Dissertations / Theses: 'Linguistic Repertoire'

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Nguyen, Dung Thi. "Vietnamese Students' Translanguaging in a Bilingual Context: Communications within a Student Organization at a US University." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248528/.

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Today linguistic hybridity is often conceptualized as translanguaging. The present study of translanguaging was a linguistic ethnography, which meant investigating cultural issues as well as linguistic practices. The focus was on bilingual speakers of Vietnamese and English, two "named" languages that differ considerably in morphology, syntax, and orthography. This study, conducted over four and a half months, was situated in the Vietnamese Student Organization of a U.S. university, and it included 37 participants. The research was intended to answer two questions: what forms of translanguaging did these bilinguals use? and what reasons did they provide for instances of translanguaging? In capturing the language use of this community, my role was participant-observer, which entailed observing and audio-recording conversations in three kinds of settings: group meetings, social gatherings, and Facebook communications. Additional insights came from discourse-based interviews, focused on instances of translanguaging by 10 individuals. In the group meetings and Facebook conversations, it was conventional for the major language to be English, whereas in the social gatherings it was Vietnamese. My attention in analyzing these interactions was on patterns of translanguaging that occurred within sentences and those occurring outside sentence boundaries. Overall, most translanguaging occurred intra-sententially, as single words from one language were segmented within a sentence being spoken or written in the other. As to extra-sentential forms, this translanguaging in the group meetings mainly took the form of Vietnamese honorifics, and Facebook conversations included some extra-sentential double postings. Participants provided reasons for translanguaging that included community factors, discourse-related factors, and individual-related factors. This inquiry provides further insights into the multi-competences of bilingual individuals. The Vietnamese-English bilinguals drew flexibly from their linguistic repertoires, merging two languages that are quite different. Use of hybridized language was conventional for them and was central to their practices. This linguistic hybridity was a mutuality—one of the ways in which these students were, in fact, a community.

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Mayoma, Jaclisse Lorene. "The identity construction and negotiation of 1.5 generation Congolese migrant youth in Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6678.

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Magister Artium - MA
Globalization has evidently led to an increase in the flow of immigrants across the world, a fact that has and continues to play a significant role in the development of studies on immigration, immigration patterns and the psycho-social struggles that immigrants face; of which identity negotiation in the new context is included. A number of works have been done on the identity negotiation and identity-forming process of immigrant youth. This study attempts to highlight, rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus the 1.5 generation immigrant youth constitutes children who were born in their country of origin but was raised and received the education and important experiences in the host country. Hence, the issue of identity becomes important for adolescents such as the 1.5 generation growing up in Diasporic settings. How they come to define who they are, their place in the world and others’ perception of them have significant implications for their successful integration into their new societies (Ogbuagu, 2013). This study takes a socio-cultural approach to investigating the identity negotiation and construction of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning identity as a phenomenon that is socially constructed through language and hence, performed within interaction and conversations.

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Sweeney, Shannon D. "Navigating Through Multiple Languages: A Study of Multilingual Students’ Use of their Language Repertoire Within a French Canadian Minority Education Context." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23934.

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The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

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Visnjar, Mojca. "Negotiating Identity : A sociolinguistic analysis of adult English speaking immigrants in Sweden." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-137862.

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Due to increased transnational migration and globalisation, English has come to have a high status in Sweden, and is used in daily communication. The purpose of this research is to investigate how immigrants with English as their first language, negotiate their identity in Sweden, how they construct the need to (not) speak Swedish, and, finally, how their linguistic trajectories inform us about their linguistic ideologies and reported practices. Identity, constantly performed on the border between the self and the other, is greatly dependent on the language. Recent research in the field has focused mainly on immigrants moving to English speaking countries, while migrants with English as their first language have been somewhat neglected. This study investigates identity negotiation based on linguistic repertoire, Spracherleben, and linguistic ideologies, based on data collected through interviews. The results indicate that the fact that all informants prefer to, and mostly do use English, has a meaning beyond the language. It is namely in the language choice itself that the participants negotiate and demonstrate their identity. Language, therefore, is not the main issue the informants find problematic. Instead, it is the sense of alienation and the inability to convey their message in the way they feel would best represent who they are.

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Saour, Georges. "The linguistic repertoire and the learning of English as a foreign language : a case study of high school monolingual and bilingual students in Aleppo City, Syria." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1176/.

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Wysocka, Patrycja. "The study abroad experience : Self-reflecting on the development of intercultural competence and identity after one semester abroad." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144379.

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Study abroad programmes have become popular among students around the world nowadays. Thanks to the participation in the exchange, students are able to improve their intercultural skills, which may be beneficial for them in their future careers. This study investigates students’ development of intercultural competence and identity after spending one semester at the university in Hong Kong. Its main focus is to analyse how study abroad programmes impact students’ abilities in intercultural communication by analysing their self-reflections towards their re-invented identities as well as the overall experience of living and studying in a different country. The whole study is also based on the concept of linguistic repertoire, which is here being updated in the context of globalisation. In order to collect the data, four participants from the Netherlands, Germany and Canada were asked to fill in initial contact forms by providing information about one specific intercultural encounter that they have experienced during the study abroad period. This information then acted as the background knowledge used in the following interviews with each participant, where their opinions have been further developed in more detail. The results show that the participants further developed their skills in intercultural competence as well as enhanced their already interculturally-oriented identities. As for the impact on their linguistic repertoires, the interesting finding shows that the linguistic repertoires of the participants with English as a second language might have been affected slightly more than those of the native speakers. In the end, these results agree with the previous research on the development of intercultural skills after the study abroad period and highlight the importance of participating in study abroad programmes as students become prepared for their future careers in the highly globalised world.

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Kaddouri, Lahcen. "Pratiques langagières et rapports aux identités linguistiques chez les enseignants et les élèves du Haouz : cas des lycées d'Aït Ourir (Maroc)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCF033/document.

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Cette recherche a pour objet l’étude de la manifestation des langues au niveau du répertoire linguistique et au niveau du répertoire identitaire dans un milieu plurilingue, à savoir les lycées d’Aït Ourir au Maroc. Au niveau de la pratique, l’analyse des conversations a dévoilé que l’alternance codique est une pratique courante chez les enseignants et les élèves et que le poids de chaque langue dépend de son utilité. Au niveau identitaire, l’identité plurilingue est dominante et le poids de chaque langue correspond à celui de la biographie linguistique de nos enquêtés. Le rapport entre le répertoire linguistique et le répertoire identitaire est disproportionnel. En effet, la comparaison synchronique a dévoilé que les langues de notre étude n’ont pas le même poids aux deux niveaux. D'une part, les tours monolingues sont dominants par contre l’identité monolingue est faible. D'autre part, les tours mixtes n’ont pas de poids tandis que l’identité plurilingue est prépondérante. En outre, la comparaison diachronique a permis de déduire que le changement est continu au niveau de la pratique alors qu’il tend à être stable au niveau identitaire de l’adolescence à l’âge adulte. Ce qui indique que l’identification en une langue ne dépend pas de sa pratique
This research aims at studying the different aspects of language use at the levels of linguistic and identity repertoires in a multilingual environment; namely high schools in Aït Ourir, Haouz Province, Morocco. The analysis of conversations in the daily usage of languages revealed that Code Switching is a common practice among teachers as well as pupils; and that the weight of each language used depends more on its usefulness to the purpose of speaking. At the identity level, multilingual identity is dominant and the weight of each language is dependent up on the linguistic biography of the person surveyed. Thus, the relationship between the linguistic and identity repertoires is disproportionate. Indeed, synchronically comparing the languages in study confirmed that they don’t have the same weight at the two levels. The monolingual turn-taking is dominating whereas the monolingual identity is weak. On the other hand, the mixed turn-taking is meaningless whilst multilingual identity is significant. Moreover, the diachronic comparison enabled us to deduce that the change is ongoing in practice while it seems steady from adolescence to adulthood which shows that identifying in a language doesn’t depend on its practice

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Lopes, Rubens Fernando de Souza. "A colaboração para o desenvolvimento do repertório linguístico em atividades de performance teatral e reflexão em aulas de inglês no ensino superior tecnológico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20830.

