Dissertations / Theses on the topic 'Linguistic ecology'

This dissertation presents the linguistic ecology of a Spanish-English, bilingual first grade classroom. The term linguistic ecology refers to the communicative behaviors of a group, as well as the physical and social contexts in which their communication occurs. In addition, a linguistic ecology includes the reciprocal influences of persons and environment on each other. Two questions guided this study: (1) How do the children interpret the roles of English and Spanish in their classroom environment? and (2) What resources, human and material, are made available to support the development of both languages in this bilingual classroom? Three over-arching categories were used to describe and analyze the linguistic ecology as viewed by the children: (1) the materials available in the school to support Spanish development; (2) the staffing for bilingual instruction; and (3) the dynamics of language use within the school, especially within one first-grade classroom. The results of this inquiry study strongly suggest that children of bilingual classrooms discern that (1) more time is devoted to English instruction; (2) more communication occurs in English; (3) few teachers have high levels of Spanish proficiency; (4) the personnel of bilingual schools utilize more English than Spanish in the school environment; and (5) Spanish language resource materials are fewer in number and often less appealing than their English-language counterparts. In effect, this case study documents and interprets the social and educational processes through which bilingual children in one U.S. school come to appreciate the prestige and power of English versus Spanish.

This thesis examines German philosopher Martin Heidegger’s concepts of being and time, the role of language in being, and ways of authentic being through the lens of modern media practices in the Information Age. It relates Heidegger’s philosophy to the media ecology theory introduced by Marshall McLuhan in the 1960s by exploring McLuhan’s themes of tribal, typographical and electronic man. In addition, this thesis considers the role of mass media in information dissemination. The goal of this report is to explicate the shaping effects of mass media, especially social media, on individual perceptions and societal culture and identify ways in which such shaping affects authentic ways of being.

The medium of language is important to environmental philosophy, and more specifically, to the establishment and understanding of environmental relationships. The differences between animal and human language point to our unique semantic range, which results from our neuro-linguistic process of signification. An examination of the linguistic implications of the problem of nature and the tenets of semiotics challenges the idea of a clean word to world fit. Because signs are the medium in which meaning is constructed, questions about nature must in part be questions of language. Environmental discourse itself is bound up in sociolinguistic productions and we must attend not only to what language says, but to what it does. NEPA functions as a speech act that systematically invokes an ethical framework by which it colonizes the domain of valuation and fails to provide a genuine opportunity for non-commodity values to be expressed.

The United States is home to hundreds of thousands of refugees and immigrants who desire to learn English. In contrast to academically-focused English language learners (ELLs), or international students, refugee and immigrant ELLs are often dealing with the stresses of poverty and/or a precarious immigration status, giving them a diverse and complex set of needs that are often not adequately met by ESL programs. Building off a foundation of Activity Theory, Sociocultural Theory, and Language Ecology, which emphasizes an approach to language learning and teaching that does not separate language from the authentic contexts from which it arises (Van Lier, 2002; Leather & Van Dam, 2003; Pennycook, 2010; Swain & Watanabe, 2012; among others), I seek to uncover and address these needs in-context through an ethnography of six Spanish-speaking immigrant ELLs in the western United States. I detail the results of an in-depth analysis of 116 hours of participant observation with these women, paying special attention to their daily routines and how, where, and why they employ English or Spanish. I show how the women's daily routines and participation in Latinx communities curtail much of their need for daily English, how they employ various strategies to get by when they do need English, and how their expressed motivations to learn English are often thwarted by their current life circumstances. I end by summarizing key observations about the ELLs in the study and making general recommendations to ESL programs for how to apply these observations.

The study has several implications
for general theoretical traditions it highlights the point that ambivalent attitudes and incomplete language use are responsible for gradual language decline. Previous studies while acknowledging the role of community based, intuitive conditions on language maintenance and shift, did not show how the process occurred. For policy the study aims toward sensitizing policy makers and raise their awareness about the dire situation in which minority languages currently are in. This would ensure that politicians, bureaucrats, and other state authorities could implement policy decisions that guarantee protection of minority languages and enhance their vitality. One policy strategy that could ensure revitalization of minority languages would be to include them in the school curriculum as supplementary approach to the effort of the home and the community, as McCarty (2002, quoted in Recento, 2006) observes that schools
[&hellip
] can be constructed as a place where children can be free to be indigenous in the indigenous language &ndash
in all of its multiple and everchanging meanings and forms.

Le contexte sociolinguistique luxembourgeois, structuré autour d’une pluriglossie inscrite diachroniquement dans une histoire séculaire, appelle des aménagements linguistiques spécifiques face à une situation démographique particulière dans laquelle près de 50 % des résidents sont des ressortissants étrangers. Autour du trilinguisme national historique s’agrègent des variétés importées par les étrangers et largement diffusées dans la sphère économique.Une première partie recense donc les conditions d’existence d’une « politique linguistique » selon un contexte historique et géographique qui justifie la présence des variétés linguistiques sur un territoire donné. Une définition de ces variétés se propose de les cerner sous trois perspectives : une perspective morphologique ; une perspective symbolique ; une perspective sociologique. Le cas paradigmatique de la langue luxembourgeoise sert de support empirique à la démonstration. La langue, perçue comme composante d’une écologie linguistique – d’après Einar Haugen -, implique des aménagements politiques et sociaux complexes qui président à sa gestion selon son milieu de propagation. L’analyse descriptive porte alors sur l’étude de ces systèmes organisateurs de planification ou aménagements et qui se traduisent par des politiques linguistiques nationales.La deuxième partie se concentre sur les politiques linguistiques à l’œuvre au Luxembourg, tendues entre le double objectif de promouvoir la variété nationale, le luxembourgeois, et d’attirer, par nécessité économique, une main-d’œuvre massive qui se répartit en deux groupes majeurs : les francophones et les anglophones. L’analyse s’appuie sur un double corpus constitué, d’une part, du recueil d’entretiens menés auprès d’acteurs impliqués dans la mise en place de ces politiques linguistiques locales ; d’autre part, d’une collecte de questionnaires distribués à un échantillon d’étrangers résidant et travaillant dans le pays. Leur étude fait apparaître une situation sociolinguistique complexe qui bouleverse le classement hiérarchique des trois langues nationales - le français, l’allemand et le luxembourgeois. Les aménagements linguistiques successifs tentent de concilier ces antagonismes en émettant l’hypothèse d’une orientation progressive du plurilinguisme vers une prédominance juridique de la langue nationale conduisant éventuellement, à terme, à une affirmation officielle d’un monolinguisme luxembourgophone
The Luxembourgish sociolinguistic context, structured around a pluriglossy inscribed diachronically in a secular history, calls for specific language arrangements for the purpose of addressing a particular demographic situation in which nearly 50% of residents are foreign nationals. Varieties imported by foreigners are combined with this historical national trilingualism and widely disseminated within the economic sphere.The first part of this thesis therefore lists the conditions for the existence of a “language policy” according to a historical and geographical context that justifies the presence of linguistic varieties in a given territory. It is intended to base a definition of these varieties on three perspectives: a morphological perspective, a symbolic perspective, and a sociological perspective. Language, seen as a component of a linguistic ecology – according to Einar Haugen –, involves complex political and social arrangements that govern its management according to its propagation environment. The descriptive analysis then focuses on the study of these organisational systems of planning or development, which are translated into national language policies.The second part focuses on current language policies in Luxembourg, which are strained between the dual objective of promoting the national variety, Luxembourgish, and of attracting, by economic necessity, a massive workforce divided into two major groups: French speakers and English speakers. The analysis is based on a double corpus consisting, on the one hand, of a collection of interviews conducted with actors involved in the implementation of these local language policies, and on the other hand, a collection of questionnaires distributed to a sample of foreigners residing and working in the country. Their study reveals a complex sociolinguistic situation which disrupts the hierarchical ranking of the three national languages - French, German and Luxembourgish. The successive linguistic arrangements attempt to reconcile these antagonisms by implying the hypothesis of a progressive orientation of plurilingualism towards a legal predominance of the national language, possibly leading, in the long term, to an official affirmation of a Luxembourg speaking monolinguism

