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Dissertations / Theses on the topic 'Portuguese as an additional language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Barba, Renato Augusto Vortmann de. "Null object in portuguese as an additional language." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7549.

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Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T18:45:11Z No. of bitstreams: 1 DIS_RENATO_AUGUSTO_VORTMANN_DE_BARBA_COMPLETO.pdf: 961856 bytes, checksum: 3bc19ee0642b80af8997a18416275a99 (MD5)<br>Made available in DSpace on 2017-06-30T18:45:11Z (GMT). No. of bitstreams: 1 DIS_RENATO_AUGUSTO_VORTMANN_DE_BARBA_COMPLETO.pdf: 961856 bytes, checksum: 3bc19ee0642b80af8997a18416275a99 (MD5) Previous issue date: 2017-01-19<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES<br>Dentro da teoria gerativa dos princ?pios e par?metros (Chomsky, 1981), categorias v
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Pabst, Luiza Ujvari. "Lições de sintaxe do português brasileiro para estrangeiros." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/116483.

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Este trabalho se insere no âmbito da Teoria e Análise Linguística, bem como no do Ensino de Português como Língua Adicional, área que vem crescendo constantemente no Brasil, e que necessita, cada vez mais, de estudos destinados a contribuir para essa realidade. A partir da breve – mas significativa – experiência da autora nessa área de docência, foram reunidos sete tópicos gramaticais (a saber, a estrutura da frase, o uso do sistema verbal, as preposições, os artigos, a concordância nominal, uso e colocação dos pronomes oblíquos e o uso dos demonstrativos no português brasileiro), sobre os qua
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Evers, Aline. "Processamento de língua natural e níveis de proficiência do português : um estudo de produções textuais do exame Celpe-Bras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79447.

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Este trabalho trata dos temas da proficiência em português como língua adicional e da detecção de padrões lexicais e coesivos a partir de um enfoque computacional, situando o tema em meio à descrição de textos produzidos no contexto do exame de proficiência Celpe- Bras de 2006-1. Fazendo uso de pressupostos teórico-metodológicos da Linguística de Corpus, da Linguística Textual e do Processamento de Língua Natural, investigou-se a hipótese de que seria possível classificar, de modo automático, textos submetidos ao exame conforme níveis de proficiência pré-estabelecidos. Por meio do processament
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4

Leroy, Henrique Rodrigues. "Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3870.

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Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-16T13:11:47Z No. of bitstreams: 2 Henrique_Leroy2018.pdf: 2022621 bytes, checksum: 3ad8717b5b9e1edb2bb70b4bd51c698f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-08-16T13:11:47Z (GMT). No. of bitstreams: 2 Henrique_Leroy2018.pdf: 2022621 bytes, checksum: 3ad8717b5b9e1edb2bb70b4bd51c698f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-14<br>Hearing the voices of the South in order to socially include th
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5

Kraemer, Fernanda Farencena. "Português língua adicional : progressão curricular com base em gêneros do discurso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/54078.

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Este trabalho visa a refletir sobre como se pode organizar uma progressão curricular para o ensino de português como língua adicional (PLA) com base na noção bakhtiniana de gêneros do discurso (BAKHTIN, 2003; BAKHTIN / VOLOCHÍNOV, 2006). Para tanto, apresento os conteúdos dos cursos de referência do Programa de Português para Estrangeiros da Universidade Federal do Rio Grande do Sul (UFRGS), contexto desta pesquisa; descrevo o perfil dos alunos e suas necessidades de uso da língua portuguesa e analiso documentos de referência para o ensino de línguas, a saber, o Quadro de Referência para o Ens
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6

Cardoso, LÃdia AmÃlia de Barros. "Diversidade lexical e nÃveis de proficiÃncia (B2 e C1) em portuguÃs como lÃngua adicional." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18752.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior<br>Programa de Doutorado-sanduÃche no Exterior<br>O objeto de estudo do presente trabalho à o conhecimento lexical evidenciado em produÃÃes escritas de aprendizes de PortuguÃs como LÃngua Adicional (PLA). AtravÃs de um design exploratÃrio, a partir do corpus (Recolha de Corpora de PLA da Universidade de Coimbra), investigamos os estÃgios de desenvolvimento da interlÃngua (IL) na tentativa de comparar a diversidade lexical, examinando a variaÃÃo dos nÃveis de proficiÃncia estabelecidos de acordo com os Ãndices calculados pela ferramenta
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7

Costa, Éverton Vargas da. "Práticas de formação de professores de português língua adicional em um instituto cultural brasileiro no exterior." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72754.

