Dissertations / Theses: 'Summer Institute of Linguistics'

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Barros, Maria Candida Drumond Mendes. "Linguistica missionaria : Summer Institute of Linguistics." [s.n.], 1993. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280904.

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Orientador: Roberto Cardoso de Oliveira
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Sociais
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Resumo: Não informado.
Abstract: Not informed.
Doutorado
Doutor em Ciências Sociais

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Aldridge, F. A. "The development of the Wycliffe Bible Translators and the Summer Institute of Linguistics, 1934-1982." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/10058.

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This thesis examines the development of one of the twentieth century’s largest North American faith missions, the dual-organizational combination of the Wycliffe Bible Translators (WBT) and the Summer Institute of Linguistics (SIL) from its founding in 1934 to 1982. WBT-SIL grew out of the distinctive vision of its founder, William Cameron Townsend (1896-1982), a former Central American Mission missionary. The extraordinarily inventive Townsend conceived of an approach to Christian mission that construed Bible translation as a linguistic and quasi-scientific enterprise, thereby permitting the non-sectarian SIL side of the organization to collaborate with anticlerical governments in Latin America, where it undertook pioneer Bible translation for indigenous peoples speaking as-yet unwritten languages. This unique government relations and scientific approach to missions was at many points in conflict with the prevailing missionary ethos of the organization’s North American evangelical constituency. Therefore the WBT side of the mission functioned as the religious arm of the enterprise for the purposes of publicity and recruiting. The dual organization drew sharp critique from nearly every quarter, ranging from North American evangelicals to Latin American Catholics to secular anthropologists. The controversial nature of the organization begs the question: Why did WBT-SIL become the largest faith mission of the twentieth century? This study seeks to answer this question by analysing the development WBT-SIL in both its foreign and domestic settings. The principal argument mounted in this thesis is that WBT-SIL met with success because its leaders and members followed Townsend’s lead in pragmatically adapting the organization to widely varying contexts both at home in North America and abroad as it sought to serve indigenous peoples through Bible translation, literacy and education. By striking a creative balance between maintaining the essentials of a traditional faith mission and imaginative breaking with convention when conditions necessitated a progressive approach, WBT-SIL became one of the largest and yet most unusual of twentieth-century evangelical missions.

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Amaral, Alencar Miranda. "Topa e a tentativa missionária de inserir o Deus cristão ao contexto Maxakali: análise do contato inter-religioso entre missionários cristãos e índios." Universidade Federal de Juiz de Fora (UFJF), 2007. https://repositorio.ufjf.br/jspui/handle/ufjf/3197.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Nesta dissertação de mestrado analiso o contato inter-religioso promovido pela atuação de missões evangélicas (SIL e MNTB) junto à comunidade indígena Maxakali, localizada no nordeste do Estado de Minas Gerais. Além de acompanhar o desenvolvimento das atividades proselitistas destas instituições entre os índios Maxakali, objetivamos compreender como ao longo do contato inter-religioso ocorre o processo de identificação do Deus cristão com o personagem indígena Topa. Na bibliografia sobre os índios Maxakali, Topa aparece como o personagem central do “mito de criação” do grupo, e apesar de alguns autores reconhecerem que seu nome também era associado ao Deus cristão, não existem análises sobre este processo. Assim, nosso desafio será compreender como Topa foi, e vêm sendo, apropriado de diferentes maneiras ao longo do contato entre os Maxakali e os missionários evangélicos; e também analisar o processo que possibilitou que este personagem gradativamente fosse identificado com o Deus cristão. O escopo desta pesquisa é, portanto, perceber o esforço missionário de inserir o Deus cristão ao contexto Maxakali através do personagem Topa. A partir da análise de mitos Maxakali e hinos evangélicos traduzidos para o idioma do grupo buscaremos compreender este processo de associação, e também a (in)adequação dos ensinamentos missionários aos padrões sócioculturais e religiosos dos índios Maxakali.
In this master’s dissertation, I analyze the pro inter-religious contact heard by acts of evangelic missions (SIL and MNTB) on the Maxakali Indian at the northeast of Minas Gerais. Besides of studying the proselytizes activities of this institutions among the Maxakali Indians, we have the goal to understand how the Indians started to associate Topa (the Indian character) as the Christian God during this inter-religious contact. In the Maxakali biography, Topa come as the central character of the “creation myth” of the group an despite of the fact that some authors recognize Topa as the Christian God in their works, that are no analysis about it. So the challenge here is to understand how Topa was used in so many ways during the contact between the Maxakali and the evangelic missionaries; and analyze the process the made possible this character to be gradually associated with the Christian God. Hence, the purpose of this research is to realize the missionary effort to introduce the Christian God in the Maxakali context through Topa. From the analysis of the Maxakali myths an evangelic religions songs translated to their idiom, we will try understand the association process, and also how (in)adequate were the Christian teaching to the Maxakali religious and social-cultural standards.