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This thesis aims to analyze how technical college students and their professor collaborate to develop their linguistic repertoire in English class, using theatrical performance activities and reflections conducive to the creation of an online crowdfunding project video. The development of this research paper involved twenty-one undergraduate students attending a Database course at a technical college in the State of São Paulo. Originating from a divergence between the college and its students on the curriculum for the English course, the necessity to design a specific syllabus to appease both parties was determined. On the one hand, the institution prescribed its English class format with an emphasis on speaking and the use of Business English material; on the other hand, students expressed their desired educational focus on reading, writing, and learning the English used within the Information Technology (IT) field. The proposal to tackle this issue derived from a student’s suggestion: to make an online crowdfunding project video, which would relate to the IT field and allow not only the emphasis on their oral skills, but also the development of their reading and writing skills. For this to transpire, a syllabus was designed (with a duration of one school semester), which initially included the study of the 'crowdfunding project video' genre, and the linguistic elements necessary for its production. These two components were part of the foundation for the creation of in-between theatrical performance activities and reflections for the participants. In this research paper, which focuses on the agency of individuals in the collective, all those involved construct knowledge by participating together in the proposed activities. We can categorize this work as Critical Collaboration Research that, according to Magalhães and Fidalgo (2010), focuses on the transformation of individuals and their collaboration in the process in which they participate. Using the socio-historical-cultural perspective, this research seeks to understand the concept of collaboration, development and relational agency from discussions carried out by Vygotsky (1933/2007, 1934/2007, 1935/2007, 1966/2007), Edwards and D'Arcy (2004), Edwards and Mackenzie (2005), Edwards (2011), Pontecorvo (2005), Orsolini (2005), Magalhães (2016), Van Oers and Duijkers (2013), Ninin and Magalhães (2017), among others. To discuss the linguistic repertoire, we rely mainly on Busch (2012; 2015), Blommaert e Backus (2011; 2013) and Blommaert (2017). The discussion that we propose of genre is based mainly on the constructs of Bakhtin (1952-53/2016, 1953/1997). When we approach language teaching and learning, theatrical performance and reflection, we refer to Larsen-Freeman (2008), Newman and Holzman (1993/2002), Vygotsky (1933/2007), Newman (1996), Holzman (2009), and Lobman and Lundquist (2007). Results show that the students and their professor, through performance and reflection activities, established collaboration and became active subjects in their teaching-learning process, making use of discursive actions promoting the development of their linguistic repertoire, with resources in the English language surpassing those needed for the production of the genre in question – the online crowdfunding project video
Esta pesquisa tem como objetivo analisar como alunos e professor de ensino superior tecnológico colaboram para o desenvolvimento do repertório linguístico em aulas de inglês que envolvem atividades de performance e reflexão conducentes à elaboração de um vídeo projeto de crowdfunding online (financiamento coletivo). O desenvolvimento desta investigação ocorreu em uma faculdade de tecnologia no Estado de São Paulo, com vinte e um alunos do curso de Banco de Dados. A necessidade de elaborar um plano de ensino específico para esses alunos surgiu de um conflito de interesses entre a faculdade e os estudantes – por um lado, a instituição prescrevia a ênfase na produção oral e uso de um material de inglês para negócios; por outro, os alunos apontavam para a necessidade de aprender inglês da área de Tecnologia e Informação (TI) e de desenvolver a compreensão e produção escrita. A proposta para lidar com a questão partiu de uma sugestão vinda dos próprios alunos – elaborar um vídeo projeto de crowdfunding, algo relacionado à área de TI que, enfatizando o desenvolvimento da oralidade, possibilitaria momentos de compreensão e produção escrita. Para que isso ocorresse, foi elaborado um plano de ensino (com duração de um semestre letivo), que incluiu, primeiramente, o estudo do gênero ‘vídeo projeto de crowdfunding’, apontando para elementos linguísticos necessários para a sua produção e que foram tomados como base para a proposta de atividades intermediárias de performance e reflexão. Nesta pesquisa, que valoriza a agência de indivíduos no coletivo, todos os envolvidos constroem conhecimento ao participarem, juntos, das atividades propostas. Podemos entender este trabalho como uma Pesquisa Crítica de Colaboração (PCCol) que, conforme Magalhães e Fidalgo (2010), visa à transformação dos indivíduos e à colaboração no processo em que participam. Esta pesquisa, pautada na perspectiva sócio-histórico-cultural, busca compreender colaboração, desenvolvimento e agência relacional a partir de discussões realizadas por Vygotsky (1933/2007; 1934/2008; 1935/2007; 1966/2007), Edwards e D’Arcy (2004), Edwards e Mackenzie (2005), Edwards (2011), Pontecorvo (2005), Orsolini (2005), Magalhães (2016), Van Oers e Duijkers (2013), Ninin (2013), Ninin e Magalhães (no prelo), entre outros. Para discutir o repertório linguístico, apoiamo-nos principalmente em Busch (2012; 2015), Blommaert e Backus (2011; 2013) e Blommaert (2017). A discussão que propomos de gênero está fundamentada principalmente nos construtos de Bakhtin (1952-53/2016; 1953/1997). Ao abordarmos o ensino-aprendizagem de línguas, performance teatral e reflexão, consultamos Larsen-Freeman (2008), Newman e Holzman (1993/2002), Vygotsky (1933/2007), Newman (1996), Holzman (2009) e Lobman e Lundquist (2007). Resultados mostram que alunos e professor, em atividades de performance e reflexão, estabelecem colaboração e tornam-se sujeitos ativos em seu processo de ensino-aprendizagem, fazendo uso de ações discursivas que promovem o desenvolvimento de seu repertório linguístico, com recursos em língua inglesa que vão além daqueles necessários para a produção do gênero em questão, o vídeo projeto de crowdfunding online

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Dufour, Marion. "Mode de structuration et modélisation du répertoire langagier : contribution pour la formation des enseignants de langues à une didactique du plurilinguisme." Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H017.

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Dans ce travail de thèse, j’ai entrepris d’éclairer le mode de structuration du répertoire langagier, concept sociolinguistique introduit par l’ethnographe de la communication John Gumperz dans les années soixante, afin de pouvoir proposer des applications pédagogiques en vue de la formation des enseignants de langues à cette notion. Le concept de répertoire langagier constitue, en effet, un concept phare de la didactique du plurilinguisme, didactique qui a donné lieu à de nombreux projets éducatifs en Europe depuis une vingtaine d’année, et qui vise au développement d’une compétence plurilingue et pluriculturelle. Aussi, après avoir essayé de cerner au mieux le mode de structuration du répertoire langagier, qui implique que l’on considère un niveau intermédiaire de genres de discours permettant de passer des formes linguistiques aux formes de la communication, j’ai proposé une recherche-action dont l’objectif était l’élaboration d’un modèle de répertoire langagier. Cette recherche exploratoire a été menée grâce au concours de douze étudiants de licence 3 de science du langage de l’université de Rouen, déjà sensibilisés à la notion de répertoire langagier, et dont la majorité se destinait à l’enseignement du français langue étrangère. Le dispositif comprenait deux parties. La première partie, à visée réflexive, consistait à demander aux étudiants de représenter sous la forme d’une représentation graphique l’idée qu’ils se faisaient de leur répertoire langagier. La seconde partie plus analytique visait à sensibiliser les étudiants à la notion de genre discursif, grâce à l’étude d’extraits issus de l’article de John Gumperz (1964) dans lequel il explicite le mode de structuration du répertoire langagier. Chacune des parties comportait une succession d’opérations intellectuelles susceptibles de faire surgir les représentations des étudiants et de les interroger. En effet, réfléchir au mode de structuration du répertoire langagier implique nécessairement de conscientiser les comportements langagiers que l’on adopte au cours des différentes activités langagières auxquelles on participe dans la vie de tous les jours. Ainsi, les étudiants étaient amenés à prendre du recul sur la notion de langue, « invention des linguistes » (Calvet, 2004), pour s’interroger davantage sur les pratiques langagières qui, en vérité, constituent les langues. Ce changement de paradigme n’a pas été facile à opérer car les représentations se construisent « à travers des formules primitives stéréotypées » (Py, 2000 :6), qui circulent dans les milieux sociaux, et non sur la réalité des pratiques langagières et des comportements. Par ailleurs, les noms des langues qui constituent très souvent des archilexèmes qui recouvrent et masquent la pluralité des pratiques langagières, et par là-même l’expression de la pluralité des individus d’une part, et d’autre part les outils linguistiques véhiculés notamment par l’école : dictionnaires, manuels de langues, grammaires, qui adoptent rarement une approche sociolinguistique des langues, accréditent la représentation d’entités homogènes et bien délimitées. Ainsi, les discours des étudiants, qu’ils portent sur leurs dessins réflexifs ou sur le cours, montrent qu’ils sont réceptifs à la diversité langagière qui les entoure, qu’ils ont conscience d’accommoder leur discours dans certaines circonstances, de faire des choix langagiers en fonction du degré de formalité d’une situation, et qu’ils distinguent différentes variétés linguistiques qui relèvent notamment de la variation diatopique et de la variation diastratique
This research aims at highlighting the structuration of the verbal repertoire, which is a sociolinguistic concept introduced by ethnographer of communication John Gumperz in the sixties, with the view to raising language teachers’awareness on this notion. Indeed, verbal repertoire has become a core concept in didactic of plurilingualism which has been developed in Europe over the past two decades, and whose goal is the development of a plurilingual and pluricultural competence. Thus, in the first part of this work, I set out to better understand the structuration of verbal repertoire, assuming that an intermediate level consisting of registers lies between linguistic forms and communicative forms. I then proposed an action-research project with the aim of shaping a verbal repertoire model. This exploratory research involved 12 students carrying out graduate studies in sociolinguistics at the University of Rouen, already acquainted with verbal repertoire notion, and whose goal is to teach French as a foreign language. This educational setting comprised two parts. The first part required a reflective approach by the students who had to propose a graphic representation of their own verbal repertoire; the second part was more analytical, and should raise their awareness about the concept of registers, by analysing extracts of John Gumperz’s article (1964) in which he clarifies the structuration of the verbal repertoire. Each part of the action-research consisted of operating intellectual sequences aiming at bringing out students’representations and questioning them. Indeed, examining ways of structuring the verbal repertoire necessarily means developing a self-awareness of language behaviour about everyday communication. Thus, students were encouraged to step back from an abstract conception of language to adopt a more concrete point of view exploring language practices. This paradigm shift had been very challenching for the students, as social representations are built on stereotypical primitive ideas (Py, 2000:6) circulating in the social circles, not on the observation of language practices. Moreover, both the use of generic names regarding languages on the one hand, which covers and conceals the plurality of language practices and at the same time the plural identity of individuals; and on the other hand, the linguistic approach taken by most of the educative tools, such as dictionaries, method books, grammars, confirm the representation of well bounded and clearly defined languages. Thus, speeches provided by student regarding their graphic representation of their verbal repertoires and the course content, show that they are receptive to the linguistic diversity around them, they are aware of accommodating to others while interacting in certain circumstances and making language choices to adjust to the formality of the situation, and make distinctions between different linguistic varieties especially diatopic and diastratic variations