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Esta pesquisa tem por objetivo descrever como acontece a formação de professores de Português como Língua Adicional em um Instituto Cultural Brasileiro, situado na capital de um país sul-americano. Entende-se formação de professores como ações inerentes às práticas cotidianas nas quais os participantes se envolvem no espaço escolar. Desde a perspectiva da racionalidade prática, prioriza-se os conhecimentos produzidos na prática do professor, e não unicamente a ampliação de seus conhecimentos técnicos (Pérez Gómez, 1995). As noções de conhecimento-na-ação e de reflexão-na-ação, propostas por Sc
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8

Mittelstadt, Daniela Doneda. "Orientações curriculares e pedagógicas para o nível avançado de português como língua adicional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/102208.

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Este trabalho tem por objetivo sistematizar orientações curriculares e pedagógicas para o nível avançado de português como língua adicional (PLA) embasadas na concepção de uso da linguagem como prática social (CLARK, 2000), na perspectiva bakhtiniana de gênero do discurso (BAKHTIN, 2010a) e na convicção de que o objetivo do ensino de línguas é contribuir para a participação mais confiante e autoral dos educandos em esferas de uso da linguagem em que já atuem e em outras nas quais desejem/necessitem atuar (SCHLATTER; GARCEZ, 2012). Parto do que está proposto como progressão curricular para os n
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Farias, Bruna Sommer. "Do testemunho de uma experiência na linguagem para uma reflexão enunciativa sobre o fazer linguístico implicado em aprender e ensinar português como língua adicional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/102209.

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Esta dissertação tem como escopo de análise a enunciação que ocorre em sala de aula de português como língua adicional. A configuração do corpus se dá em forma de um testemunho dado pela pesquisadora, que se colocou como observadora em uma sala de aula da Universidade Federal do Rio Grande do Sul, onde alunos, falantes de espanhol, matriculados no curso Básico para Falantes de Espanhol do Programa de Português para Estrangeiros da universidade supracitada, tiveram aulas de português com uma professora brasileira. A noção de testemunho aqui apresentada inspira-se em Giorgio Agamben (2005; 2008)
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10

Conceição, Janaína Vianna da. "Gêneros orais nas aulas de PLA : princípios e práticas de ensino." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/157916.

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Esta dissertação tem como objetivo propor princípios para orientar o trabalho de seleção, adaptação, modificação e elaboração de materiais didáticos ele PLA que tenham como foco a oralidade e os gêneros orais públicos. Discuto possíveis maneiras de se explorar aspectos linguístico-discursivos e multimoclais em textos orais autênticos e em textos escritos que apresentam uma relação com a modalidade oral. Organizo e sistematizo um conjunto de aspectos considerados relevantes para o ensino ela oralidade, com base em análises ele livros didáticos voltados para o ensino ele gêneros orais, em parâme
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11

Sidi, Walkiria Ayres. "Avaliação em escrita no ensino on-line de português como língua adicional : do LMS à rede social." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/139385.

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A avaliação da aprendizagem é uma preocupação docente constante e que enfrenta novos desafios com o advento do ensino a distancia on-line (Polak, 2009). Neste trabalho, são analisados e discutidos parâmetros e práticas de avaliação qualitativa em um curso de português como língua adicional a distância com vistas à geração e validação de critérios adicionais. O contexto de ensino é o Curso de Espanhol e Português para Intercâmbio (CEPI), destinado aos participantes do Programa Escala de mobilidade discente e ofertado pela Universidade Federal do Rio Grande do Sul no ambiente virtual de aprendiz
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12

Cababe, Bruna Soares. "Aprendizagem-desenvolvimento de Português como língua adicional: multimodalidade, multiculturalidade e perguntas argumentativas." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13679.