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Kreuger, Barbara. "Aftermath of a summer art institute : a case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30827.

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The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Ram, Amy J. "A summer math institute: Adolescent girls' experiences in mathematics." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/291767.

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The purpose of this research is to examine possible causes of gender differences in mathematics and to investigate potential methods for lessening their effect on adolescent girls. Throughout a six week, summer school mathematics course, the participants were exposed to various activities and instructional methods thought to positively impact adolescent girls' self-esteem, self-efficacy and future mathematics course taking plans. Data collected included pretest - posttest measures as well as interview and observational data. The results indicate that along with a statistically significant improvement in mathematical skills, the participants showed an increase in self-confidence related to learning mathematics. The amount of mathematics courses the participants planned to take increased considerably by the end of the study. Suggestions for future research are also discussed.

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Minton, Sylvia S. "The nature of peer coaching at a National Writing Project summer institute." Thesis, The University of Texas at San Antonio, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702341.

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Peer coaching is an alternative form of professional development in which teachers coach other teachers in the development of their practice. Studies have shown that teachers who have participated in a peer-coaching model have a higher rate of transfer of skill when compared to teachers who do not participate in this type of model. Although peer coaching has been proven to be effective, there is a lack of research documenting peer coaching interactions, how peers establish trust, and how they perceive peer coaching to impact their instruction. Analyzing how peers interact and what they say to each other to move instruction forward is therefore, important to understanding how school leaders and program directors can set up their environments to encourage these types of interactions.

The participants for this study enrolled in a National Writing Project summer institute. The data set for this study included semi-structured interviews, stimulated recall interviews, and digital entries relevant to the inquiry. To identify the codes, categories, and themes emerging from the data set, this study used constant comparative analysis.

Findings from this study suggest that informal interactions are just as important as formal interactions in building trust between peer coaches. Findings also suggest the importance of the writing group as paramount and purposeful for both composing and teaching writing. Findings also suggest that trust is built quickly in an environment such as a National Writing Project summer institute. Participants felt a sense of comfort when they were able to attend this summer institute with somebody that they already knew, believing that this helped them in establishing an initial level of comfort that served as a springboard for building additional relationships. Future research could continue to analyze both formal and informal interactions at the summer institute to revise a model of peer coaching that would assist program leaders in developing and enhancing the interactions between participants.

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Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project's invitational summer institute." Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/447.

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Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.

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Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute." Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.

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Doctor of Philosophy
Curriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.

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Chastain, Patricia Louise. "Implementing inquiry : effects of the Summer Institute in Physics on curriculum and instruction /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7679.

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Pearce, Terisa Ronette. "The Characteristics of a Community of Practice in a National Writing Project Invitational Summer Institute." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28461/.

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This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.

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Hefty, Eunice Ann. "Examining motivations, efficacy and interest in graduate study among teacher participants of a summer institute /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Van, Schoonhoven Susan Michelle. "The impact of contact: an impact evaluation of the conflict transformation across cultures (CONTACT) summer institute /." Click here to view full-text, 2007.

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Booker, Sharyn. "An Organizational Review of The NOCCA Institute." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/aa_rpts/189.

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This review is an academic report used to provide recommendation and an in-depth look into The NOCCA Institute. The report includes an analysis of the organization’s structure, programs, finances, and my internship activities; Spring - Summer 2015. Additionally the report includes a SWOT Analysis and my recommendations based on the analysis and best practices of similar organizations.

