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Dissertations / Theses on the topic 'Youth language'
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Jacobs, Jenny Eva. "Language Ideologies and Identity Construction Among Dual Language Youth." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.
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Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005).
Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting.
In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions:
1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language?
2) How do they deploy these discourses of language for identity-building and world-building?
Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity.
The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish.
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Ngenkaew, Wachuree. "Thai youth, globalisation and English language learning /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18360.pdf.
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Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.
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<p> The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.</p><p>
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Leong, Si Kei. "Profane language of juveniles in Macao Youth Correctional Institution." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637018.
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Allen, Dawn 1963. "Language, identity, and integration : immigrant youth 'made in Quebec'." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84983.
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This study explores the relationships between the integration experiences of adolescent newcomers in one francophone secondary school in Montreal and the current policies and programs related to educational integration. The research draws on observations and participants' descriptions and insights to address three principal questions: How is integration experienced by adolescent newcomers in a francophone school in Montreal? How do these students' experiences inform our understanding of the relationships among host (second) language learning/teaching, integration, and identity construction? What are the implications of these newcomer students' integration experiences for educational theories, policies and programs/practices that target such newcomers? These questions emerge from a consideration of theories of identity construction current in a variety of disciplines.<br>The study offers an overview of Quebec's past and present immigration and integration policies and programs. It considers those policies in light of identity theory and, more specifically, focuses on the relationships between language learning, integration, and identity in the experience of adolescent immigrants within a francophone secondary school in Montreal. Based on interviews and participant observation conducted over 15 months, the study describes the ways in which the participants' integration and identity are shaped by school discourses and the standardizing imperative of most North American educational institutions. Findings suggest that the participants resist the school's discourses in order to assert themselves dialogically and relocate their sense of identity in their host society. However, the dialogic relationships that the students are able to establish with and within the school discourses are imbalanced, leaving several students to feel dislocated both physically and psychically throughout the study. The study indicates that a distributed notion of the Self might improve theory, policy, and pedagogy related to newcomer integration. Finally, specific suggestions are made for building on current educational-integration research and practice.
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JAREK, MARCIO. "LIFE CONSTELLATION: POLITICS AND LANGUAGE IN WALTER BENJAMIN YOUTH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33739@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>PROGRAMA DE DOUTORADO SANDUÍCHE NO EXTERIOR<br>Esta tese trata da apresentação de uma ideia de vida nos escritos de juventude de Walter Benjamin. Esse período do pensamento do autor é reconhecido pelos seus críticos como sendo o de uma metafísica da juventude e liga-se a um conjunto complexo de influências. Nesse contexto, essa pesquisa ressalta o diálogo intermitente do autor com as diversas manifestações das chamadas filosofias da vida. Esse diálogo foi pouco estudado pelos pesquisadores de sua obra, mas torna-se indispensável para a compreensão mais adequada das consagradas teorias do filósofo relacionadas à linguagem e à política. Destaca-se como procedimento de pesquisa a leitura profunda dos escritos do pensador para a retirada de elementos que sirvam à construção de uma constelação de conceitos ligados à ideia de vida. Assim, este trabalho se inicia com a avaliação das discussões de Benjamin sobre a vida dos estudantes no contexto de reforma da vida na Alemanha do início do século XX e tenta compreender a relação da vida com a noção de tarefa infinita. Na sequência, a pesquisa dedica-se aos trabalhos do autor que versam sobre crítica literária e teoria da tradução para avaliar o modo como a vida, em sua relação com a linguagem, pode ser compreendida como forma. Essa tarefa serve igualmente para a avaliação da perspectiva do autor de defesa da sobrevivência da vida na história. Em seu último capítulo, este estudo trata das excêntricas leituras de Benjamin sobre a relação entre o problema psicofísico e a compreensão da política, na qual vigoraria a ligação recíproca entre história e vida. É nessa direção que se situa a crítica de Benjamin ao poder sobre a mera vida e à definição mítica desta como o paradigma para toda a vida.<br>This thesis presents an idea of life in the youthful writings of Walter Benjamin. This period of the author s thinking is acknowledged by his critics as of a metaphysics of youth and it is connected to a complex set of influences. In this context, this research highlights the author s intermittent dialog with the various manifestations of the so-called philosophies of life. This dialog has been little studied by researchers of his work, but it is essential for a more appropriate understanding of the philosopher s acclaimed theories related to language and to politics. The deep reading of the thinker s writings stands out as a research procedure for taking out elements that can be suited for building a constellation of concepts connected to the idea of life. Therefore, this work begins with the analysis of Benjamin s discussions over the students life in the context of life reformation in Germany in the beginning of the 20th century and tries to apprehend the association of life with the notion of endless task. Subsequently, the research approaches the author s works that discuss literary criticism and translation theory in order to evaluate how life, in its relationship with language, can be understood as a form. This task is also suited for the evaluation of the author s perspective regarding the preservation of a survival of life in history. In its final chapter, this study deals with Benjamin s eccentric readings on the relationship between the psychophysical problem and the comprehension of politics, in which the reciprocal bond between history and life would prevail. It is established in this direction Benjamin s criticism to power over mere life and to its mythical definition as a paradigm to whole life.<br>Cette thèse porte sur la présentation d une idée de vie dans les écrits de jeunesse de Walter Benjamin. Cette période de la pensée de l auteur est reconnue par ses critiques comme celle d une métaphysique de la jeunesse et se lie à un ensemble complexe d influences. Dans ce contexte, cette étude met en évidence le dialogue intermittent de l auteur avec les diverses manifestations des soi disant philosophies de vie. Ce dialogue a été peu étudié par les chercheurs de son travail, mais il est essentiel pour la compréhension la plus appropriée des théories consacrées du philosophe liées au langage et à la politique. On distingue comme procédure de recherche la lecture approfondie des écrits du penseur afin d enlever des éléments qui servent à construire une constellation de concepts liés à l idée de vie. Ce travail commence par l évaluation des discussions de Benjamin sur la vie des étudiants dans le cadre de la réforme de vie en Allemagne au début du XXe siècle et cherche à comprendre la relation entre la vie et la notion de tâche infinie. En outre, la recherche est consacrée aux oeuvres de l auteur s agissant de la critique littéraire et de la théorie de traduction pour évaluer la façon dont la vie, dans sa relation avec le langage, peut être comprise comme forme. Ce travail sert également à l évaluation de la perspective de l auteur de protection de la survie de la vie dans l histoire. À la fin, cette étude porte sur les lectures excentriques de Benjamin sur la relation entre le problème psychophysique et la compréhension de la politique, dans laquelle le lien réciproque entre l histoire et la vie se ferait valoir. Et c est dans cette direction que l on place la critique de Benjamin au pouvoir sur la simple vie et à la critique de la définition mythique de celle-ci comme le paradigme pour toute la vie.
