Dissertations / Theses on the topic 'Sociolinguistic research'
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Garrett, Peter. "Language attitudes : methods and interpretation in sociolinguistic research." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420328.
Full textHannum, Kathryn Laura. "Sociolinguistic Geographies in Galicia, Spain." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469615983.
Full textSANTO, MARILUCIA MARQUES DO ESPIRITO. "FROM OIAPOQUE TO SAINT – GEORGES: A SOCIOLINGUISTIC RESEARCH IN THE SCHOOL CONTEXT IN FRONTIER BRAZIL/ FRENCH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14451@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este estudo tem como objetivo investigar a situação lingüística na fronteira Brasil/Guiana Francesa, discutindo os resultados obtidos frente à política lingüística de ensino de línguas estrangeiras estabelecida no Brasil assim como preconizar a educação bilíngüe para esse contexto. Dentro da diversidade lingüística do país, as regiões de fronteira são os locais onde se observam com maior freqüência os fenômenos resultantes do contato lingüístico. A partir desta constatação, foi desenvolvida uma pesquisa sociolingüística, que considera a língua a partir de seu contexto social. O trabalho tem como referencial teórico os estudos sobre Línguas em/de Contato e estudos sobre política e planejamento lingüístico para comunidades com diversidade lingüística. Em Línguas de/em Contato, buscamos referencial nos estudos clássicos que tratam do nível de competência dos falantes e das funções de uso das línguas em situações de bilingüismo e multilinguismo. No âmbito da política e planificação lingüística buscamos referencial nos estudos que tratam da problemática desse bi/ multilinguismo para o estabelecimento de propostas de educação bilíngüe. A investigação foi desenvolvida com uma pesquisa qualitativa, de base etnográfica, que utilizou dos seguintes instrumentos: análise documental, pesquisa de campo, entrevistas e questionários. Identificamos o status lingüístico e as atitudes lingüísticas dos alunos do sexto ano do ensino fundamental de uma escola pública da região com o objetivo de embasar a discussão sobre o estabelecimento de políticas lingüísticas adequadas para os contextos de minorias lingüísticas como os de fronteira. Como resultados mais significativos, apontamos que essa região ressente de uma política e planificação lingüística no tocante a formalização da língua francesa como língua estrangeira nos estabelecimentos de ensino
This paper aims at analyzing the linguistic situation in the frontier Brazil/French Guiana. The results obtained were discussed in relation to the foreign language teaching linguistic policy established in Brazil. Considering the diversity of languages in the country, the frontiers are the places where the phenomena derived from linguistic contact are mostly observed. In view of this fact, a sociolinguistics research was developed, taking into account language through its social context. Our theoretical background encompasses the studies of language in contact and studies about linguistic policy and planning to linguistically diverse communities. Considering language in contact we based this research on the classic studies that deal with the speaker’s level of competence and the functions of use of language in bilinguism and multilinguism situations. Regarding linguistic policy and planning we were based on studies that investigate the matter of bi/multilinguism for the establishment of proposals of bilingual education. The analysis was carried as an ethnographic based qualitative research through the use of the following tools: documental analysis, field research, interviews and surveys. We identified the linguistic status and the attitudes of sixth grade students of an elementary (public) school of the region to serve as a basis to the discussion concerning the establishment of more appropriate linguistic policies in the context of linguistic minorities, such as the border/frontier ones. More significantly, we indicate that the region lacks a linguistic policy and planning concerning the formalization of the French language as the foreign language in teaching institutions.
Gamal, Randa. "Code-Switching Patterns in Infant Bilingualism: A Case Study of an Egyptian Arabic-English-Speaking Four-Year-Old Bilingual Child." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195836.
Full textHenriksson, Martina. "An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21119.
Full textMizokami, Yuki. "Does ‘Women’s Language’ Really Exist? : A Critical Assessment of Sex Difference Research in Sociolinguistics." 名古屋大学国際言語文化研究科国際多元文化専攻, 2001. http://hdl.handle.net/2237/8365.
Full textBrown, Stephanie L. "Negotiating Position During the Process of Design Within a Researcher-Developer-Practitioner Partnership| An Activity Systems Analysis." Thesis, The Florida State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260189.