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Dillard, Susan Gregory. "A study of the impact of the Mississippi Writing Project Summer Institute on Teacher Efficiency in Writing." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11082004-195813.

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Papa, Jason M. "Trauma Institute - Detroit Michigan community realized through poetic architecture /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1212168896.

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Thesis (Master of Architecture)--University of Cincinnati, 2008.
Advisor: Vincent Sansalone (Committee Chair), Jay Chatterjee (Committee Co-Chair). Title from electronic thesis title page (viewed Feb. 8, 2009). Includes abstract. Keywords: poetic; architecture; experiential; socialization; language; built environment. Includes bibliographical references.

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Anson, Joseph P. "Writing Attitudes and Practices of Content Area Teachers after Participating in the Central Utah Writing Project Summer Institute." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6363.

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The Central Utah Writing Project (CUWP) was created in 2009 and, following the National Writing Project's model of professional development, has held a 3- or 4-week summer institute each subsequent year. This training includes collaborative, constructivist, teacher-led training to improve the teaching of writing in schools. Multiple qualitative and quantitative studies have shown the effectiveness of this professional development in the language arts classroom. This multiple-case study of four secondary teachers, whose individual content areas lie outside English or language arts (math, music, science, and social studies), used data from interviews, observations, and artifacts to provide a description of each case and how each teacher has personally and professionally incorporated the training gained from the CUWP. The study also synthesized common themes across the cases. These themes, necessary for professional development included a participant's personal interpretation of the experience (phenomenon) construction of one's own learning, active learning/ participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. In short, the study investigates how the CUWP summer institute influences the attitudes and classroom writing practices of teachers whose primary content area is not English or language arts. Results showed that only one of the case studies changed their attitudes about writing from neutral to positive. The other three already possessed positive attitudes toward the use of and the teaching of writing in their own classrooms. All four participants changed their classroom practices as a result of participating in the CUWP summer institute and also deemed the results on student performance beneficial. Each of the four constructed a separate takeaway that they implemented in their respective classrooms.

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Espinoza, Manuel Luis. "Humanization and social dreaming a case study of changing social relations in a summer migrant educational program /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676871&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Deranger, Susana. "The relationship between leadership identity formation and motivation for further educational pursuits as seen through a First Nations Summer Leadership Institute." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30463.pdf.

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Ward, Kevin. "An Examination of Science NCE Scores of Students of Participating and Nonparticipating Teachers in East Tennessee State University Summer Science Institute." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1944.

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The purpose of this study was to determine the effectiveness of East Tennessee State University's summer science institute training through the effect on mean Normal Curve Equivalent science test scores of students in a Northeast Tennessee school system whose teachers participated in the ETSU summer science institute training. Data analysis were compiled using students' science NCE scores to determine if there were significant differences in scores for those students whose teachers participated in the summer science institutes and those who did not participate. Students' NCE scores were compiled from the middle school setting over a 3-year academic period: 2004-2005, 2005-2006, and 2006-2007. Paired-samples t tests were used to analyze the effectiveness of teacher participation by comparing preparticipation and postparticipation students' science NCE scores for years 3 years. Independent-samples t tests were used to compare students' gender, socioeconomic status (free- and reduced-price meals), and NCE science scores (using 5th grade only) for 2 consecutive years of the study (2005-2006 through 2006-2007). Two analyses were used to determine teachers' participation and the effect on students' NCE science scores among two subgroups: gender and socioeconomic status. For research questions 4 and 5, a mean net gain and NCE raw scores average was performed. The findings from this study indicated significant differences in years 2004-2005 and 2006-2007 favoring students of teachers who participated in the summer science institutes However, the results from year 2005-2006 showed no significant differences in students' science NCE scores of teachers who participated or did not participate in summer science institutes. In the consecutive year (2005-2006 through 2006-2007) using 5th grade only comparisons, data analyses showed significant differences in students' science NCE scores when performing NCE raw scores comparisons for gender and socioeconomic status. The comparisons for gender showed male students' science NCE scores were higher than were females' science scores. The NCE raw scores comparisons for socioeconomic status showed those students on the meals program had higher science NCE scores than did those students not on the program. There was no significance in students' science NCE scores when using mean net gain scores comparison for gender and socioeconomic status.