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Strizhkova, Maria. "Youth slang as the language of modern teen communication." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13168.
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Collins, Cameron Kirkland Hooper Stephen R. "Language functioning and youth with conduct problems a meta-analysis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,422.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (School Psychology)." Discipline: Education; Department/School: Education.
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Williams, Tennessee, and Katherine Weiss. "Sweet Bird of Youth (Student Editions)." Digital Commons @ East Tennessee State University, 2014. https://www.amzn.com/B00MUJDKFQ.
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Sweet Bird of Youth is Tennessee William's atmospheric play of 1959 about Chance Wayne, the one-time heart-throb of his hometown who returns hoping to break into the movies and find the girl he loved in his youth. Accompanied by faded movie star, Alexandra Del Lago, grieving in a haze of drugs and alcohol for her lost youth, he discovers that time is shortly to catch-up with him and wreak a terrible retribution for his past actions. In its exploration of corruption, ageing and the effects of time, the play offers a magnificent study of the dark side of the American dreams of youth and fame.This Student Edition provides an extensive introduction and notes by Katherine Weiss. The introduction includes a chronology of Williams' life and times, a summary of the plot, commentary on the characters, themes, language and context, and a production history of the play. Together with questions for further study and notes on words and phrases from the text, this is the essential edition of the play for students of literature and drama.<br>https://dc.etsu.edu/etsu_books/1184/thumbnail.jpg
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Melissa, Cook. "Learn the language : understanding the needs of young people outside the school system with mental health issues /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17393.pdf.
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Deng, Dan Dan. "Cyber speak : a language as Chinese youth under new media technology." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2525510.
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Litherland, Kate. "Pulp : youth language, popular culture and literature in 1990s Italian fiction." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/31136.
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In this thesis I analyse a selection of Italian pulp fiction from the 1990s. My approach combines sociolinguistics and literary criticism, and uses textual analysis to show how this writing fuses influences from contemporary youth cultures and languages, and Italian literary tradition. The key themes of my analysis are pulp's multifaceted relationships with Anglophone culture, in particular punk music, its links to previous generations of Italian authors and intellectuals, and its engagement with contemporary Italian social issues. In Chapter 1, I review the existing literature on 1990s Italian pulp. Following on from this, I outline how a primarily linguistic approach allows me to consider a selection of authors, such as Rossana Campo, Silvia Ballestra, Aldo Nove, Enrico Brizzi and Isabella Santacroce, from a unifying perspective, and how this approach offers a means of considering the varied but contemporary perspectives on Italian culture, society, politics and literature offered by this group of writers. In Chapter 2, I show how pulp authors construct their linguistic style on the basis of spoken youth language varieties, and consider their motivations for doing so. Chapter 3 traces the literary precedents for this use of language, using comparative textual analysis to examine the nature of the relationships between pulp and American literature, and late twentieth century Italian fiction by Arbasino, Tondelli and Pasolini, in order to question some of the myths surrounding the literary sources of pulp. Chapter 4 deals with the relationship between pulp and popular culture, contrasting the notion of popular culture presented in this fiction to that proposed by earlier generations of Italian intellectuals, and discussing the theoretical perspectives that this reveals. Finally, I debate the extent to which pulps often disturbing and controversial subject matter reflects an attempt to deal with ethical issues, and consider pulp's success in achieving these aims.
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Дорда, Віталій Олександрович, Виталий Александрович Дорда, Vitalii Oleksandrovych Dorda, and D. Havrys. "Slang as a specific youth language. Ways of formation of slangisms." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/47226.
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Slang is the continual and changing phenomenon and meanings of
such words can be understood if to find out the likeness between
words.Understanding the language right has perhaps never been so
important or more difficult as it is today. Tony Thorne, editor of the
Dictionary of Contemporary Slang, says that teen and street talk is something new never-known before; their language is pronounced in the ways, never used before.
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Fish, Kelsey Chana. "The Nation, Linguistic Pluralism and Youth Digital News Media Consumption in Morocco." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182388.
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<p> With the rising rate of Internet penetration in Morocco, digital media, including social media, represent an increasingly important role in the spread of news in Moroccan society. In general, young Moroccans are the most digitally literate in the country and consume a wide range of online media. In the context of Morocco’s complex and plural linguistic landscape, language abilities and preferences add an additional layer to the study of the spread of digital media. This study uses a mixed methods approach involving a researcher-designed online survey of 193 Moroccans between the ages of 18 and 35 as well as 34 in-person semi-structured interviews with students attending four Moroccan universities in order to examine the news media consumption habits of young Moroccans, focusing on the intersection of language preferences, digital media choices and Moroccan nationhood. This study demonstrates that young Moroccans appear to possess a certain flexible news citizenship, allowing for a unified sense of the Moroccan nation despite linguistic differences. Overall, young Moroccans tend to rely on indigenous Moroccan digital news media outlets, such as Hespress, as well as foreign news sources, for daily news; both of these types of media are outside of the state- and party-run news media system, which includes the majority of television and radio channels and many print newspapers. While different language ideologies and their supporters do exist in Morocco, the “imagined community” of Morocco continues despite these linguistic distinctions. In contrast to concerns that new media will result in a fragmentation of the public sphere, the Moroccan case seems to show instead digital news media reinforcing an existing unified nation across linguistic difference.</p>
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Anderson, Stavroola Anna Sophia. "Oral Language Skills and Related Risk Factors for Antisocial Behaviour in Youth Offenders." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/22490.