Full textWithin the field of K–12 education, collaborative partnerships between research institutions, state and local school systems, and intermediary actors are becoming more prevalent, especially in some of the largest urban school districts in the United States. Despite their growth, very little is understood about the internal working dynamics of these partnerships and the discursive processes explaining how these institutions, with very different cultures, histories and missions are coming together to bridge professional knowledge. The purpose of this study was to understand the similarities and differences between the researchers, developers, and practitioners in one such partnership, The National Center on Scaling Up Effective Schools (NCSU). Drawing from key documents, six months of design team meetings, field notes, participant feedback and reflection forms, debrief meeting notes, progress reports, meeting agendas and notes, and participant cognitive interviews, I used Cultural Historical Activity Theory (CHAT) and positioning theory to understand the partners’ interacting ‘activity systems’ and how they positioned themselves and one another in the evolving context of the NCSU’s design work as they worked as a District Innovation Design Team (DIDT). This also helped me understand the contradictions that led to the tensions that unraveled within the partnership. Positioning provided key insight about the cultural and historical contexts of the partners. It also informed how the partners gradually evolved into community, despite the variety of boundary spanning strategies used somewhat prematurely by the developers in an effort to accelerate their formation into a collective identity. Evidence suggests that once the design team engaged in school and district-level data collection and analysis to inform the similarities of their school contexts, they were able to see themselves as a collective. During design team meetings the researchers and developers functioned successfully as boundary spanners. However, outside of the meetings they tended to struggle much more to find a ‘lingua franca.’ This relates to the first tension that emerged within the partnership over time – attaining the object with adequate expertise. Each partner had a specific area of expertise that served as a critical tool in the design of the prototype. The real expertise however, was in how different individuals positioned themselves to access this valuable expertise. All three of the partner institutions held fast to their original role designations, assumptions and expectations about the obligations of themselves and one another, which was in conflict with the fluid nature of the design work in which they were engaged that necessitated an openness to evolving roles. The second tension that emerged was attaining the object with adequate resources, including: time, human resources, and district support. The concepts of boundary spanning and boundary objects were central to understanding my findings related to how the different partners crossed institutional and hierarchical lines. The long-term nature of many partnerships in education provides the opportunity for participants from diverse institutional backgrounds to establish a shared knowledge base and range of shared experiences to draw from; thus “leveling the playing field” of expertise over time. As a result, this encourages a more egalitarian mindset, and decreases the potential for an imbalance of power. This expertise became a vital cultural tool for the new community of the School Innovation Design Teams (SIDTs) to draw from as they then took the prototype design and used it as their key tool and rule for development and refinement. How the partners positioned themselves, given their institutional role served as either a tool for boundary crossing or hindered it with ‘boundary blocking.’ Intermediaries bring a new dimension to partnerships for education researchers to explore in the context of school improvement. This dissertation is one of the first of its kind to look at intermediaries in this way and provides timely insight into how education partnerships function when harnessing the expertise of these less understood organizations.
Behrmann, Tatiana. "Evaluating the Effects of Mother Tongue on Math and Science Instruction of Secondary School Students| An Action Research Study." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806849.
Full textAlthough Kreyol is the language spoken and understood by the majority of Haitians, French is the language used as the medium for instruction. The use of a foreign language as a means for students to acquire literacy is a practice that has led to an ineffective educational system in Haiti. The aim of the quasi-experimental research study is to study the effects of using Kreyol versus French as the instructional method in math and science classes. Participants were selected from a target population of 246 girls enrolled at Institution X, a private school in the Ouest Department. Students from this institution are part of the 29% of people who attend secondary schools in Haiti. The 139 students that were part of the sample were randomly divided into two groups per class (standard and Kreyol condition) and were given a pre-test followed by a lesson then a post-test. Students in the standard group were taught in French and those in experimental group in Kreyol. Data gathered from the intervention were analyzed and results indicated that pre-test scores of French condition and Kreyol condition groups were normally distributed. When ANCOVA was used as one of the data analysis tools, because it French conditions for pre-test values and allows for observation of post-test scores, results yielded confirmed a significant difference between the French condition and Kreyol condition groups. The results from this quasi-experimental study provided data that aligned with the literature review and demonstrated that there was in fact a significant difference in performance when Kreyol was used as a medium for instruction instead of French. The results further provide statistical data confirming the important role that Kreyol should play in the improvement of the Haitian education system.