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Pearson, Donna Kay. "The impact of the Mississippi We The People Summer Institute upon the content knowledge, teaching strategies, and dispositions of social studies teachers." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04172006-110426.

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Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.

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All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators. A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU. Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future. Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students. These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term. If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement. Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.

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Richter, Evelyn. "Student Slang at IIT Madras: a Linguistic Field Study." Master's thesis, Universitätsbibliothek Chemnitz, 2006. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200600201.

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Students at a certain university often develop their own in-group language which only insiders will understand. This phenomenon is very distinctive in IIT Madras. My MA thesis tries to describe and classify the student slang spoken at IIT Madras. This classification is done according to etymological origin and applied word formation patterns on the one hand and according to context in which the terms are used on the other. The results are based on three questionnaires conducted at IIT Madras and via email correspondence.

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García, Granados Jorge. "Daniel Everett. Why There Are No Clitics. An Alternative Perspective on Pronominal Allomorphy. Texas: Summer lnstitute of Linguistics and The University of Texas. 1996. 188 pp." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100807.

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Sampson, Neil Edward. "An Extensive Reading Approach to Teaching English Second Language Reading Comprehension with the American Language Institute at the University of Toledo." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1383970960.

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Gon?alves, Tatiana da Concei??o. "Ensino de l?ngua portuguesa e g?neros textuais: para al?m dos par?metros curriculares nacionais ? uma experi?ncia poss?vel." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1372.

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Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ
The teaching of Portuguese language applied by the contemporary teacher cannot be dissociated from the guidance and influences of The National Curricular Parameters and from the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from didactical and pedagogical guidelines of teaching through textual genres, which crosses the bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand approaches that comprise the multimodal universe of various emerging communication forms, which consolidates several sign systems that interweaves each other in order to establish language uses, and thus the result of human relations expressed by ways of several languages. This implies to mention literacy and multi-literacy, once multimodality is a constitutive characteristic of social communicative forms, which are found in society in accordance with technological development. Not only this emphasizes oral and written interactions, but also includes every communicative technology. Once that new means of organization for academic knowledge are created as a result of this context of continuous changes and that new means of reading, interpreting and producing texts are constantly being produced, this paper presents only those ones focused on the study of languages, which stimulates a didactic and pedagogical transposition flexible to several cultural contexts. From this assumption, this paper aims to present results from a research conducted on the program of post-degree in Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking school with a didactic and pedagogical practice rooted in the theory of genres , guided at first by the National Curriculum Standards , can help pluridiscursivo language learning , going beyond what is proposed and waiting for this document , achieving citizenship education linked to the context of technological change , in which different genres emerge as the sociocomunicativa needs of individuals in situations of social interaction
O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar compreender abordagens que abranjam o universo multimodal das distintas formas comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens, os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler, interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s- Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o, Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa dos indiv?duos nas situa??es de intera??o social

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Steinebach, Mario, Katharina Thehos, Christine Häckel-Riffler, Antje Brabandt, Janine Mahler, Michael Chlebusch, Thomas Doriath, Nicole Leithold, and Carina Linne. "TU-Spektrum 2/2007, Magazin der Technischen Universität Chemnitz." Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200701511.

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Pan, Tsai-Hsuan, and 潘采萱. "Graduate Institute of Chinese Linguistics and Documentation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24105272175199449533.

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碩士
淡江大學
漢語文化暨文獻資源研究所碩士班
100
Abstract: Taiwan publishers show characteristics of low capital threshold and unfixed costs. Because of this, the publishing industry has flourished here. However, in this highly competitive publishing environment, there is a group of minority publishers that do not belong to any type of publishing. They have few employees, small circulation, produce quality products, and appeal to non-profit purposes. They pursue their own personal ideals. These independent publishers and the realm that they have created within the Taiwanese publishing world is the object of my thesis. ‘Independent publishing’ has been discussed and a matter of concern in recent years, but the definition of ‘independent publishing’ is Western-oriented, and has not spurred much discussion in Taiwan, so I have conducted in-depth research, to clarify the definition of ‘independent publishing’. I have selected some publishers who fall under this category as the object of this thesis for constructing their mode of existence and as a reference for independent publishers, researchers, practitioners, and related governing units.