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Evidence implicates poor verbal ability as a risk factor for antisocial behaviour, but less is known about how specific oral language skills are associated with antisocial behaviour, or confer risk in conjunction with other risk factors. The aim of the current research was to inform an understanding of the complexity of associations between oral language skills and related risk factors for antisocial behaviour in youth offenders. One hundred and thirty (81 youth offenders; 49 non-offenders) adolescent (age M = 16.32) males of relatively low SES participated in the research. Participants completed a range of measures during individual data collection sessions with the researcher. A systematic review revealed that youth offenders have relatively poor oral language skills, but that ongoing research into the biopsychosocial factors that influence the association between oral language deficits and youth offending is a high priority. Over three empirical studies associations between unique dimensions of oral language skills and nonverbal ability (NVA), callous-unemotional (CU) traits, perspective taking skills and/or antisocial behaviour were investigated at a fine-grained level, predominantly using a dimensional approach. Findings revealed that discrete oral language skills were differentially associated with participation in and patterns of antisocial behaviour dependent on associations with NVA and variants of CU traits. Further, primary and secondary variants of CU traits were associated with different patterns of oral language and perspective taking skill which, in some cases, was further associated with different patterns of antisocial behaviour. Current findings have the potential to inform theoretical models of antisocial behaviour and intervention strategies directed towards antisocial children and adolescents.
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Löfgren, Kristin. "Africans, Afrikaner and the English : ‘Race’ Relations and Apartheid in J.M. Coetzee’s Boyhood and Youth." Thesis, Södertörn University College, The School of Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1364.
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Skyrda, T. S., Iryna Mazurenko, Тетяна Сергіївна Скирда, and Ірина Мазуренко. "The reason of learning foreign language." Thesis, Національний авіаційний університет, 2019. http://er.nau.edu.ua/handle/NAU/42938.
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You can speak with teachers online with the help of special programs. Also, you should do a lot of homework and special tests which show our level of mastering information. For example, in China the National Network of Radio and Television Universities (CRTVU) was founded in 1979. It provides growing demands for urgently needed skilled labor and for adult education that the traditional educational system does not satisfy.
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Strack, Uwe-Michael Peter Bernhard. "Didactization of a youth novel as CALL material for advanced Grade 11-12 learners of German as a foreign language /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1226.
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Thesis (MPhil)--University of Stellenbosch, 2006.<br>CD-ROM inside back cover. Title of CD-ROM: Ausländerfeindlichkeit in Deutschland : ein interaktives Leseprogramm für den fortgeschrittenen DAF-Unterricht. On title page: Master of Philosophy (Hypermedia for Language Learning). Bibliography. Also available via the Internet.
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Fernández, Julieta. "The language functions of tipo in Argentine vernacular." ELSEVIER SCIENCE BV, 2017. http://hdl.handle.net/10150/626125.
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This article provides a case study account of the language functions of tipo, which is a pragmatic feature of Argentine Spanish vernacular, as used by 10 young adult native speakers of the language (ages 18-25), in the context of oral face-to-face and synchronous technology-mediated written interactions with young adult Spanish L2 learners. An examination of naturally occurring and self-reported language awareness data suggests that tipo has acquired a wide array of pragmatic functions it is a marker of hesitation, exemplification, reformulation, vagueness, and quoted speech. In its non-pragmatic marking uses, it can refer to an unspecified man, preface a hyponym, and be used to make a comparison. Participants' usage patterns, in conjunction with their understanding of sociopragmatic variability in the use of tipo, are discussed as a direction for research in colloquial features of youth vernacular.
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Polyarush, Viktoriya. "The Influence Of English On Ukrainian, With A Focus On The Language Of Youth." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612527/index.pdf.
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The purpose of this thesis is to examine the role of Anglicisms in the language of Ukrainian young adults, the motives of English borrowings&rsquo<br>usage, and the attitude of young people towards the presence of Anglicisms in the Ukrainian language. The study examined the language of young adults, newspapers and magazines, and popular TV programmes. Note fields, audio-recordings, and questionnaire were chosen for investigation of borrowings integrated in the Ukrainian language.
The study revealed a constant usage of Anglicisms by young adults in Ukraine, despite their place of residence and occupation, focusing on the main areas where borrowings are used. It was suggested that English borrowings have become a significant part of the language used by young people in Ukraine.
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Hakimi, Laura. "Mobile English language learning for youth empowerment : an action research study in Dharavi, Mumbai." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:6d6e71cf-2ec7-4677-8238-2eeff7a3c9e2.
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With reach of the mobile phone in the developing world unsurpassed by any other form of information communication technology, and its potential as a means to support learning widely recognised and the subject of a range of exploratory interventions, researchers, policy makers and practitioners have turned to the challenges of making mobile learning initiatives more scalable, more sustainable and more sensitive to the needs and circumstances of learners. At the same time, there is a call for a critical approach to the use of technology that serves to expose immanent knowledge and to challenge unequal power relations within educational settings, in order to identify ways in which educational technologies can be used in fairer and more equitable ways. This study employs action research, a methodological approach that I argue is appropriate for to address such an agenda. This thesis sets out the study of collaborative attempts to design and implement a mobile English language learning resource in partnership with a Non- Governmental Organisation (NGO) in Dharavi, Mumbai. Through three iterative action research cycles, conducted in a participatory manner with NGO leaders, teachers and students, this study investigates how the use of a mobile learning resource can provide a sustainable means of enhancing the learning of disadvantaged young adult participants enrolled on the NGO's Youth Empowerment Program. The design and use of a mobile learning resource is framed against a complex picture of young people's access, ownership and engagement with mobile technology, closely linked to gender, life stage and economic circumstance; as well as the NGO's shifting English language curriculum priorities and strategic change. The study reflects upon the nature of student learning experiences, through the use of the activities within the mobile learning resource itself, through broader strategies of digital engagement and through the participatory research process. Finally, the study identifies issues that constrain the sustained use of the mobile learning resource, including lack of flexibility and control over pedagogical content and the absence of continuing technical support.
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Nakládalová, Alena. "Nový trend cestovního ruchu - Youth Travel." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-113599.
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The thesis examines Youth Travel, the new trend and new segment of tourism. Its goal is to analyze this market and recommend the appropriate strategy to the destinations and enterprises in order to attract Youth Travelers. The theoretical part presents the definition of Youth Travel, indicates its benefits and analyses the factors of its development. The analytical part is concerned with the potential of the Czech Republic for the development of Youth Travel and the tendency of Youth Travelers to visit this destination. The contribution of this work can be seen in the new product concept which might be helpful in attracting Youth Travelers to one of the regions of the Czech Republic.