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-05-12T19:04:17Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Oliveira, Raquel - Currículo ecológico de língua e literatura.pdf: 3808117 bytes, checksum: a6fd19af3dab991c0fca1f5f1a2faa6d (MD5)
Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-05-12T21:24:43Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Oliveira, Raquel - Currículo ecológico de língua e literatura.pdf: 3808117 bytes, checksum: a6fd19af3dab991c0fca1f5f1a2faa6d (MD5)
Made available in DSpace on 2017-05-12T21:24:52Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Oliveira, Raquel - Currículo ecológico de língua e literatura.pdf: 3808117 bytes, checksum: a6fd19af3dab991c0fca1f5f1a2faa6d (MD5) Previous issue date: 2017-03-16
Sem bolsa
Este estudo objetiva verificar a construção de sentido que emerge a partir das interações frente à proposta de produção de texto mediada por recursos semióticos com o uso das tecnologias digitais móveis. A investigação se deu em uma disciplina de Língua e Literatura III, com 02 hora/aula semanais, nos cursos Técnicos em Informática e Mecatrônica integrados ao Ensino Médio de um Instituto Federal de Educação. Para alcançar o objetivo principal foi desenvolvido um currículo com o intuito de integrar de ações colaborativas por meio de tecnologias digitais móveis com recursos semióticos e para averiguar como os estudantes demostravam a compreensão da escrita literária clássica por meio de recurso semiótico, bem como, relacionar a expressão semiótica apresentada com a leitura que fizeram da obra clássica lida. A fundamentação teórica para a construção desta pesquisa e do currículo proposto foi pautada na revisão teórica sobre as práticas de M-Learning (TRAXLER, 2009; SACCOL, 2010), sobre a colaboração como característica inerente ao ser humano (TOMASELLO, 2003, 2010; PINKER, 2007), no arcabouço ecológico (VAN LIER 2000, 2002, 2004a, 2004b, 2007, 2014; BAKTHIN, 1981) para a construção do currículo intitulado CELL (Currículo Ecológico de Língua e Literatura) pautado no desenvolvimento de consciência, autonomia e autenticidade. A metodologia de pesquisa consistiu na aplicação da proposta do currículo e coleta dos dados obtidos em grupos fechados do Facebook onde os participantes deveriam interagir semanalmente sobre as obras. Os dados foram analisados qualitativamente de acordo com as características do Currículo e da linguagem sobre uma perspectiva ecológica. Os resultados obtidos indicam que é possível integrar as práticas de aprendizagem colaborativa com o uso de tecnologias móveis por meio do currículo desenvolvido. Também identificamos a construção de significado sobre as leituras realizadas nos recursos semióticos trazidos nas postagens dos estudantes. Ainda analisamos em suas interações que a significação dos clássicos lidos se deu pela associação do que leram com as suas vivências e experiências. A facilidade de acesso aos dispositivos móveis e a necessidade de investir nas práticas de letramentos midiáticos representaram fatores importante para a implementação do currículo proposto. Identificamos, porém, que o CELL precisa ser qualificado por meio de investigações que experienciem novas práticas em outros contextos e, apesar de as práticas de avaliação serem evidenciadas nos dados, pensamos que novas propostas possam apresenta-las claramente em uma das etapas.
This study aims to verify the construction of meaning that emerges from the interactions with the proposal of text production mediated by semiotic resources with the use of mobile digital technologies. The investigation took place in Language and Literature III subject, with 02 hour/class per week, in Computer Science and Mechatronics certificate programs integrated to High School in a Federal Institute of Education. To achieve the main objective, a curriculum was developed in order to integrate collaborative actions using mobile digital technologies with semiotic resources as well as to investigate how students demonstrated classical literary writing comprehension through a semiotic resource, and also to relate the semiotic expression presented with the reading that they made of the classic work already read. The theoretical framework of this research and the proposed curriculum is based on theoretical review of M-Learning practices (TRAXLER, 2009; SACCOL, 2010), on collaboration as an inherent characteristic to the human being (TOMASELLO, 1999, 2010; PINKER,2007), in the ecological perspective (VAN LIER 2000, 2002a, 2004b, 2007, 2014; BAKTHIN, 1981; PEIRCE, 1977) for the construction of the curriculum entitled ECLL (Ecological Curriculum of Language and Literature) focused on autonomy, authenticity and awareness. The research methodology consisted in applying the curriculum proposal and collecting data obtained in private groups on Facebook where the participants should interact weekly on the works of art. Data were qualitatively analyzed according to curriculum characteristics and language on an ecological perspective. The results indicate that it is possible to integrate the collaborative learning practices with the use of mobile technologies through the developed curriculum. We also identify meaning construction of the performed readings on the semiotic resources brought in the students' posts. Besides, in their interactions we analyzed that the meaning of the classic readings was based on the association of what they read with their background and experiences. Ease of access to mobile devices and the need to invest in media literacy practices were important factors for implementation of the proposed curriculum. However, we identify that the ECLL needs to be qualified through investigations that experience new practices in other contexts and, although the evaluation practices are evidenced in data, we think that new proposals might clearly present them in one of the stages.