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Made available in DSpace on 2016-04-28T18:22:52Z (GMT). No. of bitstreams: 1 Bruna Soares Cababe.pdf: 3865855 bytes, checksum: 3a54efb6dc430e93903a7bea9cbdcb13 (MD5) Previous issue date: 2014-06-27<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>This research is embedded in Critical Applied Linguistics and aims to investigate the relation between Social Activity mediated through questions and learningdevelopment in Portuguese as an Additional Language (PLA) classes, in order to contribute to the study and practice of teaching PLA for foreign students living in Brazil. Thi
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Käfer, Maria Lidiani. "A conscientização linguística como fundamento para uma abordagem plural no ensino de alemão-padrão em contextos de contato português-hunsrückisch." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79439.

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Na década de 80, um programa intitulado Language Awareness (Conscientização Linguística) surgiu na Inglaterra a fim de contribuir com a aprendizagem da língua materna. Porém, logo em seguida, passou a ser integrado também no ensino de L2. O termo “Conscientização Linguística”, de acordo com Donmall (1985, p. 7) refere- se à sensibilidade e à consciência do individuo sobre a natureza da linguagem e seu papel na vida humana. O presente estudo visa a discutir o conceito de Conscientização Linguística (CL) como uma possível prática de ensino em aulas de alemão como língua adicional em contextos bi
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14

Bulla, Gabriela da Silva. "Relações entre design educacional, atividade e ensino de português como língua adicional em ambientes digitais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/103870.

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A base teórica de um curso online de língua adicional, bem como sua metodologia de ensino, seus materiais didáticos, ambientes virtuais e ferramentas online, são geralmente definidos e criados antes do início do curso ou da realização de atividades durante o curso. Quando o curso inicia, professores e alunos são inevitavelmente impelidos a lidar com tarefas pedagógicas e espaços virtuais criados ou escolhidos previamente, podendo ocasionar tensões de diferentes naturezas entre o design do curso, o andamento do curso e os seus participantes. A presente pesquisa tem como objetivos (a) analisar i
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Rosa, Filho Jeová Araújo. "Interculturality in the additional language classroom." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/132985.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2015.<br>Made available in DSpace on 2015-05-19T04:09:20Z (GMT). No. of bitstreams: 1 333577.pdf: 4254035 bytes, checksum: 111ca9c309efc1c5992093d7f90be501 (MD5) Previous issue date: 2015<br>Abstract : A great deal has been discussed and written about the relevance of interculturality in the additional language teaching and learning (Kramsch, 1993; Byram, 2002; Liddicoat and Scarino, 2013). According to Kram
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Abboud, Omaima. "Lexical organization in an additional language." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678601.

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Naude, Elsie. "Profiling language in young urban English additional language learners." Thesis, University of Pretoria, 2006. http://hdl.handle.net/2263/29212.

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The development of language and communication skills in young children is directly related to future academic success. Young children who are at risk for language impairment should, therefore, be identified as early as possible so that their language development may be optimised. Multilingualism, which has become a universal phenomenon, may mask the presence of language impairment if the pre-school teacher or speech-language therapist is not proficient in the young multilingual learner’s primary language. In some urban areas of South Africa, where many languages are represented in each pre-sch
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Martins, Ciro Alexandre Domingues. "Dynamic language modeling for European Portuguese." Doctoral thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/2220.

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Doutoramento em Engenharia Informática<br>Actualmente muitas das metodologias utilizadas para transcrição e indexação de transmissões noticiosas são baseadas em processos manuais. Com o processamento e transcrição deste tipo de dados os prestadores de serviços noticiosos procuram extrair informação semântica que permita a sua interpretação, sumarização, indexação e posterior disseminação selectiva. Pelo que, o desenvolvimento e implementação de técnicas automáticas para suporte deste tipo de tarefas têm suscitado ao longo dos últimos anos o interesse pela utilização de sistemas de reconhecimen
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Grey, Sarah Elizabeth. "A neurocognitive investigation of bilingual advantages at additional language learning." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590106.