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Price, Joseph Edward. "The status of French among youth in a bilingual American-Canadian border community the case of Madawaska, Maine /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297117.
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Thesis (Ph.D.)--Indiana University, Dept. of French & Italian, 2007.<br>Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0592. Adviser: Albert Valdman.
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Mangseth, Henrik. "Adolescent's Language - Observations in Upper Secondary School." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9391.
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Observations of adolescent's language in upper secondary school in Sweden. Do teenagers stule-shift when speaking in different communicative settings; that is the core of this essay. Five informants have been observed in three different speaking sessions, and their language is analyzed, discussed and compared to secondary sources.
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Adams, Betony. "Rhyming youth with death : what we might learn from HIV/AIDS fiction in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12631.
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Includes bibliographical references.<br>That the interpretation of disease, its fictionalisation, might prompt negative responses is an issue that has been addressed by various people. Of which one of the better known examples is Susan Sontag's Illness as Metaphor & Aids and its Metaphors. In South Africa the negative effects of reading HIV/AIDS as metaphoric are borne out by the shame and stigma which make acknowledging and treating the disease difficult. While recognising the relevance of being against the interpretation of disease this thesis is an attempt to argue for what we can learn from considering the metaphors that constitute what might be called the official fiction, that is, literary fiction, about HIV/AIDS in South Africa. I will focus generally on how metaphor might offer a singular way of communicating the experience of the diseased body in the context of the abstracting expertise of modem medicine. And I will also examine two instances in which metaphor and fiction might give specific insight into the experience of HIV/AIDS in South Africa.
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Richardson-Owen, Esme. "Innovative quotatives - language change or youth-speak? : A corpus-based study of spoken British English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79708.
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This paper investigates the possible effect of age on quotative variation in spoken British English with focus on the innovative quotative constructions be like and go and the standard construction say. The study is corpus-based and uses the Spoken British National Corpus 2014 as its material. Using the search tools provided in the corpus, datasets were restricted to include material from female speakers only and for each age-bracket in isolation. The results of the study were analysed in apparent time and through real time comparisons with previous studies. Similarly to previous studies, it was found that be like constructions are still favoured by young speakers, but the results also indicate that be like is used at higher frequencies among middle-aged speakers than previous studies have demonstrated. This indicates that be like is indeed an example of language change and not just an age-graded feature. The second innovative quotative investigated was go. The frequency distribution demonstrated by go was very different to that of be like. The results indicate that the ratio of go in comparison to be like (and say) have decreased drastically in the past twenty years when the results of the present study were compared to previous studies. This may indicate that the presence of two or more quotative variants within a speaker community may lead to the reduction in use of one of these variants due to "linguistic competition". The results of this study strengthen previous arguments that the presence of be like may lead to a decrease in the use of quotative go. The standard form say is still the most common variant for most age-brackets, apart from adolescent and young-adult speakers. However, in comparison to earlier studies the ratios of say have decreased for middle-aged speakers and younger. This may be due to an increased choice of quotative variants which are available to the speaker.
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Leone, Hľn̈e H. "Language use and linguistic variations found in interactive media: a case study of Francophone youth /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2372.
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Wong, Man-tat Parco, and 黃文達. "A sociolinguistic study of youth slanguage of Hong Kong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36627422.
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Nicholas, Sheilah Ernestine. "Becoming "Fully" Hopi: The Role of Hopi Language in the Contemporary Lives Of Hopi Youth--A Hopi Case Study of Language Shift and Vitality." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194190.
Full textAbstract:
There exists a fundamental difference in how today's Hopi youth are growing up from that of their parents and grandparents--Hopi youth are not acquiring the Hopi language. This sociolinguistic situation raises many questions about the vitality and continuity of the Hopi language.Two key findings emerged from the study of three Hopi young adults. First, the study showed that cultural experiences are key to developing a personal and cultural identity as Hopi, but a linguistic competence in Hopi, especially in ceremonial contexts, is fundamental to acquiring a complete sense of being Hopi. Secondly, the effect of modern circumstances apparent in behavior and attitude among Hopi is evidence of another shift--a move away from a collective maintenance of language as cultural practice to the maintenance of language and cultural practice as a personal choice of use.
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Le, Juen Yves-Jean Gabriel. "An institution-based enquiry into concepts of proficiency, automaticity and second-language learning among dyslexic students." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/36136/.
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It is, for some, 'common knowledge' that dyslexic students cannot master a foreign language 'because' they cannot master their own. This study enquires into the assumption, and the 'because', above, and seeks other explanatory routes for dyslexic university students' difficulties with foreign language learning. Building on earlier work concerned with notions of 'automaticity' in relation to concepts of 'proficiency' in proficiency and dyslexia literatures, it relates these directly to second language teaching/learning concepts and discusses this in relation to 'phronetic', 'professional' and tacit' views of knowledge. The empirical part of the study comprises cross-comparison of four narrative sources: the narratives of a dozen dyslexic students engaged in a semi-structured, in-depth interview concerning their language difficulty and how they view it; a second narrative relating the voices of the advisors most directly linked to dyslexic language learners in the institution, also including past and future difficulties of some dyslexic students who may face a study year abroad, e.g. on Erasmus and similar schemes; a third interview with the then current head of the unit dealing with both English as a Foreign Language, and Modern Foreign Languages; and the over-arching narrative of the researcher – his story in conducting this study. Within this framework, the research uncovers how, at a practical level as well as theoretically, phronetic, teaching-learning and exceptional language-acquisition 'knowledge' may be open to subversion from several quarters: the pragmatics and economics of 3rd-level EFL and MFL1 language teaching; transposing child language acquisition concepts onto adult language learning ones; the cross- and/or mismatching of these with dyslexia ones; and the possible collision between some areas of professional knowledge – tacit or otherwise. The research shows how for the 'institutional dyslexics' concerned, and sometimes despite their advisors, the unit's academic director and the institution, automaticity is anterior to proficiency and agency is anterior to automaticity. Moreover reversing this, discovering or rediscovering their sense of agency allows certain of the dyslexic participants to attain a qualified measure of automaticity in their language studies and hence, of proficiency. These findings have important implications for those engaged in second language teaching and learning. The organisation of the thesis is as follows: in a first chapter which the researcher introduces with a short autobiography and an account of how the research came about, a broadly descriptive and factual introduction to the piece then summarises previous work in the doctoral degree particularly the critical analytical study, focusing the research questions, and discussing the relationship between methodology and methods, and begins a consideration of what a 'case' is, and what is the case here. Chapter 2 expands the theoretical focus with a discussion of the notion of coherentism and the notion of 'fit', and introduces issues in narrativity and in phronesis. Chapter 3 addresses understandings and terminologies in 'communicative' language teaching, cross-mapping these to both dyslexia and 'proficiency' issues previously discussed. Chapter 4 explores the data, and begins an assessment of the 'fit' between the respondents. Finally, Chapter 5 summarises and discusses the 'findings' of the research – what emerges from the research questions and what from their interpretation; how theoretical understandings now 'fit', or not; what else emerged during the study; what constitutes a finding; and returning to Chapter 1, asks to what extent the study is a foundationalist 'case' which can or should be 'generalisable'. A short discussion of further research avenues is presented.