Made available in DSpace on 2016-04-28T18:23:00Z (GMT). No. of bitstreams: 1 Silvia Beraldo.pdf: 2156436 bytes, checksum: 4b81027202b60dd51368777bb067c6b2 (MD5) Previous issue date: 2015-01-30
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This paper aims at suggesting a new way of organizing a material planning for the English classes for students in the Elementary School, in order to encourage the development of the students critical and reflexive thinking. The theoretical basis for this dissertation is Boaventura de Souza Santos ecology of knowledge theory and Banks multicultural education theory. Both theories principles may help students develop their way of looking at the community where they live in, since these theories are based on the fight against prejudice and alienation. In addition to it, the Socio- Historical-Cultural Activity Theory, as well as the Argumentation theory (LIBERALI, 2013) are the backgrounds of the research and of the analysis here presented. By doing so, this dissertation aims at answering the following questions: (1)How to develop a material planning based on the theory of ecology of knowledge?, and (2) How does the material planning have the potential to develop the multicultural position of the students towards the theme presented during the classes? The data of this research was collected and produced during the classes on prejudice in the fifth grade of the Elementary school in a private school in São Paulo. The Argumentation Theory was applied as a way to analyze the data to find out if there was a change in the development of the critical thinking and position of the students after the material planning was taught. The results of this research show us that we could help develop the students critical thinking. It can be noticed based on the lexical choice the students made and on the use of the scientific knowledge, instead of the ordinary knowledge, to support their opinions about the topic studied: prejudice
Este trabalho objetiva elaborar uma proposta didática de Língua Inglesa do Ensino Fundamental 1 baseada na teoria da ecologia de saberes (SANTOS, 2010), além de analisar como essa proposta pode ajudar no desenvolvimento do posicionamento crítico-reflexivo dos alunos ante o mundo em que vivem. O recorte teórico deste trabalho está embasado na teoria da ecologia de saberes, proposta por Boaventura Souza e Santos (2010), e na teoria da Educação Multicultural proposta por Banks (1999). O que nos leva a organizar uma nova visão de elaboração de propostas didáticas que permitam desenvolver atividades que proporcionem aos alunos momentos de reflexão e que resultem no desenvolvimento de um posicionamento crítico e multicultural do aluno frente à comunidade em que vive. Essas teorias são perpassadas pela Teoria da Atividade Sócio-Histórica e Cultural (TASHC), para apresentarmos questões da historicidade do desenvolvimento do sujeito que se transforma ao ser inserido na sociedade e ao interagir com o outro para a produção de conhecimento. Os dados desta pesquisa foram produzidos e coletados durante as aulas de inglês dos quintos anos do Ensino Fundamental 1baseadas em uma proposta didática de cinco aulas acerca do tema preconceito. A teoria da Argumentação (LIBERALI, 2013) foi utilizada para a análise desses dados coletados e produzidos por meio de questionários aplicados aos alunos, o que me permitiu perceber como os alunos articularam suas ideias, a fim de observar a mudança de posicionamento crítico e multicultural após a proposta didática trabalhada. Os resultados da pesquisa apontam para o fato de que houve melhora no posicionamento crítico-reflexivo dos alunos, especialmente no que se refere à transição do uso de conhecimento cotidiano para o uso de conhecimento científico, a fim de embasarem os argumentos apresentados nas respostas dos questionários. Esse fato demonstra um enriquecimento do repertório do aluno e, consequentemente, o desenvolvimento da postura crítica e multicultural em relação à sociedade em que os alunos vivem.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2017-06-09T13:36:14Z No. of bitstreams: 1 Stefanie da Silva Tunes - Cópia.pdf: 812011 bytes, checksum: dc562a5f3207f7016fd1b91dc7312316 (MD5)
Made available in DSpace on 2017-06-09T13:36:14Z (GMT). No. of bitstreams: 1 Stefanie da Silva Tunes - Cópia.pdf: 812011 bytes, checksum: dc562a5f3207f7016fd1b91dc7312316 (MD5) Previous issue date: 2016-12-16
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES#
#2075167498588264571#
#600
El objetivo de este estudio fue analizar la práctica de aula en la enseñanza de portugués como lengua madre, mirando el espacio de la escuela a través de una visión integral y constatando en las interrelaciones practicadas por sus autores la ecología vigente en este medio interactivo. Para ello, nuestro marco teórico está compuesto por autores que se ocupan de las prácticas letradas (Kleiman, 1995) y Soares (1998), nuestra concepción lingüística está basada en Bakhtin (2004). La ecología lingüística se basa en los presupuestos traídos en Couto (2007; 2012 y 2016) y la ecología es vista según los fundamentos de Odum (2011) y Townsend, Begon y Harper (2010). Nuestra investigación fue cualitativa, según los conceptos de Duarte (2004) y Senra (1989), en diálogo con profesores de la red de educación superior, responsables por la formación de profesores. Así, tratamos de llevar al campo de los estudios de las prácticas pedagógicas la visión ecológica de mundo – VEM – en orden a caracterizar el aula como un ecosistema, dando a esta la relevancia adecuada en cuanto a la formación del estudiante como sujeto, además de observar los lugares ocupados por el profesor y por el alumno, a la medida que se caracterizan como los autores del ambiente escolar y las implicaciones de estos posicionamientos en las prácticas educativas.
O objetivo do presente trabalho foi problematizar a prática de ensino na sala de aula de português como língua materna, olhando para o espaço escolar através de uma visão holística e constatando nas inter-relações praticadas por seus autores a ecologia vigente neste meio interativo. Para tanto, nosso referencial teórico compôs-se de autores que tratam das práticas de letramento (Kleiman, 1995) e Soares (1998), sendo nossa concepção de linguagem calcada em Bakhtin (2004). A Ecologia Linguística está baseada nos pressupostos trazidos em Couto (2007; 2012; 2016) e a ecologia é observada segundo os fundamentos de Odum (2011) e Townsend, Begon e Harper (2010). Nossa pesquisa caracterizou-se qualitativa, segundo os conceitos de Duarte (2004) e Senra (1989), cumprida em diálogos com docentes da rede superior de ensino, responsáveis pela formação de professores. Assim, buscamos trazer ao campo dos estudos das práticas de ensino a Visão Ecológica de Mundo – VEM – no propósito de caracterizar a sala de aula como um ecossistema, prestando a esta a devida relevância no concernente à formação do aluno enquanto sujeito, além de observar os lugares ocupados pelo professor e pelo aluno, à medida que se caracterizam como autores do ambiente escolar e as implicações de tais posicionamentos nas práticas educacionais.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-09-28T20:54:56Z No. of bitstreams: 2 Dissertação - Heloanny de Freitas Brandão - 2016.pdf: 1421355 bytes, checksum: 6d52330f08e153a27e738cbe79489f65 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-30T12:18:33Z (GMT) No. of bitstreams: 2 Dissertação - Heloanny de Freitas Brandão - 2016.pdf: 1421355 bytes, checksum: 6d52330f08e153a27e738cbe79489f65 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2016-09-30T12:18:33Z (GMT). No. of bitstreams: 2 Dissertação - Heloanny de Freitas Brandão - 2016.pdf: 1421355 bytes, checksum: 6d52330f08e153a27e738cbe79489f65 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-29
The environment matters and its preservation have been large discussed nowadays fostering a variety of academic researches. In this term paper, a linguistic analysis of the contents of the of the Brazilian Environmental Law is proposed, regarding the art. 225 of Brazilian Constitution and its complementary legislation. From this corpus and its emerging demands it is targeted as a general scope to research the harmony between Brazilian Environmental Law and the values of the Deep Ecology included in the theoretical framework of the Ecological Discourse Analysis – EDA. This area suggests new paradigms to be pursued in which mankind establishes a closer and respectful relation with all living beings, including the comprehension of what makes part of the ecosystem. This new area possesses and suggests a holistic and integrated view of the world. In this direction, it is appealed the Econliguistic strand entitled Ecological Discourse Analysis (EDA) as the theoretical basis, which scope is the speech construction study from an ecological perspective considering a range of environment aspects, such as physical, mental and social ones, and not only the social environment reckoned in other strands. Furthermore, this aspect of analysis proposes linguistic studies based on an ideological and eco-ethic lifestyle, also having the Deep Ecology as one of its inspiration sources, thus making part of the EDA. Taking into account the analysis, it was possible comprehend that laws and principles, which assemble the corpus, reveal an embryonal tendency that follows the Deep Ecology values. Nevertheless, the manner in which laws and principles are written demonstrate a strong subordination of laws environment and environment principles to the capitalist and anthropocentric ideologies with priority over environmental ethics, which can harm the assurance of a balanced environment.
As questões sobre o meio ambiente e sua preservação têm sido amplamente discutidas atualmente, motivando diversas pesquisas. Neste estudo se propõe uma análise linguística dos princípios do Direito Ambiental brasileiro, do artigo 225 da Constituição da República Fderativa do Brasil e de suas leis complementares. A partir desse corpus e dos questionamentos que dele emergem temos o objetivo geral de averiguar as consonâncias e dissonâncias entre Direito Ambiental brasileiro e os valores da Ecologia Profunda, incluída no arcabouço teórico da Analise do Discurso ecológica. Essa área sugere novos paradigmas a serem seguidos, em que o homem estabeleça uma relação mais próxima e respeitosa com todos os seres do ecossistema, inclusive por meio da compreensão de que faz parte do ecossistema, ou seja, ela possui e sugere uma visão holística e integralizadora de mundo. Nesse sentido, recorremos à vertente da Ecolinguística intitulada Análise do Discurso Ecológica como base teórica, cuja finalidade é o estudo da formação de discursos por uma perspectiva ecológica, incluindo em seus estudos aspectos do meio ambiente físico, mental e social, diferente de outras vertentes que se restringem apenas ao meio ambiente social. Essa vertente de estudos propõe, ainda, estudos linguísticos baseados em uma ideologia de vida e em uma ética ecológica, além de ter a Ecologia Profunda como uma de suas fontes de inspiração e, portanto, fazer parte da ADE. Pela análise, foi possível compreender que as leis e os princípios que compõem o corpus apresentam uma tendência embrionária que seguem os valores da Ecologia Profunda. No entanto, a forma como as leis e os princípios são escritos demonstram que há uma forte subordinação das leis e dos princípios ambientais à ideologia capitalista e antropocêntrica, sem que sejam priorizada uma ética ambiental, o que compromete a garantia de um meio ambiente ecologicamente equilibrado

