Dissertations / Theses on the topic 'Literary multilingualism'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 34 dissertations / theses for your research on the topic 'Literary multilingualism.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Arends, Enti Amar. "Sociocultural implications of French in Middle English texts." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33226.
Full textThutloa, Alfred Mautsane. "Promoting health citizenship and multilingualism in the health insurance industry." University of the Western Cape, 2018. http://hdl.handle.net/11394/6506.
Full textThe thesis explores the role of semiotic structuring of health information in relation to language, multimodality and health literacy and the affordances for agentive participation among consumers of two leading South African medical schemes - Discovery Health Medical Scheme (Discovery Health) and the Government Employees Medical Scheme (GEMS). The focus is on who has access to health information, how this information is constructed and what the semiotic health habitat looks like for citizen-consumers. Through a virtual ethnographic approach the thesis explores the design of genres of health information artefacts: application forms, application guides, a comic book, and a variety of website images. The choice to study the commercial package of a private health industry is aimed at finding and defining codes of practice in health communication that could be replicable in the public health sector. A new perspective emerging out of the thesis is how semiotic structuring of style, stance-taking, and choice of registers affects reading positions, and how these determine with what voice citizenconsumers can engage with this information.
Selemani, Chisomo Kimberly. "A Comparison Of Language And Literacy Training Programs In Children In The First Year Of Primary School In Lusaka, Zambia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1406728953.
Full textCole, Alastair Charles. "Good Morning, Grade One : language ideologies and multilingualism within primary education in rural Zambia." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11684.
Full textCourriol, Florence. "Pour une étude traductologique du plurilinguisme littéraire : la traduction française de l'insertion du dialecte dans le récit italien contemporain." Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL027/document.
Full textThis PhD thesis examines Italian contemporary literary works (novels and short stories) in which dialect is used as a linguistic variety in combination with the national Italian idiom. The analysis is conducted through the works of four Italian writers, in which multilingualism is particularly significant: Andrea Camilleri, Salvatore Niffoi, Laura Pariani and Andrej Longo. Taking into account the complex linguistic situation of Italy, the thesis focuses on the translation of these works characterized by the co-existence of two different linguistic systems. Through an examination of the colourful mixture of linguistic varieties and the function of dialect in these contemporary texts, the thesis aims to make a contribution to the field of Translation Studies and of History of modern and contemporary Italian Literature (examining in particular linguistic and stylistic aspects). It begs the question of the reproducibility of the linguistic mosaic created by these Italian authors in their French translations. Translation of dialect and linguistic varieties, intended as a non-standard language usage in contemporary Italian literature, represents a challenge for countries (in this case France) in which diglossia has disappeared. However, the author argues that the use of certain regional French dialects enables to recreate the defamiliarization effect of the original Italian texts
Nankindu, Prosperous. "Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala." University of the Western Cape, 2014. http://hdl.handle.net/11394/4109.
Full textThis thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy acquisition in a multilingual situation. The thesis analyses three LiEP instruments for Uganda, namely; (i) The 1992 Government White Paper on Education, (ii) The 1995 Constitution of the Republic of Uganda and (iii) The Uganda Education Sector Strategic Plan 2004-2015. After that analysis the study presents views and perceptions of LiEP Stakeholders in Uganda; Policy makers, Curriculum developers, Literacy researchers, NGO Officials, Head teachers, Literacy teachers and Parents/Guardians. The study is mainly prompted by the LiEP which recommends English as the Medium of Instruction (MoI) but not the common language to be used throughout the Primary School cycle. The thesis trys to shed light on the following aspects; principles of a LiEP in a multilingual setting, a relevant LiEP model for multilingual situations, multilingualism as a resource for literacy acquisition, appropriateness of a bilingual LiEP in Kampala with a local language, classroom and home literacy practices and lastly, literacy acquisition. The research question is to find out the extent to which the current LiEP in Uganda provides for literacy acquisition in multilingual settings.
Jegels, Dmitri Garcia Aloysius. "The literacy orientation of preschool children in a multilingual environment: the case of post-apartheid Manenberg." University of the Western Cape, 2011. http://hdl.handle.net/11394/2886.
Full textThis thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children’s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children’s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants’ perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people’s voices on the ground. The respondents’ ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement. Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.
South Africa
Williams, Meggan Serena. "Reading the linguistic landscape: Women, literacy and citizenship in one South African township." Thesis, University of Western Cape, 2011. http://hdl.handle.net/11394/3242.