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Coleman, Jeffrey Alan. "Language Contact in the Inner City: the Acquisition of AAVE Features by Bilingual Hispanic Adolescents." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279116/.
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Sociolinguists working in Northern urban areas have shown that Hispanics who come in contact with African Americans sometimes acquire features of African American vernacular English (AAVE). However, the acquisition of AAVE features by Hispanics in the South has yet to be documented. Specifically, no one has studied the kind of English that Hispanics in Texas are acquiring. The present study investigates this issue through research in an inner-city area of Dallas: Oak Cliff. During the past twenty-five years, the population of Oak Cliff has changed from a largely African American community to include a substantial number of Hispanics. Though their neighborhoods remain fairly separate, sports and gangs provide an arena for extended contact. This study investigates the extent to which AAVE grammatical features are being acquired by bilingual Hispanic adolescents who hang out with African Americans. The analysis for this paper focuses on the relationship between contact and depth of acquisition of AAVE syntactic constraints on the use the copula (is/are, be). Preliminary results show that be+V+ing as an habitual form has been incorporated into the grammar of these subjects, suggesting fundamental changes towards an AAVE grammatical system.
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Przymus, Steve Daniel. "Social Semiotics, Education, and Identity: Creating Trajectories for Youth at Schools to Demonstrate Knowledge and Identities as Language Users." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/605221.
Full textAbstract:
This dissertation is comprised of three teacher-researcher studies carried out with the intention of showing teachers how to move beyond the monolingual paradigm to build upon linguistic and cultural diversity in their everyday practice. The monolingual paradigm is linked to ideologies regarding proficiency in English as the principle means of academic success and citizenship. These studies challenge this traditional way of viewing education by treating learning "as an emerging property of whole persons' legitimate peripheral participation in communities of practice" (Lave, 1991, p. 63), whether these are interest-based communities of practice beyond the classroom or bilingual communities of practice within the classroom. In order to recognize and explain this learning and inform teaching practices, I adopt a social semiotic approach in order to explore how meaning is constructed through language, and also through social interactions with all modern aspects of society, including gesture, image, performance, and music (Kress, 2012; van Leeuwen, 2005). I explore how these interactions allow youth to create diverse identities, beyond immigrant, refugee, limited English proficient, learner, and "other", in three educational arenas: 1) Outside of the classroom in interest-based communities of practice at school, 2) in a secondary dual-language content classroom, and 3) online in an educational transnational telecollaboration project. In all three studies I triangulate quantitative data of student participation and academic achievement with qualitative participant narratives and teacher-researcher observations. What results is insight into the impact of creating multimodal trajectories for youth to perform identities and knowledge as language users in schools, where historically messages of youth's social identities are ascribed in much more constricting ways (Harklau, 2003). Viewing these youth as language users, rather than learners, sends a message to both educators and youth that in education, identity formation trumps skills development, and this can lead to higher expectations, more engaging learning, and opportunities for youth to question race-language educational legacies (Malsbary, 2014; Wenger, 1998).
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Vazquez, Gabriel. "Programming for the Latino Youth: a Content Analysis of Prime Time Television Programs By Three Spanish-language Broadcast Networks." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283795/.
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This study reviews U.S. Spanish-language broadcast networks' prime time programming content targeted to the Latino youth audience. It explores the relationship between the Latino youth and prime time programming by Spanish-language broadcast networks and how they seek to attract this market as is reflected in the characteristics and quantity of their content and preferred formats by using the strategic management theory. This study identifies the amount and type of prime time programming that was catered to the Latino youth audience between 2003 and 2012 by the three major Spanish-language networks: Univision, Telemundo, and Telefutura. An observed pattern reveals that prime time programming targeting Latino teenagers is relatively smaller and older in comparison to programming delivered through the general programming.
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Козловська, Ганна Борисівна, Анна Борисовна Козловская, Hanna Borysivna Kozlovska, and N. Gluboka. "The impact of language and culture environment on the formation of personality qualities of the youth." Thesis, Видавничий дім «Ельдорадо», 2017. http://essuir.sumdu.edu.ua/handle/123456789/52696.
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У статті розглядаються два способи прийняття рішення: обґрунтоване внутрішньо та обґрунтоване ззовні. У статті описується дев’ять речей, що роблять люди, залежні від чужої думки, а також п’ять психологічних прийомів, щоб менше піклуватися про думку оточуючих. Особистість не може бути відділена від широкого соціального і культурного контексту, в якому вона розвивається і виражається, але потрібно правильно сприймати зовнішнє середовище, не ховатися за внутрішніми комплексами.<br>В статье рассматриваются два способа принятия решений: обоснованное внутренне и обоснованное внешне. В статье описываются девять поведенческих паттернов людей, зависимых от чужого мнения, а также пять психологических приемов, способствующих уменьшению этой зависимости.<br>The overall objective of the article is to observe the ways of overcoming approval addiction as it greatly influences the formation of personality qualities of the youth. There are two types of decision makers in the world: internal decision makers and external decision makers. There is the description of nine things that dependent people do in the article. The authors observe five rule of recovery, so called mind tricks to care less. Personality is shaped by both genetic and environmental factors; among the most important of the latter are cultural influences. Our personality cannot be separated from the broad social and cultural context where it develops and is expressed. Personality is completely interdependent with the meanings and practices of particular language and cultural contexts. Young people develop their personalities over time through their active participation in the various social worlds in which they engage.