Silva, Mariza Pereira da. "Um estudo de variação dialetal a alternancia de [ãw]~[õ] final no portugues falado na cidade de Cacere - MT." [s.n.], 2000. http://repositorio.unicamp.br/jspui/handle/REPOSIP/268952.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este estudo, na sua amplitude, pauta-se em uma situação de heterogeneidade da língua, tratando em particular de um fenômeno fonético-fonológico da fala da comunidade de Cáceres-MT, a alternância do ditongo nasal final [ãw] pela vogal nasal [õ]. Na tentativa de explicar essa variação, no sentido de esclarecer a extensão e propagação da mudança lingüística, nos valemos do modelo de análise da sociolingüística variacionista, e, através de um tratamento estatístico que subjaz ao modelo, com base em dados coletados da fala da comunidade, procuramos examinar as formas de realização do ditongo, baseando-nos na hipótese que os efeitos exercidos sobre a variação estariam correlacionados a fatores condicionantes lingüísticos e extralingüísticos. Em um estudo sincrônico da variação em foco, aliado a uma perspectiva histórica, procuramos não só averiguar a tendência que o fenômeno apresenta no momento atual, assim como determinar o que teria originado a variante não padrão [õ]. Os resultados apontam para uma variação sustentada por fatores de ordem social, uma vez que os estes foram os principais determinadores da alternância [ãw]~[õ]. Com relação à tendência que o processo de variação apresenta no momento sincrônico, os resultados nos indicam uma mudança em progresso. Sobre a origem da variante não padrão [õ], indícios nos levam a acreditar que se trata de uma variante arcaizante, provavelmente uma herança fonética proveniente dos colonizadores da comunidade - portugueses vindos do Norte de Portugal. Confirmam-se neste estudo a proposta da sociolingüística, no sentido que variáveis lingüísticas e não-lingüísticas operam em um conjunto de correlações que favorecem ou não o emprego de formas variantes.
Abstract: This study, is ruled in a situation of heterogeneity of the language, dealing in peculiar with a phonetic-phonological phenomenon of the speech community of Cáceres-MT, the alternation of the final nasal diphthong [ãw] for the nasal vowel [õ]. In the attempt to explain that variation, in the sense of explaining the extension and propagation of the linguistic change, we used the model of analysis of the variationist sociolinguistics, and, through a statistical treatment that subjected to the model, based on collected data of the community's speech, tried to examine the forms of accomplishment of the diphthong, basing on the hypothesis that the effects exercised about the variation would be correlated to conditionoing linguistic and extralinguistic factors. In a synchronous study of the variation in focus, allied to a historical perspective, we sought not only to discover the tendency that the phenomenon presents in the current moment, as well as determining what would have originated the no pattern variant [õ]. The results indicate a variation sustained by factors of social order, since the social factors were the main cause of the alternation [ãw]~[õ]. Regarding the tendency that the variation process presents in the synchronous moment, the results lead us to a change in progress. About the origin of the no pattern variant [õ], indications make us to believe that it is an archaistic variant, probably originating from phonetic inheritance of the community's settlers - Portuguese originated from the North of Portugal. It is confirmed in this study the proposal of the sociolinguistics in the sense that varied linguistics and extralinguistics operate in a group of correlations that favor or do not favor the use of variant forms.
Mestrado
Mestre em Linguística
Grigorenko, Margaret Crook. "Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223.
Full textRamanayake, Selena. "Imagined Communities: A Mixed Methods Study of Patterns among English and Spanish Language Learners." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535636778278414.
Full textLin, Ke. "Perceptions and Social Implications of Non-native Accents in Russia." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593736866398429.
Full textCampos, Adriana Virtuoso. "O uso de fanfictions nas aulas de Língua Portuguesa." Niterói, 2018. https://app.uff.br/riuff/handle/1/5506.