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Daubney, Anna-Marie. "Language biographies and language repertoires : changes in language identity of indigenous African language speakers in a town in the Northern Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86596.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study investigates the language shift from isiXhosa to Afrikaans in a group of indigenous African language speakers in a rural Northern Cape community. It plots the process that took place over three generations and focuses on the language identity of some members of this community as portrayed by their language biographies and linguistic repertoires. This phenomenon was researched after preliminary enquiries into linguistic identities and bilingualism in the Hopetown area revealed that although most inhabitants use Afrikaans as L1 at home, at school and in public, a considerable number did not present the anticipated monolingual Afrikaans with minimal L2-English repertoires. People from indigenous ethnic groups like the Xhosa were also found to be speaking Afrikaans as home language rather than isiXhosa. The thesis gives a description and explanation of how a process of language shift from isiXhosa to Afrikaans took place. The findings suggest that a number of Xhosas started to migrate from the Eastern Cape to the Hopetown area in the Northern Cape during the 1960s when employment opportunities in the State‟s water and irrigation development scheme became available. The Afrikaans-speaking employers expected their workforce to speak Afrikaans and in the interest of economic survival, the disenfranchised workers learned to speak Afrikaans. In addition to the employment situation, the accommodation situation was unusual in that Hopetown‟s township was seen as a Coloured area. In the time when the Group Areas Act dictated that ethnic segregation had to be enforced, the influx of Xhosa and other ethnic groups was not expected. When it happened, it was either overlooked or remained unnoticed. The Xhosa workers, with their families, had to blend in with the Coloured population in order not to attract attention. The research follows the language shift based on information gained from questionnaires and by means of narrative analysis. Case studies of selected respondents reveal how the individuals gradually settled into a new language identity without complete loss of their traditional ties to language and cultural practices. A small story analysis sheds light on how selected members of the community experienced the shift and how they perceive their roles in the process. This thesis ultimately shows the contribution that language biographies can make to sociolinguistic research.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die taalverskuiwing van isiXhosa na Afrikaans in ŉ inheemse groep Afrikataalsprekers in ŉ plattelandse Noord-Kaapse gemeenskap. Dit volg die proses wat oor drie generasies plaasgevind het en fokus op die taalidentiteit van enkele lede van dié gemeenskap soos uitgebeeld in hulle taalbiografieë en taal repertoires. Hierdie verskynsel is nagevors nadat voorlopige navrae in verband met talige identiteit en tweetaligheid in die Hopetown-omgewing daarop gedui het dat alhoewel die meeste inwoners Afrikaans tuis, by die skool en in die openbaar as eerstetaal gebruik, ŉ aansienlike getal nie die verwagte profiel van ŉ eentalige Afrikaanse gemeenskap met minimale tweedetaal-Engels vertoon het nie. Mense van inheemse etniese afkoms soos die Xhosa het ook laat blyk dat hulle Afrikaans eerder as isiXhosa as huistaal gebruik. Die tesis gee ŉ beskrywing en verduideliking van hoe ŉ proses van taalverskuiwing van isiXhosa na Afrikaans plaasgevind het. Volgens die bevindinge het ŉ groeiende getal Xhosas in die 1960s uit die Oos-Kaap na die Hopetown-omgewing in die Noord-Kaap begin migreer toe werksgeleenthede in die Staat se water- en besproeiingskema beskikbaar gekom het. Die Afrikaanssprekende werkgewers het van hulle werkers verwag om Afrikaans te praat. In die belang van ekonomiese oorlewing het die werkers wat daar geen burgerregte gehad het nie, Afrikaans geleer. Bykomend tot die werksituasie was die behuisingsituasie in die Hopetown nedersettings ongewoon daarin dat dit as Kleurlinggebied geklassifiseer is maar ook mense van ander etniese herkoms gehuisves het. In die tyd toe die Groepsgebiedewet bepaal het dat etniese segregasie toegepas moes word, is daar geen voorsiening gemaak vir die instroming van Xhosa en ander etniese groepe nie. Toe dit gebeur het, is dit óf oor die hoof gesien, óf dit het ongemerk gebeur. Die Xhosa werkers, met hulle gesinne, moes inskakel by die Kleurlinggemeenskap ten einde nie die aandag van die gesaghebbers of hulleself te vestig nie. Die navorsing volg die taalverskuiwing op basis van inligting uit vraelyste en met behulp van narratiewe analise. Gevallestudies van uitgesoekte respondente wys hoe die individue geleidelik ŉ nuwe taalidentiteit aangeneem het sonder totale verlies van hulle tradisionele bande met taal en kulturele gebruike. ŉ Klein storie analise werp lig op hoe geselekteerde lede van die gemeenskap die verskuiwing ervaar het en wat hulle siening is van hulle rolle in die proses. Hierdie tesis werp ten slotte lig op die bydrae wat taalbiografie tot sosiolinguistiese navorsing kan maak.

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Shoecraft, Kelly Ann. "The Negotiation of Meaning: Examining Children's Linguistic Repertoires in a Francophone Preschool." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/377656.

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Multilingualism and multiculturalism are increasing around the world, and as a result, classrooms are becoming more linguistically and culturally diverse. This dissertation examines how young plurilingual children communicate in one Francophone preschool in British Columbia, Canada. In this province of Canada, French is a minority language with most people speaking English. There are also many other languages present, such as Mandarin, German, Punjabi, and Tagalog. Speakers of these languages are often higher in number than French home language speakers (Statistics Canada, 2016). Therefore, the children at the Francophone preschool are in contact with multiple, diverse languages. The diversity present in this preschool classroom raises questions about how the linguistic resources available to children influence their classroom interactions. The aim of this study was to identify the linguistic resources demonstrated by the children and determine how they utilised these resources to negotiate meaning in classroom interactions – specifically, interactions during child-initiated play. Research has shown that participation in social interactions is necessary for children to develop language and social skills. In addition, play is an important context in which young children communicate and negotiate meaning. Many studies on classroom interactions have focused on educator-child interactions. In contrast, there are limited studies on peer interactions despite research advocating their benefits in children’s development. In a multilingual classroom, children have a choice of language which often depends on the interactants. Despite educators attempting to separate languages, children usually code-switch and draw upon a range of linguistic resources to communicate. These linguistic resources include the use of multimodal language such as gestures, a recent focus of study in the field of second language acquisition. Considering the diverse linguistic and cultural backgrounds of children in preschool classrooms, it is vital to understand how they incorporate multiple linguistic resources in their communications. By understanding children’s use of linguistic resources, we can further understandings of their language learning processes in the classroom. A conceptual framework drawing on sociocultural and interactionist theories was used to explore how young plurilingual children communicate. Within these two theories, language is a social action in which an interaction is co-constructed by the participants. The two concepts of plurilingualism and multimodal language were part of this framework. From this perspective, each child in the study were considered to possess a unique linguistic repertoire consisting of verbal and nonverbal resources. As a participant-observer, I collected data in one preschool classroom over a 3-month period. The primary data source was video recordings from two cameras – a camcorder and a GoPro camera. In addition, I collected field notes, school-related documents, and a questionnaire completed by the children’s parents/guardians. These data contributed background information on the preschool and participants. Interactions occurring during child-initiated play were analysed in order to answer the research questions. I used a computer software program, ATLAS.ti, to assist with the data analysis. The analysed interactions involved 13 children (3- and 4-year-olds), the classroom teacher, the teaching assistant, and me (as the participant-researcher). The findings of the study showed that the children employed multiple resources in their play interactions. They used French spoken resources, English spoken resources and non-verbal actions, as well as translanguaging (French and English) and non-verbal actions combined with spoken language. The children’s choice of linguistic resources related to the interactant, the purpose of the interaction, and their own motivations to exercise agency. Through the use of various linguistic resources, the children practised their interactional and social skills, organised and advanced their own learning through translanguaging and peer teaching, and enacted agency. The children’s use of multiple linguistic resources in play interactions demonstrated their emerging plurilingual competencies. This study has highlighted the importance of educators and researchers considering individual children’s linguistic resources in a holistic manner. By adopting a holistic approach, educators can understand how children’s use of multiple linguistic resources is beneficial to their learning. Researchers can increase understandings of children and their learning processes by considering how children employ their multiple linguistic resources. The findings of this study demonstrate that young children are resourceful, engaged, creative, and agentive in their use of linguistic resources during play interactions. These skills should be considered as plurilingual assets and educators should provide opportunities for children to practise and develop these skills in the classroom.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Swanepoel, Hanlie. "Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40367.