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Jimenez, Quispe Luz. "Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311535.
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This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.
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Muhonen, Anu. "Error error lataa patteri : From language alternation to global multilingual repertoires in Finnish youth radio programs in Finland and Sweden." Doctoral thesis, Stockholms universitet, Institutionen för baltiska språk, finska och tyska, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-102652.
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This PhD study explores multilingualism in Finnish language youth radio broadcasting, with interactional and ethnographic data from Sweden Finnish and Finnish youth radio broadcasting. The interactional data consist of audio recordings from radio programs, while the ethnographic data consist of observations, logbook notes and interviews. The data were recorded and collected during the summer of 2005 from Radio Sweden’s (SR) Finnish language radio station Sisuradio and its youth program Klubi-Klubben, and simultaneously from Finnish YleX, from its X-Ryhmä and YleX Tänään programs. Multilingualism within radio broadcasting is investigated from a qualitative and sociolinguistic viewpoint. The study consists of four independent empirical research articles, each tackling the research topic from a slightly different perspective (e.g., language alternation, humor, repertoires, rap flows). This approach is what I call revealing the small pictures of this study. Further, this study investigates some overarching implications and pinpoints general threads and themes of a more holistic big picture of what multilingualism sounds like in the youth radio programs. The focus of the analysis is interactional and functional. The study shows that there are many different kinds of multilingualisms: multilingualism in the late modern world differs from scene to scene. However, speakers and groups have varied kinds of multilingual repertoires at their disposal in different scenes. In addition, different multilingual repertoires are used for various functions and genres, such as entertainment, humor and the expressions of different identities, including expressing music expertise or being a rapper. English is used as resourse in all of these repertoires. The study makes visible multilingual life worlds where global and local features intertwine and where objects and discourse practices are constantly on the move.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>
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Proctor, Lavanya Murali. "Discourses on language, class, gender, education, and social mobility in three schools in New Delhi, India." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/726.
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This dissertation examines the ideological connections between schooling, mobility, and social difference among students in New Delhi. In it, I argue that educational mobility, especially with regard to English-language education, is an ideology which seems to offer a path to reduce social difference while in fact protecting it. I also argue that people who desire mobility engage in discursive practices which attempt to emphasize how their social positions are better than the ones they aspire to, a process I call discursive mobility. These discourses are inherently conflicted and contradictory, something I argue is characteristic of discursive responses to ideologies of educational mobility. Thus, I inquire into how different ideologies and discourses (dominant and subordinate) relating to social difference, education, and mobility interact, the prominent role of English in ideologies of education and mobility, and how the process of attempting mobility produces inherently contradictory ways of being.
This research was conducted in two government schools and one private school in New Delhi, using a number of methods including participant observation, surveys, interviews, group discussions, and matched guise technique. I describe the discursive contradictions that come from attempts at discursive mobility, how language is implicated in ideologies of educational mobility, how social ideologies of privilege affect schooling experiences and mobility possibilities, how students discursively respond to social difference, and how the discursive worlds of students in government and private schools differ.
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Coetzee, Ethrésia. "Growing Queer: youth temporality and the ethics of group sex in contemporary Moroccan & South African literature." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/31349.
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Towards the end of October 2018, news stories surfaced about a targeted crackdown on gay people in Tanzania. Regional Commissioner of Dar es Salam, Paul Makonda, announced plans to form a government taskforce that would be devoted to pursuing and prosecuting LGBTIQ people, or those perceived to be on the spectrum (Amnesty International, “Tanzania”). This current onslaught on LGBTIQ citizens has already seen 10 men arrested, ostensibly for participating in a same-sex wedding (Ibid). While the Tanzanian foreign ministry distanced itself from the Regional Commissioner’s remarks (Burke), others have framed Makonda’s actions as a natural extension of president John Magufuli’s “morality crusade” (Amnesty International, “Tanzania”). After being elected to office in 2015, Magufuli achieved international acclaim for this 'thrift and intolerance for corruption’ (Paget). However, Magufuli’s “morality crusade” quickly spiralled into authoritarianism, with a clampdown on freedom of speech and on opposition to his party, Chama cha Mapinduzi (CCM) (Ibid). The party has governed Tanzania since its independence in 1961 (O’Gorman 317). As Ahearne notes, it has become a situation where 'any opposition is seen as “against the nation”’ since it has become 'clear that Magufuli is following a nationalist agenda.’ Homophobic campaigns have been a common feature since Magufuli was elected in 2015, and sodomy still carries a prison sentence of up to 30 years in Tanzania (Burke). The current “morality crusade” is not that unusual, in other words, and it imagines sexual and gender minorities as outside the nation-state, as not quite citizens. This discourse is not new, and simply echoes similar declarations and crackdowns in other African countries that frame sexual and gender minorities as non-citizens.
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Dorsey, Jennifer M. "An Exploration of Youth Talk Around Representations of Individual Difference in the American Television Show Glee." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112712.
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In this study I investigate the ways in which youth talk about difference and fictional television characters in order to better understand youth's relationship with the media and diverse others. I use the theoretical framework of constructivism and the analytic framework of Foucauldian Discourse Analysis in order to answer the following research questions:
1) What discourses and positionings do youth use when talking about fictional characters?
2) What discourses and positionings do youth use when talking about difference in the context of a television program that presents diverse characters, specifically in the areas of (a) ability, (b) sexuality, and (c) ethnicity?
3) What do these ways of talking about characters and difference make possible for youth in the world?
I chose to study these questions by investigating the meanings that youth were making of characters on the television show Glee. I conducted a qualitative interview study, recruiting participants in accordance with purposive sampling for maximum variation. Data gathering consisted of qualitative interviews, both with individuals and pairs. Interviews included both photo and video elicitation. Following data collection and interview transcription, I conducted data analysis using positioning theory, discourse theory, and Foucauldian Discourse Analysis.
In my first analytic chapter I identified two main discourses that youth use when talking about characters: Character as Person and Character as Creation. In my second analytic chapter I analyze youth speech and discuss the discourses and positionings that they use when talking about difference, identifying three main discourses: Being Different, Having Difference, and Enacting Difference.