Full textThe purpose of this study was two-fold: firstly, to do a multimodal analysis of the multilingual signage, advertisements and graffiti present on different surfaces in the main business hub of a multicultural community called Wesbank, situated in the Eastern Metropole of the city of Cape Town. Signage of this nature, taken together, constitute the „linguistic landscape‟ (Gorter, 2006) of a particular space. My analysis of the signage included interviews with a number of the producers of these signs which reveal why their signs are constructed in particular ways with particular languages. Secondly, I interviewed 20 mature women from the community in order to determine their level of understanding of these signs as well as whether the linguistic landscape of the township had an impact on their levels of literacy. The existing literacy levels of the women being surveyed as well as those of the producers of the signs were also taken into account. My main analytical tools were Multimodal Discourse Analysis (Kress, 2003), applied to the signage, and a Critical Discourse style of Analysis (Willig, 1999; Pienaar and Becker, 2007), applied to the focus group and individual analysis. Basic quantitative analysis was also applied to the quantifiable questionnaire data. The overriding motivation for the study was to determine the strategies used by the women to make sense of their linguistic landscape and to examine whether there was any transportation of literacy from the signage to these women so that they could function more effectively and agentively in their own environment. This study formed part of a larger NRF-funded research project entitled Township women’s discourses and literacy resources, led by my supervisor, Prof. C. Dyers. The study revealed the interesting finding that the majority of the vendors in Wesbank, especially in terms of house shops, hairdressers and fruit and vegetable stalls, are foreigners from other parts of Africa, who rely on English as a lingua franca to advertise their wares. The signage makers had clearly put some thought into the language skills of their multilingual target market in this township, and did their best to communicate with their potential customers through the complete visual image of their signs. The overall quality of the codes displayed on the signage also revealed much about the literacy levels in the township as well as language as a local practice (Pennycook 2010). While English predominated on the signs, at times one also found the addition of Afrikaans (especially in the case of religious signage) and isiXhosa (as in one very prominent advertisement by a dentist). The study further established that the female respondents in my study, as a result of their different literacy levels, made use of both images and codes on an item of signage to interpret the message conveyed successfully. Signage without accompanying images were often ignored, or interpreted with the help of others or by using one comprehensible word to work out the rest of the sign. As has been shown by another study in the larger research project, these women displayed creativity in making sense of their linguistic landscape. The study further revealed that, as a result of frequent exposure to some words and expressions in the linguistic landscape, some of the women had become familiar with these terms and had thereby expanded their degree of text literacy. In this way, the study has contributed to our understanding of the notion of portable literacy as explored by Dyers and Slemming (2011, forthcoming).
Ottin, Pecchio Giovanna. "Oralidad y escritura compartida en la alfabetización inicial. Estudio en un contexto multilingüe." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665184.
Full textThis study investigated the characteristics of oral discourse generated around the process of re-writing a narrative text and its joint production by six pairs of grade 1 students in the Italian School of Barcelona. The social and educational context of this school is multilingual and the students have a dissimilar degree of individual competences in the three languages provided by the school curriculum (Italian, Spanish and Catalan). Within this particular context, two of the pairs produced their texts in Italian, two in Spanish and two in Catalan. The overarching question that guided this research was concerned with how writing can be introduced at the early stages of literacy in a multilingual context, such as the examined in this dissertation. With this aim, a pedagogical task of the collective rewriting of a popular story of children’s literature well known in the three languages was proposed. This group work task was carried out in pairs and was preceded by the reading out loud of the story and a whole class discussion about what was read, what was said and what was written. In the analysis the following aspects of the collective writing were investigated: 1) the thematic content in the student-generated discourse and the aims they pursued in their discussions, 2) the discursive resources displayed, in terms of discursive actions and the use of metalanguage, 3) the criteria for turn-taking in the process of collective writing and the division of communicative work between the pair members, and 4) the construction of the text itself. The adopted analytical perspective was not normative-based, that is, the categorization of the children’s errors was avoided; instead, the analysis aimed to understand their representations about writing, the text and its constituting units. The results indicate that the interactive peer work (Blum Kulka y Snow, 2004; Escobar Urmeneta, 2002; 2012; 2014), the students’ first contact with writing as essential part of literacy (Ferreiro, 2002, Olson, 2001, Sepúlveda, 2012, Teberosky y Sepúlveda, 2011) and the co-presence of several languages in the context (Hall, Cheng y Carlson, 2006, Swain 2000, 2002) notably favored the development of students’ knowledge and reflections on the languages and the diverse linguistic aspects involved in the writing process. This clearly showed children’s creativity even at such early stages of schooling, both in their oral interactions and in the solutions that they found in their texts.