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Este estudo contextualiza-se na perspectiva de estudos da Sociolinguística Educacional e encontra suporte nos Estudos de Cultura Participativa e de Letramentos. O objetivo proposto foi desenvolver uma pesquisa-ação que compreendesse leitura, produção textual escrita e análise linguística de fanfictions nas aulas de língua portuguesa, associando, assim, o saber científico aos interesses socioculturais dos discentes Para alcançarmos o objetivo proposto, utilizamos o gênero fanfiction como ferramenta para o estudo de língua materna, uma vez que nosso propósito é integrar o ensino de língua portuguesa às práticas de leitura/escrita e análise linguística, considerando o viés sociolinguístico no ensino/aprendizagem. As atividades sugeridas buscaram o aprimoramento da leitura e produção de textos. Para que fossem contemplados os aspectos socioculturais do corpo discente, os próprios estudantes cooperaram na escolha das obras literárias e dos temas, assim como nas análises e avaliações dos textos produzidos nas aulas de Língua Portuguesa. Dessa forma, conforme preconizam os estudos sociolinguísticos, buscamos promover a participação dos alunos como agentes ativos e construtores do conhecimento
This study is contextualized in the perspective of Educational Sociolinguistics and has its support in the Participatory Culture and Literacy studies. The objective was to develop an action- research that includes written text production and linguistic analysis of fanfictions in Portuguese classes, thus associating scientific knowledge with the sociocultural interests of the students. In order to achieve the proposed objectives, we used the genre fanfiction as a tool for teaching in mother language classes, since our purpose is to integrate the practices of reading/ writing and linguistic analysis, considering the sociolinguistic bias in teaching / learning. The suggested activities sought to improve reading and the texts production. In a way to achieve the sociocultural aspects, the student cooperate in choosing the literature books and themes, as well as in analyzing and evaluating of the texts produced in Portuguese classes. Thus, as sociolinguistic studies advocate, we seek to promote student participation as active agents and knowledge builders
Furman, Michael D. Furman. "Playing with the punks: St. Petersburg and the DIY ethos." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468848312.
Full textLondrico, Samuel Joseph. "Investigations in UT ESL Student Identities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1523039677067714.
Full textPaulo, Mônica de Azevedo Rodrigues. "Teoria, proposta e aplicação de uma sequência didática em Educação Linguística: trabalhando os conceitos de língua, gramáticas e normas linguísticas no nono ano do Ensino Fundamental." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8912.
Full textO ensino-aprendizagem da disciplina Língua Portuguesa se apresenta como um desafio para professores e alunos; muito disso se deve à falta de reconhecimento da diversidade linguística (LIMA, 2014). Há uma tendência no ambiente escolar em se valorizar apenas uma norma linguística, ignorando as diferentes normas que fazem parte do convívio em sociedade. Com isso, os discentes entram em conflito, pois aquilo que é apresentado para eles como a Língua Portuguesa está bem distante da sua experiência pessoal com a língua. Em via de eliminar esse conflito, os PCNs e o PNLD estabelecem a inserção do tema variação linguística no conteúdo programático da disciplina Língua Portuguesa. Entretanto, ainda perdura uma lacuna no tratamento desse tema. A preocupação em preencher essa lacuna motivou este trabalho, que teve como objetivo principal propor e aplicar uma sequência didática que abordasse os seguintes temas: língua, gramáticas e normas linguísticas, a fim de contribuir com a realização de uma Educação Linguística eficaz (BAGNO; RANGEL, 2005). Esses três conteúdos principais geraram desdobramentos que proporcionaram a discussão dos seguintes tópicos: variação e preconceito linguísticos. A sequência didática elaborada é composta por oito etapas em que são intercalados momentos de aula expositiva e de atividades lúdicas. A aplicação da proposta de sequência didática ocorreu em uma turma de nono ano do Ensino Fundamental de um CIEP (Centro Integrado de Educação Pública) localizado na Zona Oeste da cidade do Rio de Janeiro. As ferramentas utilizadas para identificar os conteúdos assimilados pelos alunos foram a avaliação da participação da turma e os resultados de quatro atividades específicas. Considerando a complexidade e o ineditismo dos conceitos apresentados na sequência didática, o desempenho da classe foi satisfatório. Os alunos também responderam a dois questionários, um no início da sequência e outro ao final, que tinham o propósito de avaliar se houve mudança com relação ao entendimento da existência de variação linguística e do preconceito linguístico. O primeiro questionário revelou que a maioria dos alunos já havia sofrido e praticado preconceito linguístico; já o segundo mostrou que a maioria dos discentes assimilou a noção de preconceito linguístico e rompeu com a ideia de certo e errado na língua. Como objetivo secundário, este trabalho intentou deixar um legado para professores, pois com esta dissertação a ação não ficará limitada apenas ao nono ano daquele CIEP, mas poderá contribuir com o ensino linguístico de diversas escolas; e para pesquisadores, pois este registro descreve um modelo de trabalho acadêmico em que se pretendeu aplicar o princípio de indissociabilidade entre ensino, pesquisa e extensão. A expectativa é que, somados a trabalhos similares, seja possível abrir um precedente de trabalhos acadêmicos fundamentados teoricamente e desenvolvidos de forma prática, além de realizados com preocupações sociais e educacionais