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The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers of children with Down syndrome (DS) inform mutual attainment of each groups' expectations?” Inclusive Education (IE) for the learner with DS was introduced informally during the early 1990s in South Africa within a few local schools in Pretoria. Transcribed interviews and observations were used from a sample of teachers and parents of children with DS conducted by the ILSP coordinator to collect data. They were analysed using Herman’s and Herman’s- Konopka's (2010) dialogical self theory, positioning theory and pronoun grammar analysis. Results showed there are two opposing tensions in education. One is a need for stability. This is offset by the dynamic nature of education practice with its many actors - learners, teachers, managerial and supervisory staff, support staff, institutions and government departments. Every actor interprets education according to their goals, subjective beliefs and understanding of what the education process is occupying a dominant position but working from a shadow position. IE brings its own set of tensions to the actors in education. Policy documents from government, as interpreted in schools in South Africa, express the need for stability in education. The study was limited to the constraints of the academic format. More accessible versions of the findings and recommendations can be developed in papers. For ILSP coordinators practically to have a promoter position in the dialogue between teachers and parents there is a need for them to become acutely aware of the positions they adopt in dialogue in themselves and with reference to others. The study has offered a new way of interpreting the expectations of both parties in the ILSP meetings and rendering a solution to the often frustrating outcomes.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
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Runciman, Talya. "From Deficit to Diversity: Inviting learners to use their linguistic and cultural repertoires for Literacy Learning." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30120.

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This study explores how teaching strategies that constructively employ learners’ linguistic and cultural resources can enhance their learning and participation in literacy lessons. In South Africa, as elsewhere in the world, language policies tend to favour English as the sole medium of instruction and oppose multilingual teaching (Creese and Blackledge, 2010; McKinney, 2017). However, these linguistic restrictions on teaching are hugely problematic for the majority of South African learners who do not have access to dominant language and cultural practices. This study draws on sociocultural theory in that it views language use in the classroom to have a social context, where language regimes at play in greater society determine the language ideologies of teaching and learning in the classroom (Makoe and McKinney, 2014). In addition, this study draws on recent research that advocates multilingual teaching strategies such as translanguaging and translation (Gardia and Sylvan, 2011; McKinney, 2017; Probyn, 2006), as well as drawing on learners’ cultural repertoires and the use of multimodal activities (Newfield, 2011; Stein and Newfield, 2006). The data discussed in this study is drawn from a teaching intervention with Grade 1 and 2 learners that was implemented in a South African primary school. This intervention primarily focused on inviting learners to use their linguistic and cultural repertoires during after-school literacy lessons. Using a linguistic ethnographic approach (Copland and Crease, 2015), this qualitative study describes and analyses the benefits of using such teaching methodologies. This study shows how using learners’ full linguistic and cultural repertoires and multimodal interactions is beneficial to their learning.

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Weirich, Anna [Verfasser]. "Sprachliche Verhältnisse und Restrukturierung sprachlicher Repertoires in der Republik Moldova / Anna Weirich." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/116765871X/34.

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Weirich, Anna-Christine [Verfasser], Jürgen [Akademischer Betreuer] Erfurt, Jürgen [Gutachter] Erfurt, Larisa [Gutachter] Schippel, and Elena [Gutachter] Gheorghita. "Individuelle sprachliche Repertoires und gesellschaftliche Mehrsprachigkeit in der Republik Moldova / Anna-Christine Weirich ; Gutachter: Jürgen Erfurt, Larisa Schippel, Elena Gheorghita ; Betreuer: Jürgen Erfurt." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2019. http://d-nb.info/1190352478/34.

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RATTU, ROBERTO. "Repertorio plurilingue e variazione linguistica a Cagliari: i quartieri di Castello, Marina, Villanova, Stampace, Bonaria e Monte Urpinu." Doctoral thesis, Università degli Studi di Cagliari, 2017. http://hdl.handle.net/11584/249648.

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The main aim of this work is to examine how variation in the spoken language of Cagliari (italian and sardinian) corresponds with the classical sociolinguistic variable and with the degree of formality in the interaction.

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Santos, Conc?sia Lopes dos. "Luna Clara e o Apolo Onze do arquivo ao repert?rio : o limiar de uma transescritura em Adriana Falc?o." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16186.

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La palabra archivo tiene origen en el vocablo griego arkh?, en lo cual puede indicar comienzo y comando. Tal palabra puede ser usada para representar distintas ideas. Al ser considerada como un conjunto, puede reunir las informaciones existentes sobre un determinado asunto en cualquier ?rea del conocimiento humano.(DERRIDA, 2001) Esas informaciones, por su vez, son constantemente modificadas por el repertorio de los usuarios de eses archivos. Cada individuo, al usar ese repertorio, lo hace de una manera diferente, pues las posibilidades son variadas. Entre estas, est? la performance, que permite la elaboraci?n de una transescritura, un modo de escribir que va m?s adelante del padr?n convencional. Para que sea comprendida como tal, la escritura necesita realizar una transgresi?n, quebrar el can?nico.(RAVETTI,2003) Adriana Falc?o transgride, al consultar el archivo y reinventarlo a partir de su propio repertorio, llegando a realizar una transescritura. En el romance Luna Clara e Apolo Onze (2002). En este, archivo y repertorio est?n en constante mescla, criando nuevas relaciones entre literatura, historia, mitologia, lengua, artes, temas humanos y sociales. El romance es entonces percibido como una narrativa que performatiza nombres, hogares, conceptos, ideas, a trav?s de una marca que por ser tan plural es ?nica, peculiar, representaci?n de la literatura infante-juvenil del siglo 21
A palavra arquivo tem origem no voc?bulo grego arkh?, o qual pode indicar come?o e comando. Tal palavra pode ser usada para representar diferentes ideias. Ao ser considerada como um conjunto, pode reunir as informa??es existentes sobre um determinado assunto em qualquer ?rea do conhecimento humano.(DERRIDA, 2001) Essas informa??es, por sua vez, s?o constantemente modificadas pelo repert?rio dos usu?rios desses arquivos. Cada indiv?duo, ao usar esse repert?rio, o faz de uma maneira diferente, pois as possibilidades s?o variadas. Dentre estas, est? a performance, que permite a elabora??o de uma transescritura, um modo de escrever que vai al?m do padr?o convencional. Para ser entendida como tal, a escritura precisa realizar uma transgress?o, quebrar o can?nico.(RAVETTI, 2003) Adriana Falc?o transgride, ao consultar o arquivo e reinvent?-lo a partir de seu pr?prio repert?rio, chegando a realizar uma transescritura no romance Luna Clara e Apolo Onze (2002). Neste, arquivo e repert?rio est?o em constante cruzamento, criando novas rela??es entre literatura, hist?ria, mitologia, l?ngua artes, quest?es humanas e sociais. O romance ? ent?o percebido como uma narrativa que performatiza nomes, lugares, conceitos, ideias, atrav?s de uma assinatura que por ser t?o plural ? ?nica, peculiar, representa??o da literatura infanto-juvenil do in?cio do s?culo 21

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Carvalho, Pablo Itaboray de. "Jogando com o policial: uma proposta de ampliação do repertório do jovem leitor." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7017.

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O objetivo principal deste trabalho foi analisar uma estratégia de ampliação de repertório do jovem leitor que consiste em usar o jogo de tabuleiro Scotland Yard e a série televisiva Sherlock como mediadores no processo de apropriação de estratégias literárias usadas na narrativa policial clássica. Foi concebido no âmbito do Profletras-UFJF, como parte do projeto Intertextualidade no polissistema literário: uma proposta de ampliação do repertório do jovem leitor desenvolvido pela professora Elza de Sá Nogueira. O embasamento teórico é constituído pelos conceitos de letramento literário (Cosson e Paulino); de repertório (Iser); de polissistema literário (Even-Zohar); de adaptação (Hutcheon); de comunidade de leitores (Chartier); de jogo (Huizinga); e de narrativa policial (Todorov). Foi aplicado numa turma de 9o ano de uma escola pública federal de Juiz de Fora, utilizando a metodologia da pesquisa-ação. A partir do diagnóstico – elaborado com base na análise de questionários aplicados na turma em questão – de que a maioria dos alunos lê apenas os livros exigidos pela escola e, portanto, não inserem a literatura em suas vidas num sentido mais amplo, formulamos a hipótese de que, por meio do jogo e da narrativa audiovisual, a inserção dos alunos numa comunidade de leitores seria mais efetiva, e a ampliação de repertório se realizaria como fruição estética. Na sequência da proposta, foi realizada a leitura compartilhada (conforme recomendada por Tereza Colomer) de um romance e cinco contos de Sir Arthur Conan Doyle, durante a qual foram usadas, como estratégias, questões mediadoras propostas pelo professor e o registro das discussões no diário de leitura por parte dos alunos. A apropriação das estratégias aprendidas foi avaliada através da elaboração coletiva de um jogo de tabuleiro similar ao Scotland Yard, que contou com a adaptação dos contos lidos em sala de aula. Os resultados comprovaram a hipótese, afinal percebeu-se que os alunos, além de se apropriarem das estratégias literárias e terem se inserido numa comunidade de leitores, tiveram maior fruição estética na leitura dos textos literários propostos.
The main objective of this work was to annalyze a strategy to broaden young readers' repertoire, consisting in using Scotland Yard's board game and television series Sherlock as mediators in the process of appropriation of literary strategies used in classic detective fiction. It was conceived within Profletras-UFJF, as part of the project "Intertextualidade no polissistema literário: uma proposta de ampliação do repertório do jovem leitor" (Intertextuality in literary polysystem: a proposal to expand young readers' repertoire) developed by Professor Elza de Sá Nogueira. The theoretical basis is constituted by the concepts of literary literacy (Cosson and Paulino); repertoire (Iser); literary polysystem (Even-Zohar); adaptation (Hutcheon); community of readers (Chartier); game (Huizinga); and detective fiction (Todorov). It was applied to a 9th grade class in a federal public school on Juiz de Fora, using research-action method. After diagnostics - based on the analysis of questionnaires applied to the referred class - that most of the students only read books required by the school, therefore not inserting literature in their lives on a broader sense, we formulate the hypothesis that inserting students into a community of readers would be more effective through game and audiovisual narrative, and repertoire expansion would be performed as aesthetic enjoyment. Following that proposal, there was a shared reading of a novel and five short stories by Sir Arthur Conan Doyle (as recommended by Tereza Colomer), during which were used as strategies some mediatorial questions proposed by the teacher and the registry of those discussions by students on their reading journals. The appropriation of strategies learned was evaluated through collective elaboration of a board game similar to Scotland Yard, which counted on adaptation of stories read in the classroom. The results proved our hypothesis, after all it was noticed that students, beyond appropriating literary strategies and entering a community of readers, had greater aesthetic enjoyment when reading the proposed literary texts.