Made available in DSpace on 2015-08-18T17:47:39Z (GMT). No. of bitstreams: 1 Clarissa Souza.pdf: 1560416 bytes, checksum: fda7ab6e9782fcdfb30fb9ab2e444ef1 (MD5) Previous issue date: 2011-03-10
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa visa promover a educação ambiental e a conscientização acerca da necessidade de melhorar a interação entre o homem e o meio ambiente, através da investigação de estratégias educativas, por meio de leitura de imagens do cotidiano, de campo dos sentidos e de objetos de Design e de Arte, e através da leitura destas imagens, levantar questões, discutir, e orientar sobre problemas ambientais que fazem parte do cotidiano, contextualizando as mesmas e buscando valorizar a cultura e os hábitos locais, e principalmente possibilitar ao educando pensar e refletir sobre o ambiente ao seu redor, formando cidadãos aptos a interagir com o mundo de forma crítica e consciente.

L’oggetto di studio del presente lavoro è la proposta di traduzione di Forest health and global change, review pubblicata sul sito web della rivista Science. L’elemento che sta alla base di tutto l’elaborato non è semplicemente la traduzione in se’ e per se’, ma anche l’insieme degli aspetti teorici che governano l’analisi testuale prima e il processo traduttivo dopo. Per questo motivo, il primo capitolo è interamente dedicato alla nozione di testo e quindi alla linguistica testuale, nonché al modo in cui essa si intrecci con il mondo della traduzione. Il secondo capitolo, invece, approfondisce gli aspetti peculiari dell’articolo scientifico e opera una distinzione tra research articles e review articles, necessaria per comprendere le caratteristiche strutturali di Forest health and global change. Le sue caratteristiche linguistiche sono state poi oggetto di studio del terzo capitolo, in cui è presente una vera e propria analisi testuale effettuata con il supporto della griglia di Tudor. Infine, il quarto capitolo è interamente dedicato alla traduzione della prima parte dell’articolo e di due immagini in esso contenute, mentre il quinto contiene un commento personale che offre una panoramica delle difficoltà incontrate durante il processo traduttivo e le strategie messe in atto per superarle.

Thesis (doctoral)--Universität Helsinki, 2008.
Includes bibliographies of Finnish, German, and bilingual dictionaries of ecology and environmental protection. Includes bibliographical references (p. [345]-396).