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Kuo, Wei-Ken, and 郭瑋克. "The Project : MASIL (the Memorial of Academia Sinica and the Institute of Linguistics)." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/45496368573496275332.

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碩士
東海大學
建築研究所
86
In respect to the development of architecture, it may be summarized that there are three points of view to think of the essence of architecture by analogy with language : "Type", "Combination", and "Generation". The representative architects, for example, are (1) Quatremere de Quincy, Antoine-Chrysostome, (2) Durand, Jean-Nicolas-Louis, and (3) Peter Eisenman. Corresponding to type, combination, and generation, "class", "encapsulation" and "polymorphism" are the most inportant concepts of artifical language. One can express spaces with the spatial language system based on these concepts. For instance, space can be divied into three components, agent, actor, and server recursively. As a practice of architectural design, the aforementioned concepts are further developed into three strategies consistently for the proposed project- "MASIL" (the Memorial of Academia Sinica and the Institute of Linguistics) : "Hyper test", "Micro campus", and "Historical gate". The tree strategies focus on the three levels of architectural problems : planning, program, and site, respectively.-1 -aThe Project : MASIL (the Memorial of Academia Sinica and the Institute of Linguistics)

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"An Examination of Science NCE Scores of Students of Participating and NonParticipating Teachers in East Tennessee State University Summer Science Institute." East Tennessee State University, 2008. http://etd-submit.etsu.edu/etd/theses/available/etd-0319108-113112/.

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Mokuku, Selloane. "The role of 'rapid cognition' in the facilitation of theatre-making: a case of the 2008 Winter/Summer Institute in Theatre for Development." Thesis, 2009. http://hdl.handle.net/10539/7320.

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Abstract The Winter Summer Institute in Theatre for Development (WSI) is a biennial inter university programme that integrates a number of already established methods and ideas charted by other theorists in drama and theatre. As a pedagogical approach, its generative process relies on employing techniques such as improvisation and spontaneity. This study endeavours to unpack the principles and strategies that inform the generative process of theatre - making in the WSI. It emerged from the perception that the notion of ‘theatre without script’ (Fox 1994) underpins the work of the WSI, as it offers experiential and experimentational theatre-making. ‘Rapid cognition,’ a theory concerned with the ability to think instinctively, circumventing time and logic was used as the theoretical framework. Gladwell (2005) maintains that the life experience that individuals possess has enough power to intuitively and rapidly guide them to correct understanding, without necessarily complying with the formal procedures of time and logic. Qualitative research was used, particularly phenomenology, as a research methodology involving a choice of complementary methods. Findings reveal that for ‘rapid cognition’ to manifest itself, the environment, time pressure and planning are crucial. Although ‘rapid cognition’ falls within the mode of the “right hemisphere” of the brain, evidence in the study suggests that it can be trained. The benefits of which would include a heightened awareness in decision making, thus increased appropriateness in the choices of content and form in the WSI theatre-making. The study goes further in making theorized demonstration of ‘rapid cognition’, in many ways; it offers an affirmation of the power of theatre beyond mundane entertainment.

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Vandenberg, Sophie, Robert Sweetman, Sylvia C. Keesmaat, Lambert Zuidervaart, and Carl Veldman Rudie. "Perspective vol. 43 no. 1 (Feb 2009)." 2013. http://hdl.handle.net/10756/251200.

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Vandenberg, Sophie, Robert Sweetman, Sylvia C. Keesmaat, Lambert Zuidervaart, and Carol Veldman Rudie. "Perspective vol. 43 no. 1 (Feb 2009)." 2009. http://hdl.handle.net/10756/277689.

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Veenkamp, Carol-Ann, Clifford C. Pitt, and Robert E. VanderVennen. "Perspective vol. 21 no. 4 (Aug 1987)." 2013. http://hdl.handle.net/10756/251259.

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Veenkamp, Carol-Ann, Clifford C. Pitt, and Robert E. VanderVennen. "Perspective vol. 21 no. 4 (Aug 1987)." 1987. http://hdl.handle.net/10756/277589.