In my final analytic chapter I look more closely at the parasocial relationships that youth describe having with characters, investigating when youth do and do not describe identifying with the characters on Glee. I note that when youth describe relating strongly with a character because of a shared difference, they most often use the discourses of Character as Person and Being Different.
Through the lens of Foucauldian Discourse Analysis, I am able to explore not only the patterns apparent in youth talk about characters and difference, but also what this talk makes possible in the world.
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Mayoma, Jaclisse Lorene. "The identity construction and negotiation of 1.5 generation Congolese migrant youth in Cape Town, South Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6678.
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Magister Artium - MA<br>Globalization has evidently led to an increase in the flow of immigrants across the world, a fact
that has and continues to play a significant role in the development of studies on immigration,
immigration patterns and the psycho-social struggles that immigrants face; of which identity
negotiation in the new context is included. A number of works have been done on the identity
negotiation and identity-forming process of immigrant youth. This study attempts to highlight,
rather specifically, the unique challenges that 1.5 generation immigrant youth have in forming
their identities. Rumbaut coined the term “one-and-a-half generation” to describe “children of
Cuban exiles who were born in Cuba but have come of age in the United States” (1976:8). Thus
the 1.5 generation immigrant youth constitutes children who were born in their country of origin
but was raised and received the education and important experiences in the host country. Hence,
the issue of identity becomes important for adolescents such as the 1.5 generation growing up in
Diasporic settings. How they come to define who they are, their place in the world and others’
perception of them have significant implications for their successful integration into their new
societies (Ogbuagu, 2013).
This study takes a socio-cultural approach to investigating the identity negotiation and construction
of 1.5 generation Congolese immigrant youth. Sociocultural linguistics refers to an
interdisciplinary field which considers language as a sociocultural phenomenon; hence positioning
identity as a phenomenon that is socially constructed through language and hence, performed
within interaction and conversations.
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ヘイグ, エドワード, and Edward Haig. "The language of youth crime: a systemic functional linguistic and critical discourse study of BBC radio news." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11836.
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Bilodeau, Chantale. "Des moyens d'expression de l'intensité dans le langage des jeunes Québécois /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2001. http://theses.uqac.ca.
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Vujasinović, Ellen Elizabeth, and Ellen Elizabeth Vujasinović. "El Seny I La Rauxa: Identity, Ideologies, and Communicative Practices of Honduran Youth in Catalonia." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625852.
Full textAbstract:
Catalonia, struggling with a national identity, minority language rights, and an independence movement serves as the backdrop for this dissertation which focuses on the communicative practices of fifteen Honduran youth immigrants living in a segregated neighborhood on the periphery of a Catalan city.
Ethnographic fieldwork in a Catalonian neighborhood and high school dominated by Latin American immigrants reveal a number of factors which influence the languaging of Honduran diasporic youths.
The participants in this study negotiate multi-layered, often hybrid, transnational identities which influence their linguistic choices both in and out of school. Data collection via in-depth interviews and participant observations identify investment in Catalan language for academic and employment purposes and the maintenance of Honduran Spanish and/or variations for social "currency."
Furthermore, this dissertation examines the implications of the Honduran youths' communicative practices for educational and pedagogical purposes as well as for language policy and planning in Catalonia, Spain.
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Kruger, Candace. "In The Bora Ring: Yugambeh Language and Song Project - An Investigation into the Effects of Participation in the ‘Yugambeh Youth Choir’, an Aboriginal Language Choir for Urban Indigenous Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365270.
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Knowledge of Indigenous language and identity for Australian Indigenous children is vital. Despite this there has been little research into the effects that living culture practice affords Australian Indigenous children through learning heritage language. Yarrabil (to sing) is one way in which Indigenous youth can participate in learning Indigenous language. Through a series of surveys, wula bora (focus group) sessions, interviews and reflections, the jarjum (children) of the Yugambeh language region assisted to discover how the process of participation in an urban Aboriginal children’s language choir can play an integral part in youth leadership, language acquisition, well-being (self-efficacy), and Identity and Aboriginality. The research also demonstrates how a language choir can safe-guard language and culture whilst building socio-cultural capital within an Indigenous community. The National Indigenous Languages Survey Report of 2005 listed the Aboriginal language Yugambeh of the Gold Coast, Logan and Scenic Rim regions of South-East Queensland, Australia as endangered. This thesis investigates an alternate way to girrebba (wake up) a sleeping language and engage youth in the process of learning their heritage language. The ‘Yugambeh Language and Song project’ provides academic knowledge in a relatively unstudied field, supports living culture practice and provides a model to assist other Indigenous communities to sing their language alive.<br>Thesis (Masters)<br>Master of Arts Research (MARes)<br>School of Humanities, Languages and Social Science<br>Arts, Education and Law<br>Full Text
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Savage, Glenn. "Silencing the everyday experiences of youth?: issues of subjectivity, corporate ideology and popular culture in the English classroom." Thesis, Savage, Glenn (2006) Silencing the everyday experiences of youth?: issues of subjectivity, corporate ideology and popular culture in the English classroom. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/292/.
Full textAbstract:
This study investigates the influence of popular culture texts on the subjectivities of young people and argues that critical pedagogical practices need to be further deployed by English teachers in response to the corporate driven nature of popular texts. Three levels of synthesized information are presented, using data analysis born of a quantitative survey and in-depth interviews with a group of secondary English students in Perth, Australia.
Firstly, I argue that popular culture texts constitute the predominate form of consumed textual material for young people and that these texts are increasingly defined by corporate ideologies and branding. Secondly, I investigate the influence that these popular culture texts have on the subjectivities and everyday social experiences of young people. I argue that the ideologies and discourses in popular texts position young people to assume subjectivities that are increasingly defined by branding and corporate ideology, and that these texts often have a normalizing effect.