La ecología, que estudia las complejas interrelaciones y procesos que determinan las condiciones de vida en nuestro planeta, es una ciencia de implantación relativamente reciente. En su concepción es transdisciplinar, y su temática abarca aspectos de relevancia mundial. Por ello, un factor importante para el avance científico y social es la lengua o lenguas que se utilizan para difundir los nuevos conocimientos en la materia, así como el uso de un lenguaje que permita una comunicación eficaz entre los miembros de la comunidad científica, pero que también facilite la recepción de la información por otras disciplinas y colectivos.
A su vez, la lingüística textual contrastiva, una rama de la lingüística aplicada con una trayectoria histórica de tan sólo unas décadas -más joven aún que la ecología-, incluye entre sus focos de interés la investigación de los lenguajes de especialidad en las diferentes lenguas, comparándolos entre ellos y estudiando las implicaciones que de ello derivan para la didáctica y la traducción de dichos lenguajes de especialidad.
Esta tesis doctoral persigue una integración temática y conceptual de ambas disciplinas en torno a la responsabilidad que se atribuye la persona por los textos que produce, ya que en ellos se plasma su labor científica. Con este fin, se han analizado de modo contrastivo treinta artículos científicos procedentes del campo de la ecología acuática y redactados a partes iguales en castellano, inglés y alemán, respectivamente.
Tras la introducción (Capítulo 1), la exposición del marco teórico resume el desarrollo de conceptos esenciales de lingüística textual contrastiva y ecología (Capítulo 2). Se centra especialmente en aquellas facetas que ponen de relieve el "factor humano" y su relación con la práctica de la ciencia, así como las interrelaciones entre la ecología y la lingüística. En este capítulo se incluye también un apartado sobre ecolingüística en sus dos vertientes de ecología lingüística y lingüística ecológica.
El siguiente capítulo comprende el estudio transdisciplinar e intercultural de los artículos de investigación seleccionados (Capítulo 3), comenzando con un análisis de su extensión y segmentación como aspectos externos de los artículos en cuanto que medio físico en el que se despliegan las características internas de los textos. A continuación, se rastrean las huellas personales, es decir, el grado de identificación de las autoras y autores y su grado de presencia en el texto mediante el uso de la primera persona y otros recursos.
La parte cardinal del análisis de las huellas personales está dedicada al estudio cualitativo y cuantitativo de aquellas expresiones en las que se expresa una opinión o un posicionamiento de quién firma el artículo. Es en este aspecto en el que se manifiesta el compromiso de la persona con su trabajo, en una escala que va desde la actitud de dejar que los datos esencialmente "hablen por sí solos" hasta el despliegue de teorías, hipótesis e incluso imperativos que se derivan de la investigación en cuestión.
Completamos el análisis con dos aspectos de índole social referidos a los autores y autoras de nuestros textos: su capacidad para el intercambio de contenidos científicos expresados en distintas lenguas, y el uso de determinados elementos a fin de garantizar la comprensión del contenido de su artículo sin ambigüedades y con mayor facilidad.
Por último, en el Capítulo 4 se resumen las conclusiones y recomendaciones para este lenguaje de especialidad y la correspondiente traducción especializada del o al castellano, inglés y alemán.
Ecology, the study of the complex interrelations and processes which determine the conditions of life on Earth, is a relatively young science. It is transdisciplinary in its layout, and its study subject comprises aspects of world-wide relevance. Therefore, the language or languages used for spreading new knowledge in this field constitute an important factor for scientific and social advance, together with the use of a language style or register that allows effective communication among the members of the scientific community, but also facilitates the reception of the information in other disciplines and fields of interest.
Contrastive text linguistics, in its turn, is a branch of applied linguistics with a background of only some decades -younger still than ecology. Among its study fields it includes the research and comparison of specialized communication in different languages, as well as the implications that derive from such research for the didactics and translation of language for special purposes (LSP).
This doctoral thesis aims at integrating both disciplines conceptually and thematically by highlighting the authors' responsibility for the texts they produce and for the way they portray their scientific work and activities. To that purpose, thirty research articles from the field of water ecology written in Spanish, English or German have been analyzed in a contrastive approach.
Following the introduction (Chapter 1), the theoretical framework summarizes the development of essential concepts of contrastive text linguistics and ecology (Chapter 2), focussing especially on those aspects which feature the "human factor" in its relationship with scientific practice, as well as the interrelations between ecology and linguistics. This chapter also includes a section on ecolinguistics in its two facets: linguistic ecology and ecological linguistics.
The following chapter is dedicated to the transdisciplinary and intercultural study of the selected research articles (Chapter 3), starting with a study of their length and segmentation as external aspects or the physical environment in which the internal traits of the texts unfold. Then we investigate the degree of author identification, as well as their linguistic presence in the texts through the use of first person pronouns and other resources.
The cardinal part of the analysis of personal or author marks comprises the qualitative and quantitative study of those expressions which articulate a positioning or opinion of the author/s. Their type, frequency and distribution helps illustrating the degree of commitment of the authors with their work; it ranges from essentially leaving the data to speak for themselves up to the deployment of theories, hypothesis and even imperatives derived from their research.
The analysis is completed with two aspects of social nature referring to the authors of our text corpus: their capacity for interchange of scientific knowledge expressed in different languages and the use of specific elements to make sure that their article is understood more easily and without ambiguities.
Finally, Chapter 4 summarizes the conclusions and recommendations for LSP writing and specialized translation to or from Spanish, English and German.