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Klein, Reinder J., Harry Fernhout, Robert E. VanderVennen, Gayle Postma, and Fran Wong. "Perspective vol. 24 no. 4 (Aug 1990)." 2013. http://hdl.handle.net/10756/251318.

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Klein, Reinder J., Harry Fernhout, Robert E. VanderVennen, Gayle Postma, and Fran Wong. "Perspective vol. 24 no. 4 (Aug 1990)." 1990. http://hdl.handle.net/10756/277648.

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Atta-Akosah, Thomas. "Bible translation in Christian mission : a case study of the spiritual and socio-cultural impact of the Bible translation strategy of the Ghana Institute of Linguistics, Literacy and Bible Translation on the Dega people of Ghana." Thesis, 2004. http://hdl.handle.net/10413/1642.

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After participants had been told of the processes of Bible translation during a prayer partners meeting of Ghana Institute of Linguistics, Literacy and Bible Translation (GILLBT), one of them asked, "After the people have been given the Scriptures, what happens?" This study has been an attempt to supply answers to such questions. It attempts to ascertain the impact that the Bible translation strategy (BTS) of GILLBT has had on the Dega people of Ghana, especially their socio-cultural and spiritual lives. The study uses Darrell Whiteman's conceptual framework of Integral Human Development to analyse how the Bible translation strategy has contributed to their human development. The BTS comprises linguistic and anthropological research, Bible translation, literacy and development and Scripture-In-Use. The dissertation traces the historical origins and the rich but distinctive cultural beliefs and practices of the Dega. The results have shown that rete WJ bi ka, tete WJ bi kyere, "the past has a lot to say and teach us". The emergence of the Church and the BTS in the Dega Hare (Degaland) has also been outlined. One fact that runs through all the stories is the conspicuous role that the laity played in bringing the Church to Dega Hare. The Church came as early as in the 1930s, mostly from the south of the country. However, the situation is changing and from the 1990s Dega initiated churches are emerging. The BTS has been in Dega Hare since 1981 and some of the fruits have been the Deg New Testament, an ongoing Old Testament translation, a literacy program that has made over three thousand Dega literate in Deg, a Scripture use promotion program called Scripture-In-Use and an indigenous organisation, Deg Language Project. The dissertation analyses the socio-cultural and spiritual impact that the BTS has had on Dega in chapters four and five. It uses human interest stories and testimonies to depict the impact on the lives of individuals and communities. The dissertation ends with a summary of the findings and some recommendations for the future.
Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2004

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Dvořáčková, Věra. "Přínos ÚJČ ČSAV a jeho předchůdců české lingvistice (Dějiny ÚJČ ČSAV a jeho předchůdců ve světle archivních pramenů)." Doctoral thesis, 2011. http://www.nusl.cz/ntk/nusl-311493.

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This year the Institute of the Czech Language AS CR (Ustav pro jazyk cesky AV CR) is celebrating the 100th anniversary of foundation of its direct predecessor, the Office of the Dictionary of the Czech Language (Kancelar Slovniku jazyka ceskeho, KSJC) which provided the administrative background for an ambitious lexicographic project launched already in 1905 by the committee for lexicography and dialectology the Czech Academy of Emperor Franz Joseph for sciences, literature and art, to become the Czech Academy for Sciences and Art (CAVU) in 1918. Although much was done between the wars to establish a state-funded language institute, i.e. an institution which would unify the all-encompassing research of language and systematic work with the national language, for financial reasons the Czech Language Institute was established only in 1946. Six years later, the Czechoslovak Academy of Sciences (CSAV) was founded and incorporated, among others, the Institute of the Czech Language. During the years, the structure of the Institute underwent various changes which were not merely a response to linguistic needs but also to the events of the time relating to the strengthening of the totalitarian communist power. Top Communist Party officials often interfered with personnel matters of the Institute and...

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VanderVennen, Robert E., J. Richard Middleton, George Pierson, Bernard Zylstra, Hendrik Hart, and Henriette Thompson. "Perspective vol. 15 no. 4 (Aug 1981)." 2013. http://hdl.handle.net/10756/251297.

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Dissertations / Theses on the topic 'Summer Institute of Linguistics'

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