The teaching-learning process of the Portuguese Language discipline presents a challenge for both teachers and students, and much of that is due to the lack of recognition of linguistic diversity (Lima, 2014). There is a tendency in the school environment to appreciate just one linguistic norm, ignoring the other different ones that are part of societys life. Therefore, the students get into conflict, because what is presented to them as "the Portuguese Language" is far distant from their personal experience with the language. In order to eliminate this conflict, the National Curriculum Guidelines and the Schoolbook National Program establish the insertion of the language variation theme in the syllabus of the Portuguese Language courses. However, a gap still exists in the treatment of this subject. The concern of filling this gap motivated this work, which aimed to propose and apply a didactic sequence about the following topics: language, grammars and linguistic norms in order to contribute with the achievement of an effective Linguistic Education (BAGNO and RANGEL, 2005). These three main subjects generated developments that fomented the discussion of the following topics: language variation and linguistic discrimination. The didactic sequence consists of eight steps that intercalate moments of classroom instruction and practical activities. The application of the proposed didactic sequence occurred in a ninth grade class of elementary school of an Integrated Center of Public Education located in the western area of the city of Rio de Janeiro. The tools used to identify the assimilation of the content by the students were the evaluation of class participation and the results of four specific activities. Considering the complexity and originality of the concepts presented in the didactic sequence, the performance of the students was satisfactory. The students also answered two questionnaires: one at the beginning of the sequence and the other at the end of it, which were designed to evaluate if there was a change concerning the understanding of the existence of linguistic variation and linguistic discrimination. The first questionnaire revealed that the majority of the students had already suffered and practiced linguistic discrimination; the second one showed that most of the students assimilated the notion of linguistic discrimination and broke with the concept of right and wrong in language. As a secondary objective, this work aimed to leave a legacy for teachers, because, with this dissertation, the action will not be limited to a single class only, but may contribute to Portuguese Language teaching in several schools. Also, it leaves a legacy for researchers, since this record describes an example of an academic work that applied the principle of indivisibility between teaching, research and extension. The expectation is that, united to similar works, it could be possible to set a precedent of academic papers that are theoretically grounded, practical developed and, also, concerned to social and educational matters
Wijeratne, Sanjaya. "A Framework to Understand Emoji Meaning: Similarity and Sense Disambiguation of Emoji using EmojiNet." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1547506375922938.
Full textAshirova, Margarita Olegovna. "Utilization of Placebo Response in Double-Blind Psychopharmacological Studies, Contextual Perspective." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1445977459.
Full textKim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.
Full textNickerson, Maureen. "The Deserving Patient: Blame, Dependency, and Impairment in Discourses of Chronic Pain and Opioid Use." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1474030298586346.
Full textPetronelli, Barbara Elizabeth. "“TO SECURE LITERARY CULTURE AND PROMOTE A SOCIAL FEELING”:RURAL OHIO CLUBWOMEN AS STEWARDS OF LOCAL LITERACY PRACTICE,1915." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1544379283827385.
Full textLohre, Sara Beth. "Attune With Baby: An Innovative Attunement Program for Parents and Families With Integrated Evaluation." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499289825291502.
Full textDoucet, Céline. "Quelles contextualisations pour l'enseignement du français hors de France ?" Phd thesis, Tours, 2011. http://tel.archives-ouvertes.fr/tel-00650053.
Full textPatel, Raakhee Navin. "An Ethnographic Study of Doctor-Patient Communication within Biomedicine and Its Indian Variant in Mumbai." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619705858186443.
Full textBriney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Full textRitucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
Full textThe Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
Ngwenya, A. V. (Alfred Vivi) 1957. "The static and dynamic elements of Tsotsitaal with special reference to Zulu : a sociolinguistic research." Diss., 1995. http://hdl.handle.net/10500/17575.
Full textAfrican Languages
M.A. (African languages)
Hambálková, Zuzana. "Austriacismy v díle Christine Nöstlinger a jejich postavení v rakouské němčině současnosti." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335546.
Full textJanstová, Jana. "Komunikace a jazykový management bikulturních párů. Sociolingvistická případová studie." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-337581.
Full text"New Directions in Quantitative Hispanic Sociolinguistics." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.34812.