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Magalhães, Adélia Maria de Amorim. "Música também é história : as bandas de música em Marechal Deodoro e a tendência cívico-militar no seu repertório tradicional." Universidade Federal de Alagoas, 2006. http://repositorio.ufal.br/handle/riufal/972.

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Foi tentando satisfazer a um anseio e curiosidade que veio a decisão de buscar, investigar, conhecer e tentar explicar a razão da presença da música, especialmente da música de banda na cidade de Marechal Deodoro. O presente trabalho procura retratar a vigorosa tendência musical da cidade, quando destaca a presença de pelo menos três importantes filarmônicas ou escolas de música, a saber: Sociedade Musical Filarmônica Santa Cecília, Sociedade Musical Carlos Gomes e Filarmônica Manoel Alves de França. Dificuldades existiram para sua elaboração principalmente pela escassez de material bibliográfico e/ou estudos anteriores para subsidiá-lo, fato atenuado pela considerável colaboração das pessoas na comunidade, maestros, alunos que nos forneceram dados importantes e complementadores para esta pesquisa. A metodologia utilizada incluiu uma pesquisa qualitativa e quantitativa. O trabalho em pauta foi fundamentado e apresentado da seguinte forma: o primeiro capítulo foi reservado para um breve histórico sobre a música; o segundo capítulo contempla a introdução da música no Brasil (Colônia, Império, República); o terceiro capítulo refere-se à cidade de Marechal Deodoro, sua formação histórica, situação geográfica e influência cívico-militar e músico-cultural na carreira e profissionalização de grande parte dos seus filhos homens; o quarto capítulo dedica-se às Bandas Filarmônicas: Santa Cecília, Carlos Gomes e Manoel Alves de França; o quinto capítulo destaca alguns filhos ilustres da cidade de Marechal Deodoro. Palavras-chave: Marechal Deodoro, Banda, Filarmônica, Repertório, Sociedade Musical.

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Rodrigues, Rinaldo Halas. "A ficção policial em sala de aula: uma proposta de ampliação do repertório." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5768.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa-ação apresenta uma proposta de intervenção aplicada em uma turma de 8º ano do Ensino Fundamental, de uma escola da rede pública municipal, na cidade de Juiz de Fora, no ano de 2016. Diante de um diagnóstico de baixo interesse pela leitura de livros e um repertório literário limitado, esta proposta teve por objetivo tornar a leitura literária mais atraente aos alunos, bem como ampliar seu repertório, tendo sido escolhido como ponto de partida o gênero policial juvenil, por permitir tanto o estabelecimento de uma rede intertextual horizontal, com outras obras policiais juvenis, quanto de uma rede vertical com a tradição literária do gênero. A intervenção apoiou-se teoricamente no conceito de letramento literário (Paulino e Cosson, 2009; Colomer, 2007), bem como nas propostas para a efetivação do letramento literário (Paulino e Cosson, 2009) e a formação do leitor (Colomer, 2007) na escola; no conceito de repertório literário (Iser, 1996); no conceito de polissistema literário (Even-Zohar, 2013); e no conceito de comunidade de leitores (Chartier, 1994). A execução do projeto se efetivou em três etapas, partindo da inserção dos alunos na comunidade de leitores da narrativa policial, através da leitura compartilhada de uma ficção policial juvenil, e ampliando-se seu repertório com as estratégias narrativas da tradição literária policial, usadas nos contos de Arthur Conan Doyle e Agatha Christie. Este trabalho vincula-se ao programa de Mestrado Profissional em Letras – PROFLETRAS, integrando-se à linha de pesquisa: Leitura e Produção Textual: diversidade social e práticas docentes. Os resultados desta pesquisa apontaram como eficazes as estratégias utilizadas para fomentar o letramento literário dos alunos, tanto no sentido de um maior envolvimento com a leitura, quanto no sentido de uma efetiva ampliação de seu repertório literário. No entanto, evidenciaram também que se trata de um processo contínuo, exigindo constante reavaliação e o planejamento de novas metas.
This action research presents a proposal for intervention applied to a class of 8th grade of elementary school, from a municipal public school in the city of Juiz de Fora, in the year 2016. Facing the diagnosis of low interest in reading books and a limited literary repertoire, this proposal has aimed to make the literary reading more attractive to students, as well as broaden their repertoire, having been chosen as a starting point the juvenile detective genre by allowing both the establishment of a horizontal intertextual network, with other juvenile police work, as a vertical network with the literary tradition of the genre. The intervention backed up theoretically on the concept of literary literacy (Paulino and Cosson, 2009; Colomer, 2007), as well as on the proposals for the realization of literary literacy (Paulino and Cosson, 2009) and the readers’ formation (Colomer, 2007) in school; on the concept of literary repertoire (Iser, 1996); on the concept of literary polysystem (Even-Zohar, 2013); and on the concept of readers community (Chartier, 1994). The execution of the project has been accomplished in three stages, starting with the integration of students in the readers’ community on the police narrative, through the shared reading of a juvenile detective fiction, and widening their repertoire with the narrative strategies of police literary tradition, used in tales by Arthur Conan Doyle and Agatha Christie. This work is linked to the Professional Master's program in Letters - PROFLETRAS, joining the line of research: Reading and Text Production: social diversity and teaching practices. The results of this research have showed how effective the strategies used are to promote the literary literacy of students, both in the sense of a greater involvement with reading, and in the sense of an effective extension of their literary repertoire. However, they have also showed that it is a continuous process, requiring constant re-evaluation and planning new goals.

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Eliotério, Rosane Queiroga. "Personagens planos e esféricos como reveladores de um discurso afrodescendente na obra de Machado de Assis e de Lima Barreto." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7018.

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O presente projeto tem como escopo apresentar um experimento interventivo, cujas ações incidem na leitura, mais especificamente, no campo da literatura. Visando ampliar o repertório literário de alunos de uma turma do 9o ano do Ensino Fundamental, nos propomos como mediadores e agentes literários, à leitura de textos canônicos de autores brasileiros afrodescendentes. A escola na qual a proposta será executada é integrante da rede pública do município mineiro de Juiz de Fora. Gerado a partir do ProfLetras da UFJF, o projeto teve início pela aplicação de uma pesquisa junto aos alunos. Seu resultado apontou em duas direções: a primeira indicou repertório literário pouco diversificado e muito restrito a best sellers e à literatura infantil-juvenil; já a segunda, sinalizou um interesse pela figura narrativa do personagem. Desse diagnóstico surgiu a proposta de ampliação do letramento literário, pelo estudo dos personagens planos e esféricos na literatura canônica brasileira. Escolhemos os gêneros textuais conto e romance pois, neles, além de os personagens serem relevantes na trama narrativa, há possibilidade de experienciar a ampliação do sistema literário por parte dos alunos. Os pressupostos teóricos deste experimento buscam respaldo em estudiosos da literatura, tais como Iser (1996), que aborda o conceito de repertório literário; já Calvino (2007) e Paulino (2004) citam o cânone literário; Colomer (2007) apresenta a definição de leitura compartilhada; por sua vez, Moisés (1970) e Candido (2007), nos esclarecem quanto ao que venham a ser personagens planos e esféricos; Cosson (2014, 2016), delineia o conceito de letramento literário e de círculo de leitura e, por fim, a definição de pesquisa-ação, nas palavras de Tripp (2005). O experimento foi executado em três momentos. No primeiro, os alunos trabalharam o conto machadiano Mariana, no qual traçaram um perfil de personagens planos e esféricos. Em um segundo momento, eles aprofundaram o perfilamento das características desses seres feitos de palavra, com a Leitura do romance Clara dos Anjos, de Lima Barreto. E, no terceiro momento, fizeram a leitura do conto machadiano Pai contra mãe, tendo a oportunidade de transformar o final do conto, através da ampliação do letramento literário, usando a reescrita, objetivando transformar um personagem plano em esférico. Os seguintes resultados foram alcançados: promoção do letramento literário, ampliação do repertório, constatação da invisibilidade da mulher negra nos âmbitos social e literário, diferença entre personagens planos e esféricos, promoção da autoestima dos discentes, compartilhamento de pontos de vista diferentes de forma a enriquecer as obras lidas.
The present project aims to present an interventional experiment, whose actions focus on reading, more specifically, in the field of literature. Aiming to broaden the literary repertoire of students of a class of the 9th grade elementary school, we propose as mediators and literary agents the reading of canonical texts by Brazilian Afro-Descendant authors. The school in which the proposal will be applied is part of the public network of the municipality of Juiz de Fora in Minas Gerais. Generated from ProfLetras of UFJF, the project began with the application of a research with the students. Its result pointed in two directions: the first indicated a very little diversified literary repertory and very restricted to best sellers and children's literature; however, the second, signaled an interest in the narrative figure of the character. From this diagnosis came the proposal of enlargement of the literary literacy, by the study of the flat and spherical characters in the Brazilian canonical literature. We chose the textual genres short story and novel because in them, in addition to the characters being relevant in the narrative plot, there is a possibility of experiencing the expansion of the literary system by the students. The theoretical assumptions of this experiment seek support in scholars of the literature, such as Iser (1996), who approaches the concept of literary repertoire; Calvino (2007) and Paulino (2004) mention the literary canon; Colomer (2007) presents the definition of shared reading; in turn, Moses (1970) and Candido (2007), clarify us as to what will become flat and spherical characters; Cosson (2014, 2016) outlines the concept of literary literacy and reading circle and, finally, the definition of action research, in Tripp's words (2005). The experiment will take place in three moments. In the first, the students will work on the Mariana a short story by Machado de Assis, in which they will draw a profile of flat and spherical characters. In a second moment, they will deepen the profiling of the characteristics of these beings made of word, with the Reading of the novel Clara dos Anjos, by Lima Barreto. And, in the third moment, they will read the short story Pai contra mãe, by Machado de Assis. The students will have the opportunity to transform the end of the story, through the amplification of literary literacy, using the rewriting, aiming to transform a flat character into spherical.