Jönsson, Stina. "Modersmål genom barnböcker : en kvalitativ studie om modersmålsstödet på en förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8811.
Full textProsper, Ancyfrida. "What do Grade 1 learners write? A study of literacy development at a multilingual primary school in the Western Cape." Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8894_1373278444.
Full textResearch shows that there is a literacy crisis in many South African primary schools, especially in the Foundation and Intermediate Phases (Grades 1 &ndash
 
). The latest Annual National Assessments (ANA) results released in 2011 indicate that learners performed below the acceptable literacy levels as 
the national pass rate for Grade 3 learners was 35% and was 28% for Grade 6 learners (ANA, 2011:6). Research on literacy focuses on reading and 
there is little known about how young learners develop writing skills. This qualitative ethnographic study investigated how writing skills are developed in Grade 1 learners by looking at the writing processes as well as the teaching methods used by teachers to develop learners&rsquo
writing skills. The research also 
analyzed the texts produced by Grade 1 learners and the languages used in their written texts. The sample group in this research was the Grade 1 learners 
to a multicultural school in Cape Town. Data were collected by means of classroom observations, interviews and document analysis. The thematic 
arrative approach was used to analyze data and the analysis was informed by the Writing Developmental Continuum model and the Multimodal 
Approach to literacy in order to gain a better understanding of how young learners use language and other forms of writing such as visuals and gestures to 
onstruct and convey meaning. 
The findings of this research show that Grade 1 learners make use of semiotic resources including the language(s) 
 
 
available in their immediate context to create multimodal texts that incorporate both visual and written features. This shows that young learners represent 
their world experiences through interpersonal and experiential meanings in language(s) exposed to them. The teacher has a big role to play in developing 
learners&rsquo
writing skills and has to employ a variety of pedagogical strategies that support learners to move through the different writing phases before they develop into early writers. The study concludes that writing is not a linear process but it is a gradual process which depends on a variety of resources and 
factors which build on learners&rsquo
prior experiences and creativity.
กนกวรรณ, ฤทธิไพโรจน์ Kanokwan. "A Genetic Study of G.E. Gerini's Multilingual Writings about Siām and the Orient." Thesis, Université Clermont Auvergne (2017-2020), 2020. http://www.theses.fr/2020CLFAL017.
Full textThe aim of this research is a reconstruction and study of the genesis of the complex creative process of G.E. Gerini’s literary and academic multilingual writings about Siām and the Orient (1881-1913). The writing process of his multilingual prose and poetry in English, Italian, French, Siāmese and other Oriental languages is preserved in various kinds of archives which include his personal multilingual glossary for specific purposes and multilingual dictionary of dialects, multilingual notebooks that contain material he incorporated into the texts of his writings as well as his original handwritten draft, preliminary studies and revised manuscripts. This genetic evidence is an active agent of the formation of multilingual works and thus the genesis of the literary multilingualism. To trace all the used items in the final text and in the relevant draft and locate the sources the author was obtaining information from, the research aims also to show how genetic approach can contribute to the interpretation of his multilingual prose and poetic works and explain the genesis as well as the development of the literary multilingualism in his works. The genetic study of Gerini’s works also includes the critical study of the influence and relevance of religious, social and political memory in Siām and the Orient in his works
Nyaga, Susan Karigu. "Managing linguistic diversity in literacy and language development : an analysis of teachers' attitudes, skills and strategies in multilingual Kenyan primary school classrooms." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79899.