A presente pesquisa propôs a análise de todos os vinte contos que compõem a obra Marcovaldo ou As estações na cidade (2015 [1963]), de Italo Calvino. O foco das análises voltou-se para o protagonista, Marcovaldo, um trabalhador pobre e em permanente estado de desconforto com as mudanças ocorridas no contexto social pós-guerra, especialmente na Itália, no período de seu milagre econômico, que foi impulsionado pelo fim de medidas protecionistas na economia (GINSBORG, 2003). Ao tentar romper com esse cenário, buscando a beleza genuína da natureza, Marcovaldo vê-se experienciando situações que sempre o levam ao descontentamento, intrinsecamente ligado a um novo tipo de relação humana e social, construída a partir não somente da consolidação das sociedades capitalistas modernas, como igualmente da imposição de um padrão único de comportamento à sociedade — a mutação antropológica, como proposto por Pier Paolo Pasolini (1978, 1997). A pesquisa debruçou-se sobre o olhar Ecocrítico (GARRARD, 2006), despertado pela obra em questão, que sugere, a partir da Literatura (e da incorporação de outras áreas como a Sociologia, a Biologia, a Antropologia), o estudo da natureza, suas relações com a mulher e o homem e o refinamento da percepção acerca de questões ecológicas frágeis, captadas com mais afinco a partir da década de 1960 (PIGA; MANSANO, 2015), apesar de as mudanças de perspectiva sobre a sensibilidade em relação à natureza estarem em constante modificação principalmente desde o Iluminismo (THOMAS, 2010 [1983]). A esta pesquisa foram igualmente incorporados pressupostos da Ecosofia (GUATTARI, 2006 [1989]), que sugere um ressignificar de procedimentos e discursos hegemônicos advindos do sistema sócio-político-econômico capitalista. Para tanto, fez-se necessário, conjuntamente, compreender problemáticas concernentes à conjuntura ambiental do século XX e seu impacto sobre as classes menos favorecidas economicamente (BOFF, 1995), assim como assimilar os desdobramentos referentes ao ecologismo dos pobres (via econômica baseada na justiça social), preconizado por Joan Martínez Alier (2014 [2007]), tendo em vista a classe social à qual Marcovaldo pertence. Alicerçada nos princípios descritos, a esta pesquisa coube, portanto, analisar as interações de Marcovaldo e sua família com a natureza e suas possibilidades, suas modificações e incorporação a um efervescente mercado consumidor, com vistas a refletir sobre a crise ecológica (das três ecologias, conforme Guattari) e assinalar hipóteses de superação para a mesma, por meio da apologia de um convívio menos predatório do ser humano relativamente aos outros seres que ao seu lado coabitam na Terra.
The present research proposed the analysis of all twenty short stories that compose the book Marcovaldo or the seasons in the city (2015 [1963]), by Italo Calvino. The analyses focused on the protagonist, Marcovaldo, an impoverished proletarian that finds himself in a continuous state of discomfort with the changes that occurred in the post-war social context, especially in Italy during the period of the economic miracle, which was driven by the end of protectionist measures in the economy (GINSBORG, 2003). In trying to break away from this scenario, seeking the genuine beauty of nature, Marcovaldo ends up experiencing situations that always lead him to a discontent that is inextricably linked to a new kind of human and social relationship, built not only on the consolidation of modern capitalist societies, but also on the imposition of a single standard of behavior on society – an anthropological mutation, as proposed by Pier Paolo Pasolini (1978, 1997). The research focused on the Ecocritical approach (GARRARD, 2006), awakened by the object, which suggests the study (incorporating references from areas such as Sociology, Biology and Anthropology to Literary Theory) of nature, its relationship with women and men, and the refining of perceptions about delicate ecological issues, captured more intensively since the 1960s (PIGA, MANSANO, 2015), although the changes in perspective on sensitivity to nature are constantly shifting, mainly since the Enlightenment (THOMAS, 2010 [1983]). This research also integrated the assumptions of Ecosophy (GUATTARI, 2006 [1989]), which suggests a re-signifying of hegemonic procedures and discourses derived from the capitalist socio-political-economic system. In order to do so, it was necessary, jointly, to understand issues related to the environmental context of the twentieth century and its impact on economically disadvantaged classes (BOFF, 1995), as well as to assimilate the consequences related to the environmentalism of the poor, advocated by Joan Martínez Alier (2014 [2007]), in view of the social class to which Marcovaldo belongs. Based on the principles described, this research therefore had to analyze the interactions of Marcovaldo and his family with nature and its possibilities, its modifications and assimilation into an effervescent consumer market, aiming to reflect on the ecological crisis (of the three ecologies, according to Guattari) and point out hypotheses of overcoming it, by means of the apology of a less predatory human conviviality in relation to the other beings that, with them, live on planet Earth.

Made available in DSpace on 2015-09-25T12:21:05Z (GMT). No. of bitstreams: 1 PDF - Paula Santos Nascimento.pdf: 1311338 bytes, checksum: 93b3c042bfaa4b142aff279c1785fbec (MD5) Previous issue date: 2012-06-12
Resumo disponível apenas no arquivo PDF.
Resumo disponível apenas no arquivo PDF.

La preocupación con la cuestión ambiental se encuentra en el contexto contemporáneo, después de la constatación de que la política neoliberal estuvo valiéndose de los recursos naturales de manera indiscriminada, comprometiendo, así, el futuro de la propia humanidad. Delante de este senario, hay una inversión paradigmática, a partir de la implementación de políticas públicas educativas que objetivan promover la concientización de la población por medio de una Educación Ambiental (BRASIL, 1996). A partir de esa expectativa, tenemos la esfera educacional la responsabilidad por el desarrollo de la ética ecológica (ROSSI, 2012). Con efecto, la Educación Ambiental es integrada a varias asignaturas de manera transversal, multidisciplinar, continua y permanente. En este estudio, nuestra mirada se vuelve para la inserción de la referida temática en la enseñanza de Lengua Portuguesa, con el objetivo de observarnos como esas dos vertientes Educación Ambiental y lengua materna se unen para la efectiva formación de los sujetos. En este sentido, objetivamos investigar, a partir de una perspectiva discursiva, la manera como el discurso ecológico es abordado en el libro didáctico de Cereja & Magalhães (2010), y se contribuye para el desarrollo de la capacidad crítica del alumno objetivo deseado por los PCNs de Lengua Portuguesa (1998) , mediante la observación de los efectos de sentido producidos y de las distintas maneras de interpretar el libro didáctico. Para eso, recorremos a los postulados teóricos del Análisis del Discurso de línea francesa, con el objetivo de comprender categorías discursivas como sujeto, discurso, Formación ideológica (FI), Formación Discursiva (FD), interdiscurso, intradiscurso, abordados a partir de los postulados de Orlandi (2001b, 2007, 2012). Resaltamos aún que los análisis del discurso ideológico son conducidas por una metodología cualitativa de los datos, a partir de la cual buscamos observar cuales ideologías traen el discurso ecológico; de que manera los sentidos son instaurados, a partir de la circularidad de discursos sobre el medio ambiente. Los análisis apuntan para el papel del libro didáctico como instrumento ideológico en las clases de lengua materna, buscando, así, nuevas expectativas sobre la enseñanza de Lengua Portuguesa y, consecuentemente, dos instrumentos que son utilizados para su aplicación.
A preocupação com a questão ambiental emerge no contexto contemporâneo, após a constatação de que a política neoliberal estava se valendo dos recursos naturais de forma indiscriminada, comprometendo, assim, o futuro da própria humanidade. Diante de tal cenário, há uma tentativa de inversão paradigmática, a partir da implementação de políticas públicas educativas que objetivam promover a conscientização da população por meio de uma Educação Ambiental (BRASIL, 1996). A partir de tal perspectiva, confere-se à esfera educacional a responsabilidade pelo desenvolvimento da ética ecológica (ROSSI, 2012). Com efeito, a Educação Ambiental é integrada às várias disciplinas de modo transversal, multidisciplinar, contínuo e permanente. Neste estudo, nosso olhar se volta para a inserção da referida temática no ensino de Língua Portuguesa, a fim de observarmos como essas duas vertentes Educação Ambiental e língua materna se alinham para a efetiva formação dos sujeitos. Nesse sentido, objetivamos investigar, a partir de uma perspectiva discursiva, a maneira como o discurso ecológico é abordado no interior do livro didático de Cereja & Magalhães (2010), e, se de fato, ele contribui para o desenvolvimento da capacidade crítica do aluno objetivo almejado pelos PCNs de Língua Portuguesa (1998) , mediante a observação dos efeitos de sentido produzidos e dos diferentes gestos de interpretação presentes no interior do livro didático. Para isso, recorremos aos postulados teóricos da Análise do Discurso de linha francesa, a fim de compreendermos categorias discursivas como sujeito, discurso, Formação Ideológica (FI), Formação Discursiva (FD), interdiscurso, intradiscurso, abordados a partir dos postulados de Orlandi (2001b, 2007, 2012). Ressaltamos ainda que as análises acerca do discurso ecológico são conduzidas por uma metodologia qualitativa dos dados, a partir da qual buscamos observar quais as ideologias subjazem o discurso ecológico; de que maneira os sentidos são instaurados, a partir da circularidade de discursos acerca do meio ambiente. As análises apontam para o papel do livro didático enquanto instrumento ideológico nas aulas de língua materna, subsidiando, assim, novas reflexões acerca do ensino de Língua Portuguesa e, consequentemente, dos instrumentos que são utilizados para a sua aplicação.