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Souza, Marcela Gomes de. "Das narrativas bíblicas às outras jornadas de herói: uma proposta de ampliação do repertório do jovem leitor." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7015.

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Esta pesquisa teve como objetivo desenvolver e analisar uma estratégia de ampliação do repertório literário de alunos do 7o ano do Ensino Fundamental de uma escola pública estadual de Juiz de Fora: a criação de uma comunidade de leitores em sala de aula através da leitura compartilhada de uma obra de referência para os alunos – no caso a Bíblia, mais especificamente narrativas relacionadas aos Heróis Moisés e Jesus – usando como chave de leitura a Jornada do Herói, a qual permitiria estabelecer uma relação intertextual entre a obra já conhecida e uma rede de novas obras pertencentes a sistemas diferentes do polissistema literário. A hipótese era a de que a leitura das histórias dos Heróis bíblicos Moisés e Jesus permitiria aos alunos expandirem seu repertório através da apropriação de estratégias literárias mobilizadas pela Jornada do Herói, presentes tanto nessas histórias quanto nas histórias dos Heróis gregos e do Herói celta Rei Arthur. Além disso, tinha-se a intenção de verificar se era possível promover uma ativação do repertório recém-adquirido numa leitura de partes da série contemporânea Harry Potter que levasse em consideração o intenso diálogo intertextual que ela mantém com as narrativas tradicionais. Os pressupostos teóricos que embasaram esta pesquisa foram: repertório literário (Iser, 1996),comunidade de leitores (Chartier, 1994), Jornada do Herói (Campbell, 1997) e polissistema literário (Zohar, 2013). Além disso, foi adotada a estratégia de leitura compartilhada (Colomer, 2007). A metodologia usada foi a pesquisa-ação e, como instrumentos de coleta de dados, foram usados questionários diagnósticos, diário de campo do professor e diário de leitura dos alunos. A partir da leitura compartilhada das obras anteriormente mencionadas, conseguimos construir uma comunidade de leitores partindo da Bíblia para outras obras intertextualmente relacionadas. Os alunos conseguiram estabelecer relações entre as histórias lidas tendo como referência a Jornada do Herói elaborada por Campbell.
This research aims to test a strategy to expand the literary repertoire of students of the 7th grade of Elementary School in a public school in Juiz de Fora: the creation of a community of readers in the classroom through shared reading of a reference work for students - in this case the Bible, more specifically narratives related to the heroes Moses and Jesus - using as a key reading the Hero's Journey, which will establish an intertextual relationship between the already known work and a network of new works belonging to systems different from the literary polysystem. The hypothesisis that reading the stories of the biblical heroes Moses and Jesus will allow students to expand their repertoire by appropriating literary strategies mobilized by the Hero's Journey, both in these stories and in the stories of the Greek heroes and the Celtic hero King Arthur . In addition, it is intended to check if it is possible to promote a newly acquired repertoire activation in a reading of parts of the contemporary Harry Potter series that takes in to account the intense intertextual dialogue it maintains with traditional narratives. The theoretical assumptions underlying this research were: literary repertoire (Iser, 1996), community of readers (Chartier, 1994), Hero's Journey (Campbell, 1997) and literary polysystem (Zohar, 2013). In addition, the shared reading strategy was adopted (Colomer, 2007). The methodology use disaction research and the instruments of data collection are diagnostic questionnaires, teacher's field diary and student reading diary. From the shared reading of the works mentioned above, we were able to build a community of readers from the Bible to other intertextually related works. The students were able to establish relationships between the stories read with reference to the Hero's Journey elaborated by Campbell.

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Cardoso, Andréa de Matos. "A aquisição de estratégias de escrita através do universo da narrativa investigativa de Agatha Christie." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7011.

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É comum ouvir hoje, ao se abordarem questões de leitura e produção textual na sala de aula de Ensino Fundamental, que o aluno deve ter contato com um leque variado de textos, para que possa ampliar seus conhecimentos sobre a língua, utilizando-a de forma a atingir os objetivos desejados. Neste sentido, é indispensável que se explorem os mais diversos gêneros textuais, independentemente de que tipologia textual nele predomine. Contudo, pelo menos na minha prática, percebo uma tendência em se privilegiar, sobretudo com o trabalho de escrita, quando focamos texto de opinião, diálogo argumentativo, resenha crítica, dentre outros que têm o tipo textual predominantemente dissertativo-argumentativo. Outro fato que sempre me chamou atenção enquanto professora do Ensino Fundamental II, é que as narrativas que envolvem a perspectiva investigativa, tais como as narrativas policiais, agradam aos alunos bastante. Em geral, eles vivenciam essas narrativas em filmes e, em sua grande maioria, em séries, como Dexter e 24 horas, por exemplo. Nesse sentido, concebemos a seguinte hipótese investigativa: tendo em vista que uma das principais características das narrativas policiais é a sustentação do raciocínio lógico o qual implica, justamente, a ordenação do pensamento sequenciado (em variações conforme o autor), em que sentido um trabalho sistematizado de leitura e escrita dentro desse gênero narrativo implicaria a ampliação de repertório de alunos, ou seja, permitiria a eles se apropriarem de aspectos dessa leitura e, sobretudo, escrita? Partindo da prática de leitura em suspense1, a pesquisa desse projeto centrou-se, principalmente, em tentar conceber uma estratégia de escrita que permitisse não somente aos alunos experimentarem o processo de escrita com menos rejeição (como ocorre comumente) como também, ampliarem seu repertório no que diz respeito ao gênero estudado, sobretudo porque essa a questão do raciocínio lógico perpassa vários outros gêneros textuais. Trabalhamos com uma turma de 9o ano do Ensino Fundamental de uma escola pública no município de Volta Redonda, no Estado do Rio de Janeiro, que permita aos alunos ampliarem seu repertório no que concerne à leitura de narrativa policial. Elegemos como autor literário para a pesquisa a escritora Agatha Christie, particularmente com um conto em que o investigador é o clássico detetive Hercule Poirot. Apoiamo-nos, teoricamente, nas teorias do letramento (SOARES), particularmente do letramento literário (AGUIAR e COSSON), na teoria do efeito estético (ISER), de leitura compartilhada (COLOMER), mediação (PETIT) e nas concepções de narrativas policiais de Todorov. Temos como metodologia a pesquisa-ação, visto não somente o caráter interventivo da pesquisa como também a participação efetiva do professor pesquisador em sala de aula.
It’s ordinary to listen today, when debating issues of reading and text production in the classroom of Elementary School, that student should contact with a wide range of texts, for that you can expand knowledge of the language, using in it in order to achieve the desired goals. In this way, It’s essential that explore the most diverse text genres, regardless of that textual typology it predominates. However, at least in my practice, I see a tendency to favour, especially with the work of writing when we focus opinion text, argumentative dialogue, critical review, among others who have predominantly argumentative text-type. Another fact that always caught my attention, while elementary school teacher, is that the narratives, that involve the investigative perspective, such as the police narratives, like them enough. In general, they experience these narratives in film, and, in your vast majority, in TV series like Dexter and 24 Horas. In this way, we have formulated the following investigative hypothesis: considering that one of the main features of narratives cops is the logical-rational support, which implies the ordering of thought sequenced (in variations as the author), in that way a systematic work of reading and writing in this narrative genre, would change the expansion of repertoire of students, in other words, would allow them to take ownership of aspects of that reading and writing? Starting from the reading practice in suspense1 , the research of this project focused in trying to devise a strategy of writing that allowed not only to students try the writing process with less rejection as also, extend your repertoire with regard to genre studied especially because the point of logical reasoning pervades several other genres. We work with a class of ninth grade of Elementary School of public school in the municipality of Volta Redonda in the state of Rio de Janeiro, that allow students to extend your repertoire with regard to police narrative reading. We elect as literary author for research the writer Agatha Christie, particularly with the tales in which the investigator is the classic detective Hercule Poirot. We support, theoretically, in the theories of Literacy (SOARES), particularly the Literary Literacy (COSSON), in the theory of Aesthetic Effect (ISER), shared reading (COLOMER), mediation (PETIT), and on the conceptions of narratives of Todorov. We have how action research methodology seen not only the character of intervention research as well as the effective participation of the teacher in the classroom.