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<p> This study investigated bilingual advantages at additional languages learning by comparing early, highly proficient bilinguals to monolinguals' learning of an additional language in adulthood. The study used both behavioral and neurocognitive measures (event-related potentials) and tested subjects along the trajectory of learning from low to high experience across two exposure contexts: with or without grammar information on the language. The results of the study showed that behavioral results varied as a function of exposure context - performance differences were found when subjects were
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Volpato, Mayara. "Interculturality in additional language teaching, reality or just another dream?" reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123222.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.<br>Made available in DSpace on 2014-08-06T17:57:13Z (GMT). No. of bitstreams: 1 327293.pdf: 828207 bytes, checksum: 25a5e3a2e791d05faadaaaadcecf5be8 (MD5) Previous issue date: 2014<br>Considerando que o inglês não é uma língua que pertence apenas aos seus falantes nativos, mas a qualquer individuo que deseje usa-la, há uma necessidade de mudar a forma como a língua é ensinada. Uma abordagem intercultur
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Gevorkian, Maria. "The Impact of Different Proficiency Levels of Swedish as L2 on Vocabulary Acquisition of English as L3 : Cross-linguistic influences between Swedish as L2 and English as 3 at Upper-Secondary School." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73719.

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The fact that English is not only a widespread foreign language,a recognized lingua franca in Sweden but even one of the major subjects at Swedish secondary school promotes its acquisition at all levels of everyday life. The increasing mobility of the world population has resulted in a unique situation when English is acquired as L3 by many students. In secondary schools English teachers daily meet students whose native language is not Swedish. The palette of the students' native languages is colourful and diverse: Polish, Arabic, Spanish, Chinese, Croatian, etc.-- all in one classroom. Teachi
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Sharples, Robert James Edward. "Rethinking 'English as an additional language' : an ethnographic study of young migrants, language and schools." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17643/.

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This thesis is an ethnographic study of adolescent migrants in a South London secondary school. It examines what happens when young people from very different backgrounds encounter the education system in the UK. Very often, they are classified as ‘EAL’ (because they use English as an additional language) and are required to learn the majority language so that they can access the curriculum. I argue that this needs rethinking to take account of the skills, experiences and aspirations of the young people. The thesis is organised into three main parts. The first describes the setting and the bro
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PINTO, MADALENA VAZ. "MODERNISM IN PORTUGUESE LANGUAGE: PORTUGAL AND BRAZIL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10100@1.

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FUNDAÇÃO CALOUSTE GULBENKIAN<br>Os Modernismos português e brasileiro iniciam-se com sete anos de diferença (1915 - 1922), o português com a publicação da revista Orpheu, o brasileiro com a Semana de Arte Moderna. Como países à margem dos centros hegemônicos, Portugal e Brasil convivem com um déficit de autonomia cultural. O modernismo representa, nos dois casos, ainda que partindo de pressupostos distintos, uma forma de superação dessa desvalia. Se era essencial ser absolutamente moderno, como dizia Rimbaud, tal postura implicava uma ruptura com a tradição, e, como conseqüência, uma
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Nenopoulou, Styliani. "Dyslexia versus English-as-an-additional language : literacy and phonological skillls." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/709/.

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Swanepoel, Nadia. "Teaching English reading comprehension to Grade 2 First Additional Language learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60983.

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English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that t
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Chan, Siu-wai Louisa, and 陳小慧. "Learning Japanese as an additional language: a case study of one learner's experience." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056065.

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Burgoyne, Kelly. "The comprehension skills of children learning English as an additional language (EAL)." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/20233/.