Hence, I argue that young people?s social currency is often defined by the extent to which individuals demonstrate an alliance to the ideologies of popular media, and that individuals who deviate from such popular norms often experience subjugation and exclusion within peer and social settings. Constructivist notions of subjectivity and an analytical framework heavily influenced by Foucauldian theory inform this theorization. Thirdly, I finalize my argument by dealing pedagogically with subject English and areas of it that hold relevance in terms of the integration and analysis of 'the popular'; including critical literacy, multiliteracies and critical pedagogy. I argue that a commitment to critically analyzing popular culture texts in the subject is lacking and that students feel many English teachers are 'out of touch' with the everyday realities of young people and their popular culture influences. I argue that such failures risk producing students whose everyday experiences are silenced and who are unaware of the ways they are being positioned to adopt certain corporate driven subjectivities.
Methodologically this study is informed by principles of critical theory, cultural studies, discourse analysis and a commitment to position the often-silenced student voice as a prime analytical tool. Aspects of autoethnography are deployed through punctuating personal narratives that feature within this text in order to illuminate the journey of self-realization and fundamental self reevaluation I have traveled throughout the production of this research work.
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Savage, Glenn. "Silencing the everyday experiences of youth? : issues of subjectivity, corporate ideology and popular culture in the English classroom /." Savage, Glenn (2006) Silencing the everyday experiences of youth?: issues of subjectivity, corporate ideology and popular culture in the English classroom. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/292/.
Full textAbstract:
This study investigates the influence of popular culture texts on the subjectivities of young people and argues that critical pedagogical practices need to be further deployed by English teachers in response to the corporate driven nature of popular texts. Three levels of synthesized information are presented, using data analysis born of a quantitative survey and in-depth interviews with a group of secondary English students in Perth, Australia.
Firstly, I argue that popular culture texts constitute the predominate form of consumed textual material for young people and that these texts are increasingly defined by corporate ideologies and branding. Secondly, I investigate the influence that these popular culture texts have on the subjectivities and everyday social experiences of young people. I argue that the ideologies and discourses in popular texts position young people to assume subjectivities that are increasingly defined by branding and corporate ideology, and that these texts often have a normalizing effect.
Hence, I argue that young people?s social currency is often defined by the extent to which individuals demonstrate an alliance to the ideologies of popular media, and that individuals who deviate from such popular norms often experience subjugation and exclusion within peer and social settings. Constructivist notions of subjectivity and an analytical framework heavily influenced by Foucauldian theory inform this theorization. Thirdly, I finalize my argument by dealing pedagogically with subject English and areas of it that hold relevance in terms of the integration and analysis of 'the popular'; including critical literacy, multiliteracies and critical pedagogy. I argue that a commitment to critically analyzing popular culture texts in the subject is lacking and that students feel many English teachers are 'out of touch' with the everyday realities of young people and their popular culture influences. I argue that such failures risk producing students whose everyday experiences are silenced and who are unaware of the ways they are being positioned to adopt certain corporate driven subjectivities.
Methodologically this study is informed by principles of critical theory, cultural studies, discourse analysis and a commitment to position the often-silenced student voice as a prime analytical tool. Aspects of autoethnography are deployed through punctuating personal narratives that feature within this text in order to illuminate the journey of self-realization and fundamental self reevaluation I have traveled throughout the production of this research work.
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Pfister, Anne Elaine. "Myths and Miracles in Mexico City: Treatment Seeking, Language Socialization, and Identity among Deaf Youth and their Families." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5549.
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This dissertation research investigates the experience of deafness among deaf youth, adults, and their families in Mexico City, Mexico. Deaf children cannot fully access the spoken languages of their hearing families and mainstream society. Hence, participating families embarked upon extensive treatment-seeking pilgrimages, encountering myths about deaf lifeways and the promise of miracle cures that formed Mexico City's cultural system for coping with childhood deafness. This ethnography uncovers persistent misconceptions in medical and mainstream discourse, including strong recommendations against exposure to sign language, which directly impacted participants' access to relevant communities of practice, the social networks that proved most significant to these families.
I used visual data collection methods, including photovoice and personal history timelines, to examine deaf identity. I contrast participants' lived experiences with the effects of the medicalization of deafness to empirically demonstrate the value of sign-based communities of practice for language socialization and the impact of restricted information and stigma. My research outlines the limitations of therapeutic approaches to language and challenges the notion that all children predictably acquire language. My contribution of "treatment-seeking pilgrimages" provides a new concept for examining therapy management as a social practice and I use "ad hoc communities of practice" to illustrate how participants formed social groupings in response to the unanticipated discovery of deafness in their families. Applied outcomes include recommendations suitable for educating medical personnel, public policy actors, educators, and families in early stages of treatment seeking.
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Stanovick, Lucy. "Popular song as text in the lives of young adults." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052218.
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Pevey, Timothy Aaron. "From Superman to Superbland: The Man of Steel's Popular Decline among Postmodern Youth." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/english_theses/19.
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Although immensely popular with American boys upon his debut in 1938, Superman has gradually lost relevance with the postmodern generation. DC Comics has rewritten the character numerous times in an attempt to regain lost popularity, but the problem lies in an aspect of his character they refuse to alter – his invulnerability. Superman’s invulnerable body was engineered to quell the fears America harbored towards technological progress, but his impervious physique now renders him obsolete. Boys in postmodern America, under the influence of post-Enlightenment body values, now connect with vulnerable comic book heroes whose bodies more closely match their own. This paper examines the sociological reasons for the shift in Superman’s popularity by comparing the body values of 1938 with those of today, and concludes that while Superman might have succeeded as a modern hero, he fails as a postmodern one.
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Exenberger, Margareta. "An image says more than words : a qualitative essay about the pictorial language of children and youth in Westafrica." Thesis, Växjö University, School of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1198.
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<p>The pictorial language of the Swedish children is characterized by the idea that a “good” drawing should be in the right perspective and as photographically realistic as possible. This is a study about the pictorial language of the children in the Gambia and Senegal. Is the pictorial language different with the children living in a culture that has a stronger tradition of spoken word and visual communication than the children living in the western civilisation?</p><p>With the help of different theories concerning children’s creating of art, this study is trying to sort out the differences. It is also explaining about different theories when it comes to development stages in the children’s drawings and how the culture, tradition and conventions influence both the pictorial grammar and the ideal image.</p><p>The study is based on drawings collected in schools in The Gambia and Senegal and the drawings are analysed with the help of theories in Karin Aronssons “Barns världar – barns bilder”.</p><p>The study is also based on observations and interviews with children and teachers in a school in the Gambia.</p>