Sikh leader Jarnail Singh Bhindranwale’s militant and masculinist discourses were embraced by Punjabi Sikhs because of his presence as a charismatic authority, a concept first developed by sociologist Max Weber to understand the conditions surrounding and personal qualities of a figure which attracts followers. The rebellion he led in Punjab resulted from his radical exploitation of issues concerning the Sikh community. Religion was wielded as a tool, legitimizing Sikh violence as commanded by the Gurus. Radical interpretations of Sikh scripture and folklore were initially preached to rural, less educated crowds. While his sermons brought out their frustrations with the government, his charisma allowed him to manipulate young men, his largest demographic of supporters, into embracing violence. This study analyzes Bhindranwale from the perspective of the people that supported him. By identifying multiple social factors through which to understand Bhindranwale’s reign, this study exhibits his importance in understanding Sikhism in Modern India.

Thesis (Ph.D.)--Antioch University New England, 2008.
Title from PDF t.p. (viewed March 26, 2010). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England (2008)."--from the title page. Advisor: Alesia Maltz, Ph.D. Includes bibliographical references (p. 289-308).

Language policy debate is often obscured by two factors: failure to acknowledge different time-frames attending contrasting positions, and failure to recognise that ordinary people are motivated by their perceived best interests in the present. This article argues that the key to more general public acceptance of linguistic ecological diversity in South Africa is to shift the emphasis from policy development to practical language cultivation issues. Provide the requisite cultivation support, and acceptance of a revitalised future for African languages becomes more assured. It should also be understood that the modernisation of African languages in South Africa has a political dimension concerning which South African language commentators are strangely silent. This political thrust may not be entirely congruent with the concerns of those whose brief for African languages is primarily cultural or ecological – if, indeed, they are even aware of it. Finally, it needs to be recognised that language development under conditions of controlled influence, as in the civil service or schooling, is potentially achievable (with whatever difficulty), but that this must be complemented by authentic contemporary intellectual work published in African languages if the linguistic dimension of the African Renaissance is to take off.

'Language Ecology and Language Planning in Chiang Rai, Thailand' had three main aims: to study the language ecology and sub-ecologies of Chiang Rai province, to study the factors and forces that affect the language ecology, and to study language plans and language policies in Chiang Rai. This study employed two main frameworks: theoretical and methodological framework. The theoretical construct is based on a parameter rich linguistic theory, Ecolinguistics, where concepts and parameters from linguistics and non-linguistics disciplines are employed. The parameter rich theory assists immensely in the understanding of language as it believes that language is interconnected with the world and the world with language. The study was conducted using ethnography as the methodological framework due to it allowing a wide array of data collection methods which include document studies, observation, participant observation, recorded and unrecorded interviews, personal communications and field notes. Moreover, ethnography provided an opportunity to reflect on the researcher's multiple identities and in varying degrees as insider and outsider. Data collection was conducted in Chiang Rai and six villages in three districts; two districts in the Greater Mae Khong Subregion (G1-IS) area namely Chiang Khong and Chiang Saen; and one district in a special economic border zone area Maesai district. The districts were chosen based on economic influences while the six villages were randomly selected. The villages studied were Wiang Mok and Huay Kok villages in Chiang Khong district; Sop Ruak and Santhaat villages in Chiang Saen province; and Phamee and Payaang Chum in Maesai district. Data were also collected from stakeholders concerned in language planning namely government and nongovernment organizations. There were two main findings in accordance with the research aims. Firstly, it was found that the language ecology and sub-ecologies of Chiang Rai province and the villages were dynamic and multiplex. The dynamics and complexities of the ecology and sub-ecologies wee dependent on numerous interactions of different factors and forces. The factors were social educational, geographical, economic, and political/geopolitical. There were four main levels of forces: world level, national level, regional/provincial level, and home level. The interaction of forces could be positive, negative or neutral to the health of the language ecology. Secondly, with regards to language planning and policy, it was found that there was no explicit minority language policy or planning in Thailand. Two types of language policy were found in Chiang Rai and Thailand: a top-down policy and quasi-bottom up policy. Both policies were education related. The top-down policies were comprised of an implicit national language policy and an explicit foreign language policy, especially for English and Chinese. The quasi-bottom up policy was the only local policy found in Chiang Rai where a Chinese language curriculum was developed at the local level but with a national economic related strategic vision. The study also suggested that future language planning and policies in Thailand should take into account the findings of language ecology and sub-ecologies in Chiang Rai. Language plans should recognise the effect of those factors and forces that will affect other languages within the same ecology.
http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1375070
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2009

