questionnaires as well as analysis of students’ artifacts. It is found that it is important to cultivate students’ awareness of the right to speak. After students gain and claim their legitimacy to speak English, the increase of their willingness to communicate and speak English in daily lives becomes possible. From the legitimate peripheral participation to full/mastery participation, students also demonstrate spontaneous and creative language play. The rural students change from associating speaking English with urban students and foreigners (native speakers) to taking the ownership of English and freely and creatively use English in and out of class. This current study also provides some theoretical contributions. First, although a growing number of studies have shed some light on L2 learners’ language socialization in academic communities in ESL university settings, there has been relatively little empirical research conducted on the language socialization of younger L2 learners in EFL contexts. Therefore, this study contributes to exploring students’ transformational trajectories of becoming from timid, peripheral L2 novices to confident and legitimate L2 speakers. Next, it suggests that L2 learners’ legitimacy of the right to speak is the key to the development of L2 learners’ WTC. Finally, this study bridges the gap in the limited research on EFL learners’ language play and offers a more complete picture of younger L2 learners’ language play in EFL contexts. It is hoped that the findings of the study could provide insights for educational practitioners to cultivate L2 novices’ motivations of learning English in EFL contexts, in which students are socialized into feeling legitimate as English speakers and displaying creativity as multilingual users. It is also hoped that it contributes some pedagogical implications to English language education in rural areas in Taiwan.

This study explores the manner in which Anne Michaels uses figurative language, particularly metaphor, in her poetry and prose. In her first novel, Fugitive Pieces, and in certain of her poems, Michaels demonstrates the powers of language to destroy and to recuperate. For her, metaphor is not simply a literary device; it is an essential mechanism in the creation of an authentic story or poem. Moreover, in contrast to other figurative language such as euphemism, which she feels can be used to conceal the truth and make moral that which is immoral, metaphor in her view can be used to gain access to the truth and is therefore moral. Thus, as this study demonstrates, Michaels proposes as well as utilises the moral power of language. The ideas of four language theorists provide the basis of this study, and prove highly useful in application to Michaels’s work. With the aid of Certeau and Bourdieu, we examine Michaels’s participation in and literary presentation of the relationship of domination and subordination in which people seem to interact and which takes place partly through language. In the light of Ricoeur’s explication of the precise functions of metaphor, we discuss Fugitive Pieces as a novel whose engagement with the topic of the Holocaust in intensely emotive and figurative language makes it controversial in terms of what may or may not constitute the appropriate manner of Holocaust literary representation. Klemperer’s meticulous, first-hand study of the Nazis’ use of the German language during the period of the Third Reich proves illuminating in our exploration of the works of Michaels that feature themes of oppression and dispossession. In certain of her poems, Michaels stands in for real people and speaks in their voices. This is also a form of metaphor, this study suggests, as for the duration of each poem Michaels requires us to imagine that she is the real-life person who expresses him- or herself in the first person singular, which she patently is not. We could see this as appropriation and misrepresentation of those people’s lives and thoughts; however, with the aid of the notion of empathic identification we learn that Michaels’s approach is always empathic – she imaginatively places herself in various situations and people’s positions without ever losing her sense of individuality and separate identity, and her portrayal of their stories is always respectful and carefully considered.<br>Thesis (DLitt)--University of Pretoria, 2011.<br>English<br>unrestricted

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.