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Martins, Morgana Fernandes. "O som ouvido visto e sentido: o repertório sonoro da cena teatral e a dramaturgia sonora dos espetáculos do Circo Teatro Udi Grudi." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/1250.

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This dissertation presents an analysis regarding the sonorous repertoire within the theater ambit and how it can become the conductor in a dramaturgy. This analysis runs through the importance and functions of the sound repertoire in the theatrical ambit as well as other aspects of the subject. The explanation on the subject is discussed from a study about the Circo Teatro Udi Grudi from Brasilia. This group is known for its eminence on the sound repertoire as diversity. For this dissertation three plays were analyzed: O Cano, O Ovo e A Devolução Industrial. In all three plays it s possible to realize that the sound repertoire is the conductor of the scene´s dramaturgy, each one in it´s own way. The following authors were used as reference for the theoretical basis support: Lívio Tragtenberg, Luiz Otávio Carvalho Gonçalves de Souza e Roberto Gill Camargo. They are theoretical and in practice researchers. The following authors were taken to deepen the discussion: José Miguel Wisnik and Murray Schafer, who write about sound in a reflective matter
A presente pesquisa tem como principais focos a análise do repertório sonoro no âmbito teatral e como este elemento cênico pode se tornar o condutor da dramaturgia da cena. Essa análise explora diversas vertentes do tema, partindo da importância e das funções do repertório sonoro em meio ao contexto cênico. A explanação dos assuntos levantados é discutida e refletida por meio do estudo realizado sobre o trabalho do Circo Teatro Udi Grudi de Brasília. Esse grupo dedica grande destaque e diversidade aos repertórios sonoros de seus espetáculos teatrais. São três os trabalhos do grupo analisados nesta dissertação: O Cano, O Ovo e A Devolução Industrial. Nos três espetáculos é possível perceber, cada um a sua maneira, que o repertório sonoro é o condutor da dramaturgia da cena. Como sustentação da base teórica deste estudo recorri aos autores Lívio Tragtenberg, Luiz Otávio Carvalho Gonçalves de Souza e Roberto Gill Camargo, pesquisadores práticos e teóricos a respeito do tema. E para aprofundar a discussão utilizei também as teorias de José Miguel Wisnik e Murray Schafer, autores que discorrem de maneira reflexiva a respeito do som

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Tavella, Mirian Sanábio. "Mediação literária e experiência estética em sala de aula: transitando no universo de contos de Machado de Assis." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5770.

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Percebemos, em nossa prática cotidiana, que nossos alunos têm poucas estratégias de lida com o múltiplo espaço do texto literário. Apesar de lerem literatura fora da sala de aula, sobretudo no universo dos best sellers e da literatura infantil e juvenil, demonstram terem pouca experiência de leitura literária com textos mais complexos. Percebemos, da mesma forma, que o grande interesse deles é em tecnologias digitais, principalmente uso de celulares, internet, jogos, redes sociais (Facebook, WhatsApp). Diante desse quadro, fizemo-nos, então, a seguinte pergunta: como intervir nesse contexto de modo a alterá-lo, ou seja, de modo a fazer com que os alunos partissem do nível de competência literária em que se encontravam e avançassem, processualmente, para outros níveis? Para tal, tivemos, como objetivo de pesquisa, verificar em que sentido a estratégia de leitura em suspense (MATHIAS, 2016) combinada com o conceito de leitura compartilhada (COLOMER, 2007) e a prática do círculo de leitura (COSSON, 2014b) permitem alterar o cenário encontrado na turma para a qual se propõe esta pesquisa. Nessa perspectiva, esta pesquisa de mestrado, de caráter interventivo, teve por objetivo experimentar estratégias de mediação no letramento literário de alunos do Ensino Fundamental de uma escola pública municipal, auxiliando na ampliação de seu repertório de leitura literária de modo a permitir-lhes vivenciar o literário com foco, sobretudo, em uma experiência com o estético1. Para tal, concebemos um experimento que envolveu: 1) a leitura de três contos de Machado de Assis, de modo a inserir os alunos no universo de um autor pertencente ao sistema canônico da literatura e 2) a produção dos alunos sobre essa leitura a partir de um diálogo mais íntimo com o espaço literário, no nosso caso, a produção do que chamamos de um contotrailer de um dos contos lidos.
We realize, in our day-to-day practice, that our students have few strategies to deal with the multiple space of the literary text. Although they read literature outside the classroom, especially in the universe of bestsellers and children's and teenager’s literature, they show little literary reading experience with more complex texts. We also noticed that their great interest is in digital technologies, mainly the use of cell phones, internet, games, social networks (Facebook, WhatsApp). Faced with this picture, we then asked ourselves the following question: how to intervene in this context in order to change it, that is, in order to get students to leave the level of literary competence in which they were in and to progress, procedurally , to other levels? To that end, we had as a research objective to verify in which sense the strategy of reading in suspense (MATHIAS, 2016) combined with the concept of shared reading (COLOMER, 2007) and the practice of the reading circle (COSSON, 2014b) allow the change in the scenario found in the class for which this research is proposed. In this perspective, this master's research, of an interventional character, had the objective of experimenting mediation strategies in the literary literacy of elementary school students of a municipal public school, helping in the expansion of their repertoire of literary reading in order to allow them to experience the Literary with focus, above all, on an experience with the aesthetic 1. For this, we conceived an experiment that involved: 1) the reading of three short stories by Machado de Assis, in order to insert the students in the universe of an author belonging to the canonical system of literature and 2) the students' production of this reading from a more intimate dialogue with literary space, in our case, the production of what we call a contotrailer of one of the short stories.

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Ben, Abdallah Kaouthar. "Étude de l’intégration linguistique des nouveaux arrivants : une enquête sociolinguistique au collège Diderot de Besançon (Doubs)." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1021/document.

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La Thèse porte sur l’IL des nouveaux arrivants dans le contexte de Français Langue Seconde enFrance. Elle vise l’objectif suivant : décrire et comprendre le comportement linguistique du groupeenquêté. Notre démarche est micro-sociolinguistique aussi bien dans la problématique que dans laméthodologie adoptée. Ancrée en sociolinguistique et en didactique, notre recherche est articulée à lathématique de l’immigration et s’est construite à partir d’une approche empirico-inductive. Afin demieux comprendre les problématiques liées au phénomène migratoire et aux processus d’intégrationqui en découle, nous plaçons le concept d’intégration linguistique au centre de cette recherche. Lathèse emprunte une démarche qualitative longitudinale et de réflexivité qui accorde une priorité auterrain. Le but est d’analyser comment se construit et se développe le processus d’IL – processusévolutif se déroulant dans le temps – vers le français de ces jeunes à travers les réseaux sociauxcommunicationnels et d’examiner ensuite dans quelle mesure ces instances influencent les usageslinguistiques des sujets de l’enquête. Les résultats obtenus indiquent une présence importante dufrançais dans les pratiques langagières déclarées à l’intérieur de ces réseaux. De ce fait, leurintégration linguistique est amorcée. Toutefois, ces comportements ne sont pas stables. Ils sontbeaucoup plus le fait d’une « adaptation » à des réseaux sociaux et linguistiques, que celui d’un choixlinguistique personnel définitif. Il ne faut donc pas prendre ces résultats comme la matérialisation depratiques langagières définitives mais comme un état provisoire dans un processus d’intégration encours. Certaines de nos conclusions pourraient être utilisées pour l’élaboration de programmesd’enseignement/apprentissage du FLS en contexte français. D’autres pourraient grandement aider lesformateurs d’enseignants afin de mieux préparer les futurs maîtres et les enseignants en poste àintégrer dans leurs classes « normales » des ENAF. La présence de ce public scolaire dans le systèmeéducatif français implique l’urgence de concevoir une didactique du plurilinguisme qui considère lesréalités langagières des ENAF
The thesis focuses on the linguistic integration of newcomers in the context of French as a SecondLanguage in France. It has the following objectives: to describe and understand the languagebehaviour of the group investigated. Both in the research questions and in the methodology, weadopted a micro-sociolinguistic approach. Anchored in sociolinguistics and didactics, our research isarticulated to the theme of immigration and was constructed from an empirical-inductive approach. Tounderstand better the issues related to migration phenomena and the induced integration processes, wehave put the concept of linguistic integration at the centre of this research. The thesis uses alongitudinal and qualitative approach, which reflexivity gives priority to fieldwork. The linguisticintegration process is evolutionary and takes time. The aim was to analyze how this process builds anddevelops through communicative social networks for these young people learning French. Then wehave considered how these instances influence the language uses of the subjects surveyed. The resultsshow a significant presence of the French language in the practices described by the children withinthese networks. Thus, their linguistic integration is initiated. However, these behaviours are not stable.They are much more the result of "adaptation" to social networks and language, than a final andpersonal choice of a language. So these results shall not be taken as the realization of permanentlinguistic practices but as a provisional state in an integration process under way. Some of our findingscould be used to develop curricula and learning programs for French as a second language in a Frenchcontext. Other findings could greatly help teachers’ educators to prepare future and currentlyemployed teachers to integrate newcomers into their "normal" classes better. The presence of thesepupils in the French education system implies urgency in developing a didactics for multilingualism,which would take into account the linguistic realities of newcomer pupils

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Santos, Najla Elisângela dos. "A prática coral como atividade extracurricular em escolas de ensino fundamental: um estudo na cidade de Florianópolis." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/1516.