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The attainment gap between monolingual, English-speaking children and children learning EAL is a continuing cause for concern (NALDIC, 2004). Investigations into EAL learners' literacy skills have identified comprehension as a key area of difficulty for this group (e.g. Hutchinson, Whiteley, Smith & Connors, 2003). For monolingual children, difficulties with comprehension impact on learning and attainment across the curriculum (Cain & Oakhill, 2006). Increasing our understanding of the comprehension difficulties faced by children learning PAL may, therefore, contribute to an understanding of t
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Gomes, Deisiane de Oliveira. "Developing awareness raising of rhetorical aspects in English as an additional language." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2012. http://tede2.pucrs.br/tede2/handle/tede/2033.

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Made available in DSpace on 2015-04-14T13:38:34Z (GMT). No. of bitstreams: 1 437305.pdf: 426541 bytes, checksum: 64e9c3f6149cf06c3e3dc83ede91bcfa (MD5) Previous issue date: 2012-01-03<br>Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetoric considering
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Gomes, Deisiane de Oliveira. "Developing awareness raising of rhetorical aspects in English as an additional language." Pontifícia Universidade Católica do Rio Grande do Sul, 2011. http://hdl.handle.net/10923/4057.

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Made available in DSpace on 2013-08-07T19:01:04Z (GMT). No. of bitstreams: 1 000437305-Texto+Completo-0.pdf: 426541 bytes, checksum: 64e9c3f6149cf06c3e3dc83ede91bcfa (MD5) Previous issue date: 2011<br>Learning a language is not just knowing its vocabulary, grammar and phonology. These are undoubtedly important aspects of language. On the other hand, in order to be able to communicate efficiently the learner also needs to be familiar with the pragmatic aspects of language. Bearing this in mind, we will propose an analysis of two texts (one literary and other political). We will discuss Rhetor
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Oliveira, Desiree. "Portuguese as a Foreign Language: Motivations and Perceptions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2874.

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Portuguese enrollments have been on a continuous rise at universities in the United States. Due to this increase it is important that teachers and department administrators understand what the motivations of Portuguese students are. This study reports on the findings of a survey conducted with lower-level Portuguese students at Brigham Young University regarding their motivations to study the language and compares these motivations with those of students of French, German, Italian, and Spanish. In addition, the study reports on students' perspectives on Portuguese in contrast to their perspect
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Filho, Pedro Paulo Balage. "Aspect extraction in sentiment analysis for portuguese language." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-05122017-140435/.

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Aspect-based sentiment analysis is the field of study which extracts and interpret the sentiment, usually classified as positive or negative, towards some target or aspect in an opinionated text. This doctoral dissertation details an empirical study of techniques and methods for aspect extraction in aspect-based sentiment analysis with the focus on Portuguese. Three different approaches were explored: frequency-based, relation-based and machine learning. In each one, this work shows a comparative study between a Portuguese and an English corpora and the differences found in applying the approa
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Duarte, Eduardo Santos. "Sentiment analysis on twitter for the portuguese language." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/11338.

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Dissertação para obtenção do Grau de Mestre em Engenharia Informática<br>With the growth and popularity of the internet and more specifically of social networks, users can more easily share their thoughts, insights and experiences with others. Messages shared via social networks provide useful information for several applications, such as monitoring specific targets for sentiment or comparing the public sentiment on several targets, avoiding the traditional marketing research method with the use of surveys to explicitly get the public opinion. To extract information from the large amounts o
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Qureshi, Muhammad Asif. "Age and knowledge of morphosyntax in English as an additional language| Grammatical judgment and error correction." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705456.

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<p> Research on age and second language acquisition (L2A) is vast, but inconclusive. Such research has mainly been motivated by the Critical Period Hypothesis (CPH), which postulates that language acquisition becomes extremely difficult after the onset of puberty. Also, there is a lack of research on age and third/additional language (L3/Ln) learning. To fill this gap, this dissertation examines differences in morphosyntactic knowledge between early and late learners of English as a L3/Ln. In this study, `early' and `late' learners are those participants first exposed to English as a medium of
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Ellis, Cheryl. "It speaks my language! Inclusion and literacy for pupils with English as an additional language : a computer-based home language intervention." Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/54292/.