'Language Ecology and Language Planning in Chiang Rai, Thailand' had three main aims: to study the language ecology and sub-ecologies of Chiang Rai province, to study the factors and forces that affect the language ecology, and to study language plans and language policies in Chiang Rai. This study employed two main frameworks: theoretical and methodological framework. The theoretical construct is based on a parameter rich linguistic theory, Ecolinguistics, where concepts and parameters from linguistics and non-linguistics disciplines are employed. The parameter rich theory assists immensely in the understanding of language as it believes that language is interconnected with the world and the world with language. The study was conducted using ethnography as the methodological framework due to it allowing a wide array of data collection methods which include document studies, observation, participant observation, recorded and unrecorded interviews, personal communications and field notes. Moreover, ethnography provided an opportunity to reflect on the researcher's multiple identities and in varying degrees as insider and outsider. Data collection was conducted in Chiang Rai and six villages in three districts; two districts in the Greater Mae Khong Subregion (G1-IS) area namely Chiang Khong and Chiang Saen; and one district in a special economic border zone area Maesai district. The districts were chosen based on economic influences while the six villages were randomly selected. The villages studied were Wiang Mok and Huay Kok villages in Chiang Khong district; Sop Ruak and Santhaat villages in Chiang Saen province; and Phamee and Payaang Chum in Maesai district. Data were also collected from stakeholders concerned in language planning namely government and nongovernment organizations. There were two main findings in accordance with the research aims. Firstly, it was found that the language ecology and sub-ecologies of Chiang Rai province and the villages were dynamic and multiplex. The dynamics and complexities of the ecology and sub-ecologies wee dependent on numerous interactions of different factors and forces. The factors were social educational, geographical, economic, and political/geopolitical. There were four main levels of forces: world level, national level, regional/provincial level, and home level. The interaction of forces could be positive, negative or neutral to the health of the language ecology. Secondly, with regards to language planning and policy, it was found that there was no explicit minority language policy or planning in Thailand. Two types of language policy were found in Chiang Rai and Thailand: a top-down policy and quasi-bottom up policy. Both policies were education related. The top-down policies were comprised of an implicit national language policy and an explicit foreign language policy, especially for English and Chinese. The quasi-bottom up policy was the only local policy found in Chiang Rai where a Chinese language curriculum was developed at the local level but with a national economic related strategic vision. The study also suggested that future language planning and policies in Thailand should take into account the findings of language ecology and sub-ecologies in Chiang Rai. Language plans should recognise the effect of those factors and forces that will affect other languages within the same ecology.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2009

Bodily Trespass situates the fantastic as a discourse of spatial production in twentieth-century black American literature. Eruptions of the fantastic in realist and surrealist narratives index and ameliorate the spatial constriction that informs black American subjectivity from the Middle Passage up through to the contemporary carceral state. The black fantastic is a narrative response to a spatial crisis that is corporeal and ontological. As a literary mode, in the Todorovian sense, the fantastic identifies the real as a production of the "unreal" and calls attention to ideological and institutional apparatuses that sustain the dominant order. Taking Pauline Hopkins' turn of the twentieth-century serial Of One Blood, Or, The Hidden Self as a point of departure, this project examines the fantastic as a discourse of Pan-Africanism during a period Farah Griffin describes as the "nadir" of post-emancipation black life. Hopkins reaches outside of U.S. borders suturing Ethiopia to America in order to fashion a new and "rival" black geography that challenges the eradication of black legal, civic, and social space.

In the postwar years, the production of imaginative space extends to the task of recording and refuting the racial discourse that articulates urbanity. Chester Himes' The Real Cool Killers, Ann Petry's The Street, and Gwendolyn Brooks' Maud Martha depict racially encoded urban geographies as corporeally informed psychosocial "interfaces." These novels identify cartographic locution as a strategy for spatial occupation and psychic rehabilitation. James Baldwin's "Sonny's Blues" and Ralph Ellison's "The King of the Bingo Game locate in the sonic a blueprint for refashioning the space of the modern metropolis according to a logic of interiority. Baldwin and Ellison identify the fantastic as a discourse of aurality that alters the texture of space by channeling what I call "scalar consciousness," a heightened awareness of the ways in which one might manipulate scale in the service of spatial production. Meditations on belonging, displays of corporeal violence, discourses of Africanity, and the identification of the aural as a pathway for liberation illustrate, in all these works, the black fantastic's rootedness in spatial production, subject formation, and resistance to a dehumanizing social order.

Dissertation

This dissertation investigates the revitalisation of Tonga, an endangered minority language in Zimbabwe. It seeks to establish why the Tonga people embarked on the revitalisation of their language, the strategies they used, the challenges they encountered and how they managed them. The Human Needs Theory propounded by Burton (1990) and Yamamoto’s (1998) Nine Factors Language Revitalisation Model formed the theoretical framework within which the data were analysed. This case-study identified various socio-cultural and historical factors that influenced the revitalisation of the Tonga language. Despite the socio-economic and political challenges from both within and outside the Tonga community, the Tonga revitalisation initiative was to a large extent a success, thanks to the speech community’s positive attitude and ownership of the language revitalisation process. It not only restored the use of Tonga in the home domain but also extended the language function into the domains of education, the media, and religion.
Linguistics and Modern Languages
M.A. (Sociolinguistics)

This thesis investigates corporate environmental discourse by focusing on the language of corporate environmental reports. It seeks to find out more about how corporations talk about environmental problems and how they position themselves in relation to these. The theoretical underpinning draws from ecolinguistics, specifically ecocritical discourse analysis, which critically evaluates discourses on the environment. Environmental reports published by the company Toyota are analysed through corpus linguistic techniques which help to identify the salient concepts and then further scrutinize their textual environment to uncover the dominant discourse patterns. The analysis reveals that the aim of the reports is portray Toyota as a company which actively protects the environment, which confirms the PR nature of the reports. As a result, negative information or data are downplayed and the company distances itself from these by obliterating its role (through devices such as nominalisation, passive voice or intransitive verbs). Ecological problems as such are addressed rarely and serve more as a background for the company to improve its public image. If they occur in the reports, the link between the problems and human activity is not explicitly stated. The ecological problems are also discussed as...

This dissertation reports a study of how literacy in English language impacts on the process and experience of acquiring literacy in an Indonesian language within an ecological approach to language development in the three intersecting of Australian social context: schools, homes, and community. The philosophical base of this study is the concept of language ecology utilising Honberger‟s proposal „the continua of biliteracy (1989, 2002, 2003 & 2004) and Cummins‟ hypothesis of simultaneously bilingual child learning both languages (1984a, 1996). As no longitudinal study of biliteracy development in English and Indonesian has been conducted to date, this particular research is the first investigation of this process and provides an opportunity, specifically, to explore individual differences related to relative timing of biliteracy acquisition as well as age, personality, gender and experiences. Not only does this study provide insights that can challenge current educational policy in Indonesia, which discourages childhood bilingualism in the formal educational system, but also provide invaluable understandings of the learning processes in biliteracy for classroom teachers, parents and community members.