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This research sought to understand how choir practice occurs and the roles this activity plays in five elementary schools in the city of Florianopolis, Santa Catarina state, Brazil. The following specific objectives were established: map the elementary school choirs in the city of Florianopolis; identify how the choir practice is embedded in public and private schools; know the characteristics of different school choir groups; analyze the goals of principals, conductors, students and families in regards to the choir practice performance and identify possible relationships between the practices performed by the choirs and the roles they take in their respective contexts. In the literature review, there were different elements on school choir practice, highlighting the functions of music performed in society and schools. It was considered the social roles of music mainly as categorized by Alan Merriam, including other authors who also study the subject. The methodology used was the multiple case study within a qualitative approach. The instruments of data collection were observations, semi-structured interviews, focus groups and questionnaires. In each context we sought to understand the conceptions of principals, conductors, singers and families involved in this activity in the schools surveyed. These data were transcribed, organized and analyzed from three categories: 1) the choir as an extracurricular activity; 2) who could sing in the choir and 3) repertoire and rehearsals. The results reveal the existence of only twelve choirs among the ninety-nine elementary schools identified in Florianopolis. These choirs are all inserted as extracurricular activities in these institutions. Among the five choirs surveyed, some similarities and differences were identified in regards to the functions they perform in each context. In general, roles of institutional validation, contribution to societal integration and entertainment were predominant. The knowledge of these roles may contribute to better understand how this practice occurs in each school favoring decisions that enhance even more the offered proposals. Furthermore, the analysis and reflection in this work can foster understanding the relevance, presence and expansion of the choir practice as a tool for school music education
Esta pesquisa buscou compreender como ocorre a prática coral e que funções esta atividade exerce em cinco escolas de ensino fundamental no município de Florianópolis, no estado de Santa Catarina. Foram estabelecidos os seguintes objetivos específicos: mapear os corais das escolas de ensino fundamental da cidade de Florianópolis; identificar de que forma a prática coral está inserida nas escolas públicas e privadas; conhecer as características de diferentes grupos corais escolares; analisar os objetivos dos diretores, regentes, estudantes e familiares com relação à prática coral realizada; e identificar as possíveis relações entre as práticas realizadas pelos corais e as funções que estes exercem em seus respectivos contextos. Na revisão de literatura foram apresentados diferentes elementos sobre a prática coral escolar, destacando-se as funções da música exercidas na sociedade e na escola. Foram consideradas as funções sociais da música categorizadas principalmente por Alan Merriam, incluindo outros autores que também estudam o assunto. O caminho metodológico utilizado foi o estudo de casos múltiplos dentro de uma abordagem qualitativa. Os instrumentos de coleta de dados foram observações, entrevistas semi-estruturadas, grupos focais e questionários. Em cada contexto buscou-se compreender as concepções dos diretores, regentes, coralistas e familiares envolvidos nesta atividade nas escolas pesquisadas. Estes dados foram transcritos, organizados e analisados a partir de três categorias: 1) o contexto pesquisado; 2) o coral como atividade extracurricular e 3) práticas realizadas. Os resultados revelam a existência de apenas doze corais entre as noventa e nove escolas de ensino fundamental identificadas no município de Florianópolis. Estes corais estão todos inseridos como atividades extracurriculares nestas instituições. Entre os cinco corais pesquisados foram identificadas semelhanças e diferenças com relação às funções que os mesmos desempenham em cada contexto. De maneira geral, predominam as funções de validação das instituições, de contribuição para a integração da sociedade e de entretenimento. O entendimento dessas funções poderá contribuir para a compreensão mais aprofundada sobre como esta prática ocorre em cada escola favorecendo a tomada de decisões que aprimorem ainda mais as propostas oferecidas. Além disso, a análise e a reflexão realizadas neste trabalho poderá fomentar o entendimento da relevância, da permanência e da ampliação da prática coral como ferramenta para a educação musical escolar

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Haque, Shahzaman. "Etude de cas sociolinguistique et ethnographique de quatre familles indiennes immigrantes en Europe : pratiques lagagières et politiques linguistiques nationales et familiales." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00840860.

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Ce travail de recherche s'inscrit dans une approche pluridisciplinaire - monographique, ethnographique et sociolinguistique avec une dimension longitudinale. Il tente de décrire de manière approfondie les pratiques linguistiques familiales de quatre familles indiennes immigrantes installées dans quatre pays européens : la France, la Suède, la Norvège et la Finlande. Cette étude cherche également à cerner les enjeux des politiques linguistiques familiales, domaine dans lequel peu de recherches ont été entreprises et qui, de ce fait, reste à développer. Par ailleurs, les idéologies et attitudes concernant les langues se traduisent dans les décisions prises par les chefs de la famille, les parents, qui privilégient l'apprentissage de telle ou telle langue, pour eux-mêmes et surtout pour les enfants. Au plan macro, la politique linguistique nationale de chacun des pays concernés par notre étude est évoquée, y compris celle de l'Inde, avec un centrage sur la politique linguistique éducative et les modalités d'enseignement des langues migrantes. Le plurilinguisme des participants est analysé avec la notion de répertoire multilingue au sein duquel les compétences langagières sont segmentées par domaine. Les notions d'espace, de contexte, de mobilité, d'échelle, de polycentralité et d'ordres d'indexicalité ont été convoquées pour pouvoir appréhender ces compétences. La transmission linguistique intergénérationnelle est abordée par le biais d'une analyse critique de la politique linguistique familiale et nationale ainsi que la question de l'incidence du legs des valeurs culturelles et linguistiques du pays d'origine (ou de son absence) sur la construction de l'identité de la deuxième génération.

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Norwood, Rachel. "Expanding the linguistic repertoire bilingual Spanish speakers as third language learners /." 2004. http://purl.galileo.usg.edu/uga%5Fetd/norwood%5Frachel%5Fj%5F200408%5Fphd.

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Mirus, Gene R. 1969. "The linguistic repertoire of deaf cuers: an ethnographic query on practice." Thesis, 2008. http://hdl.handle.net/2152/3889.

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Taking an anthropological perspective, this dissertation focuses on a small segment of the American deaf community that uses Cued Speech by examining the nature of the cuers' linguistic repertoire. Multimodality is at issue for this dissertation. It can affect the ways of speaking or more appropriately, ways of communicating (specifically, signing or cueing). Speech and Cued Speech rely on different modalities by using different sets of articulators. Hearing adults do not learn Cued Speech the same way deaf children do. English-speaking, hearing adult learners can base their articulation of Cued Speech on existing knowledge of their spoken language. However, because deaf children do not have natural access to spoken language phonology aurally, they tend to learn Cued Speech communicatively through day-to-day interactions with family members and deaf cueing peers. I am interested in examining the construct of cuers' linguistic repertoire. Which parts of their linguistic repertoire model after signed languages? Which parts of their linguistic repertoire model after spoken languages? Cuers' phonological, syntactal and lexical repertoire largely depends on several factors including social class, geography, and the repertoire of hearing cuers whom they interacted with on a daily basis. For most deaf cuers, hearing cuers including parents, transliterators and educators serve as a model for the English language. Hearing cuers play a role as unwitting gatekeepers for the maintenance of 'proper' cueing among deaf users. For this dissertation, I seek to study the effects of modality on how cuers manage their linguistic repertoire. The statement of the problem is this: Cued Speech is visual and made with the hands like ASL but is ultimately a code for the English language. The research questions to be examined in this dissertation include how cuers adapt an invented system for their purposes, what adjustments they make to Cued Speech, how Cued Speech interacts with gesture, and what language play in Cued Speech looks like.
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Petrova, Natallia. "Jazykový management rusky mluvících vysokoškoláků v České Republice v socioekonomickém kontextu." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-343804.

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This thesis is devoted to the language management of Russian-speaking university students and graduates in the socioeconomic context of the Czech Republic. The first, theoretical section, is based on the results of previous studies as well as statistical data. It delimits the concepts of language management and Language Management Theory describes the types of language management, and explains its processual character. The second, empirical section of the thesis, is devoted to a qualitative research study based on semi-structured interviews with 10 speakers of Russian as a first or second language who were studying or who had studies at universities in the Czech Republic. The aim of the research was to gain up-to-date information on respondents' subjective understanding of their position on the Czech labor market. The results reveal connections between language, communicative and socio- cultural (including socio-economic) management thus connect issues of language competence and linguistic repertoires and the socio-economic position of Russian-speaking university students and graduates in the Czech Republic.

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Dissertations / Theses on the topic 'Linguistic Repertoire'

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