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This study explores issues relating to the participation of English as an additional language (EAL) pupils within the National Literacy Strategy and in particular the Literacy Hour. A review of the literature highlighted a range of issues relating to the English language demands placed upon beginner EAL learners within the mainstream classroom, with many EAL pupils excluded from the communication process due to their inability to 'keep up' with classroom discourse solely in a language that they are only just beginning to learn. Inclusion within the curriculum can be increased by encouraging th
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Neluheni, Tshililo Sedney. "Exploring quality and assessment models for English first additional language in Grade 10." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27630.

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This research aimed at exploring the quality assurance and assessment models used for English First Additional language (EFAL) in the Further Education and Training (FET) band especially in Grade 10. It examined various quality assurance models used by grade 10 educators in designing the assessment tasks, with specific reference to EFAL. This study adopted the industry based SABS ISO 9004-2 conceptual framework. This conceptual framework ensures that the task to be performed and the objectives to be achieved are clearly spelt out, including how they affect quality. A qualitative research appro
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Naadirah, Abader. "Teacher practices in the grade 10 first additional language classroom: a relevance study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1011093.

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Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning wi
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Sugrañes, Ernest Caterina. "A plurilingual approach to language teaching and learning in Catalonia: Using heritage languages in the additional language classroom." Doctoral thesis, Universitat Ramon Llull, 2017. http://hdl.handle.net/10803/403850.

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Aquesta tesi estudia els efectes de l'adopció d'un enfocament plurilingüe de l'ensenyament i l'aprenentatge de llengües en una aula de llengua addicional d’una escola pública de Barcelona amb 45 alumnes de 10 i 11 anys. Un període d'observació inicial condueix a la hipòtesi que el reconeixement i l'ús de les llengües d'origen dels alumnes és rellevant per a la seva identitat plurilingüe. L'estudi té com a objectiu avaluar si promoure la identitat plurilingüe pot afectar la motivació i les actituds cap a les llengües, d'una banda, i el rendiment acadèmic (català, castellà i anglès) de l'altra.
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Masube, Elizabeth Tobani. "The influence of teacher discourse moves on comprehensibility of language content by English first additional language (EFAL) learners." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/642.

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Thesis (M.ED.) --University of Limpopo, 2010<br>This study was intended to investigate how teacher discourse moves influence comprehensibility of language content by the English First Additional Language (EFAL) learner and promote active participation by the learner in classroom interaction. The research is a Case Study which was conducted at a primary school in the Greater Sekhukhune District in Limpopo Province The Qualitative research approach was applied in the Case Study since the research is concerned with experience as it is lived ‘or felt’ or ‘undergone’ by participants. the key concer
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THOMAZ, KARINA MENDES. "THE PORTUGUESE LANGUAGE IN BRAZIL: A LINGUISTIC HOMOGENEIZATION POLITCS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7537@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A Língua Portuguesa no Brasil - uma política de homogeneização lingüística analisa, dentro do referencial da Política Lingüística no Brasil, o tema específico da inadequação das ações de política lingüística adotadas no país desde sua colonização até os tempos atuais. Embora a implementação de uma política lingüística coerente com as características nacionais ainda não tenha ocorrido, ações políticas sobre as línguas são praticadas desde a colonização do país. Em cada um dos momentos históricos mais significativos para o país - Brasil
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Malvar, Elisabete da Silva. "Future temporal reference in Brazilian Portuguese: Past and present." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29059.

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Different forms convey future temporal reference in Portuguese. The recognition of these forms is a starting point towards examining their actual usage in the language. Of four acknowledged future forms, only two, i.e. the periphrastic ir + infinitive and the present variants, are productively used in contemporary spoken Brazilian Portuguese. There was therefore a need for reconstructing the future temporal reference system of early Portuguese, in order to shed light on the development of these forms in the future sector. This study employs the methods of comparative and variationist linguist
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Matos, Amaral Patricia. "The meaning of approximative adverbs evidence from European Portuguese /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186724054.

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Yates, Elliott. "Characterizing oral proficiency and language use of long-time learners of Chinese as an additional language using computer technology." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42741.