Full textDissertation/Thesis
Masters Thesis Spanish 2015
(9037970), Negin H. Goodrich. "ENGLISH IN IRAN: CULTURAL REPRESENETATION IN ENGLISH TEXTBOOKS." Thesis, 2020.
Find full textThis investigation into the status of English in Iran and cultural presentations in Iranian English has two areas of emphasis. The first is a sociolinguistic profile of English in Iran in which the status, functions, uses and users of this language are described within in the country’s social and political contexts. In this part, contributing factors to the growth of English in three political periods, including the Qajar dynasty (1796 -1925), the Pahlavi era (1925-1979) and post-Revolutionary time (1979 – present), are elaborated upon to establish the historical and political bases for the second area of focus.
The second focus is the cultural content in the locally developed English textbooks used from 1939 to the present time (2020). Accordingly, the content of four generations (across five textbook series) of Iranian high school English textbooks are analyzed based on an evaluation scheme which the author has developed. This research finds answers to the questions on the status of culture in the Iranian English textbooks; distribution of Iranian and non-Iranian cultures; dominance of cultural elements (products, practices and perspectives) in each English textbooks series; and the political and ideological influence of each era on the content of English textbooks.
This investigation finds that the English textbooks which were developed before the Islamic Revolution (first and second generations) were highly cultural compared to the post-Revolution materials (third and fourth generations). Also, non-Iranian cultural components (particularly the American and British cultures) were more represented in the English textbooks of the Pahlavi period, whereas Western cultures were all eliminated in the post-Revolution textbooks, replaced by the Islamic/Revolutionary cultures. Additionally, cultural perspectives outnumbered cultural products and practices in the first and second generations of English textbooks (Pahlavi era) whereas cultural products dominated the post-Revolutionary English materials. This study finds that political and ideological hegemony of each era have directly influenced the textual and illustrative content of locally developed English textbooks in Iran.
Kalajdžievová, Natalie. "Abreviace v současné bulharštině ve srovnání s češtinou." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322552.
Full text"A Bilingual, Bicultural Interpreter and Researcher Navigates Blurry Boundaries and Intersectionality." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9034.
Full textDissertation/Thesis
M.A. Educational Leadership and Policy Studies 2011
Pokorná, Markéta. ""Šprechtíme" - Projekt na podporu německého jazyka a jeho recepce v ČR." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350804.
Full text"Bringing Mormon Discourse out of the Twilight: Exploring how Fans Recognize, Reflect, Reinterpret, and Resist Multiple Discourses in and around the Seductive Saga." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29710.
Full textDissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
Sedláčková, Hana. "Aspekty variace předložek na a v(e) v současné češtině." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306019.
Full textMsibi, Phindile Muriel. "Drum readers then and now : a linguistic investigation of some of the ways in which readers' identities are contructed in two copies of Drum magazine in 1951 and 2001." Thesis, 2002. http://hdl.handle.net/10413/4788.
Full textThesis (M.A.)-University of Natal, Durban, 2002.
Krinková, Zuzana. "Vzájemné ovlivňování romštiny, španělštiny a dalších jazyků Pyrenejského poloostrova." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-328718.
Full textAllie, Jane Jennifer. "Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark." Thesis, 2012. http://hdl.handle.net/10210/6346.
Full textSouth Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
Maluleke, M. J. "Language as an instrument of power." Diss., 2005. http://hdl.handle.net/10500/2247.
Full textTuttle, Alan Robert. "El estudio en el extranjero: Hacia un enfoque en las expectativas." Thesis, 2012. http://hdl.handle.net/1805/3192.
Full textEl propósito de esta investigación es ahondar más en las expectativas que forman los estudiantes de un programa Máster de la enseñanza de segunda lengua para su experiencia de estudio en el extranjero (EE). El investigador intenta observar la formación y la evolución de estas expectativas y, después del programa, la realización percibida de estas expectativas y sus posibles explicaciones. También espera ver la conexión entre la formación y realización de sus expectativas y estar en programa de enseñanza de segunda lengua. Además, se considera que esta investigación valdrá para evaluar informalmente la experiencia de EE provista por el programa de Másters en la enseñanza de segunda lengua y para arrojar más luz sobre qué expectativas son realistas para un programa de este tipo.
Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.
Full textEste estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa, experiencia en los centros educativos y alojamiento. Además, plantearon varias sugerencias para el programa para futuros auxiliares y profesores. Seis auxiliares fueron entrevistados sobre los mismos temas en mayor profundidad.