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This thesis is an investigation into characterizing the oral language proficiency of longtime Anglo-Canadian learners of Chinese as an Additional Language (CAL) using computer technology. Semi-structured, informal, low-stakes interviews with five CAL learners were transcribed, segmented using freely available Chinese text parsing software, and analyzed using the methodologies from the field of complexity, accuracy, and fluency (CAF) studies in second language acquisition. This thesis describes operationalization of these CAF indices in the CAL context, compares the results to participant self-
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Naketsana, Molopetsane. "Language transition and epistemic access: The teaching and learning of English as first additional language in the foundation phase." University of the Western Cape, 2019. http://hdl.handle.net/11394/6968.

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Magister Educationis - MEd<br>South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga. While the nine African languages have official status, they are used for teaching and learning in the Foundation Phase (Grades R – 3) only. English is accorded high prestige and status, and it is used as the main Language of Learning and Teaching (LoLT) from Grade 4 to tertiary level. This occurs mostly in schools with African language-speaking learners only
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Dixon, Christopher. "Language and literacy development in children learning English as an Additional Language : a longitudinal cohort and vocabulary intervention study." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20802/.

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Children learning English as an Additional Language (EAL) are a growing but understudied population of learners in English primary schools. As EAL learners vary in their amount of exposure to English, they often begin formal education with relatively lower levels of English language proficiency than their monolingual peers. Little is known about the English language and literacy developmental trajectories of EAL learners in England, and particularly, the extent to which the two groups of learners converge or diverge over time. Additionally, no studies to date have assessed the efficacy of expl
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Mataka, Tawanda Wallace. "Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/249.

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The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted fro
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Corcoll, López Cristina. "Translanguaging in the Additional Language Classroom: Pedagogically-Based Codeswitching in a Primary Education Context." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/108963.

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Aquesta tesi vol donar una resposta a la necessitat vigent de trobar una manera coherent i didàcticament sòlida d’introduir les llengües maternes de l’alumnat a l’ensenyament de la llengua addicional a l’escola d’educació primària. Després d’un llarg període en què es considerava que aquesta era una pràctica que no afavoria l’aprenentatge, la recerca i la pràctica docent comencen a donar respostes diferents i, en l’actualitat, s’accepta de manera més àmplia que la introducció d’altres llengües a l’aula pot enriquir el procés d’ensenyament-aprenentatge. De tota manera, cal que la introducció de
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Nielsen, Dea. "Cognitive, linguistic, and literacy development in young children learning English as an Additional Language." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16470/.

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Extensive research with monolingual children has established the importance of early code-related skills, memory, and oral language for children’s future literacy attainment, but less is known about the development of these skills in children who learn English as an Additional Language (EAL) in school. As there has been a particular lack of longitudinal research with this population spanning development during preschool and into early education, the aim of this thesis was to examine the performance and development of EAL children on measures of phonological awareness, letter-sound knowledge, r
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CORREA, ELISA FIGUEIRA DE SOUZA. "KINSHIP ADDRESS FORMS: A COMPARISON BETWEEN JAPANESE AND PORTUGUESE WITH APPLICABILITY IN PORTUGUESE AS A SECOND LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21722@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O presente trabalho investiga formas de tratamento de parentesco em uma comparação entre o japonês e o português do Brasil com aplicabilidade no ensino de Português como Segunda Língua para Estrangeiros (PL2E). Tanto na língua japonesa quanto na língua portuguesa é possível chamar, por exemplo, de tio uma pessoa que não é realmente irmão ou cunhado dos seus pais, mas a maneira de se utilizar esse e outros vocábulos de parentesco como tratamento difere em cada uma dessas línguas. Dessa forma, com dados de revistas em quadrinhos br
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Santos, Ana Lúcia. "Minimal answers : ellipsis, syntax and discourse in the acquisition of European Portuguese /." Philadelphia : Benjamins, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017329654&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Lourenço, João Miguel. "Singing in Portuguese : a study of diction for singers /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/fullcit?p9937173.

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