Full textENGLISH ABSTRACT: This study investigates teachers' language practices in multilingual classrooms with regard to their attitudes, skills and strategies in their management of linguistic diversity among learners in their first year of primary school. Both the critical interpretive theoretical paradigm adopted and the qualitative research approach employed in the execution of the study presupposed gathering rich data, which a case study design of research assured. The data for the study was gathered from four year one classrooms purposively selected based on parameters that were deemed of interest in this study. These included, but were not limited to, the location of the school, the linguistic diversity among learners in the classrooms and the literacy traditions of the first languages spoken by the learners in the target classrooms. Although the specific context provided real input to the study, the findings may be relevant to language-in-education issues in many other African countries, and even in multilingual communities beyond. The study reveals yawning discrepancies between language policy and practice; between teachers' beliefs about linguistic diversity and their actual language behaviour in the classrooms; and between the definitions of mother tongue provided by the Ministry of Education and teachers' re-interpretations of these definitions in the various contexts studied. The study further indicates that teachers are working in an environment that is not supportive of effective policy implementation. This very limited policy implementation support is reflected in teacher training and preparation, teacher placement criteria, text book production and school examinations. This study indicates that even a sound understanding of linguistic diversity among teachers and their best intentions to give learners a sound foundation, is only the beginning of literacy development of young learners in Kenya. It recommends a new and incisive look at critical aspects of the education system in an effort to synchronise the different levels at which policy and practice need to meet. Various well-informed choices need to be made in the creation of a supportive environment for effective policy implementation. This should include among other things a change in the language-in-education policy to move away from early-exit to late-exit mother tongue education, and more first language maintenance in bilingual or multilingual classrooms. If learners are to benefit from mother tongue instruction in line with current research in the field, much needs to be done. Based on the insights gained in this study, a revision of teacher education curricula to include the management of linguistically diverse learners and improved language awareness is suggested, as is flexible curriculum delivery, scrapping of formal examinations in the early years and introduction of alternative assessment methods in these levels. In later years, bilingual (in some cases even multilingual) tests are bound to lower the drop-out rate and produce more understanding and less rote learning. The aim should be to assure multilingual, multiliteracy development and academic achievement for all learners regardless of their particular linguistic backgrounds.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek onderwysers se taalpraktyke in veeltalige klaskamers ten opsigte van hulle houdings, vaardighede en strategieë in die hantering van talige diversiteit onder leerders in hulle eerste jaar van primêre onderrig. Sowel die vertolkende teoretiese paradigma wat gevolg word as die kwalitatiewe navorsingsbenadering wat die studie aanneem, het daarop gereken dat ingesamelde data ryk sou wees aan inligting; die navorsingsontwerp, naamlik dié van gevallestudie, verseker die verkryging van sulke data. Die studie is gebasseer op inligting wat ingesamel is in vier klaskamers van leerlinge in die eerste skooljaar. Die betrokke navorsingsterreine is telkens doelbewus gekies op grond van die parameters wat belangrik was vir die studie. Dit sluit in, maar is nie beperk tot, die ligging van die skool, die talige diversiteit van die leerders in die klaskamers en die geletterdheidstradisies van die onderskeie eerstetale van die leerders in die geteikende klaskamers. Alhoewel hierdie spesifieke konteks verseker het dat die studie in 'n werklike situasie geanker is, is die bevindinge waarskynlik relevant tov taal-in-onderrig kwessies in verskeie ander Afrikalande, en selfs ook in veeltalige gemeenskappe elders. Hierdie studie onthul gapende ongerymdhede in die verhouding tussen taalbeleid en praktyk; tussen onderwysers se oortuigings rakende talige diversiteit en hulle werklike taalgebruik in die klaskamers; en tussen die omskrywings van moedertaal wat deur die Ministerie van Onderwys voorsien word en die onderwysers se herinterpretasie van hierdie omskrywings binne die verskillende kontekste wat ondersoek word. Die studie dui verder daarop dat onderwysers in ʼn omgewing werk wat nie die effektiewe implementering van beleid ondersteun nie. Sodanige beperkte ondersteuning in die implementering van die beleid word weerspiëel in die opleiding en voorbereiding van onderwysers, die plasingkriteria van onderwysers, die publikasie van handboeke en skooleksamens. Hierdie studie toon aan dat selfs 'n goeie begrip van talige diversiteit onder onderwysers en hulle beste voornemens om aan leerders ʼn vaste grondslag te bied, net 'n eerste tree is in die geletterdheidsontwikkeling van jong leerders in Kenia. Dit stel ʼn nuwe en indringende ondersoek van kritiese aspekte van die onderwyssisteem voor as ʼn poging om die verskillende vlakke waar beleid en praktyk mekaar behoort te ontmoet, te sinchroniseer. Verskeie goed ingeligte besluite sal geneem moet word in die skep van ʼn omgewing wat bevorderlik is vir effektiewe beleidimplementering. Dit sou onder andere ʼn verandering in die taal-in-onderwys beleid insluit om weg te beweeg van die vroeë wegbeweeg moedertaalonderrig na later wegbeweeg van moedertaalonderrig, sowel as meer instandhouding van die eerstetaal in twee- of veeltalige klaskamers. Vir leerders om baat te vind by moedertaalonderrig in oorstemming met huidige insigte uit navorsing in die veld, moet nog baie gedoen word. Gebaseer op die insigte wat in hierdie studie verkry is, word onder andere hersiening van die onderrigkurrikula vir onderwysers voorgestel sodat die hantering van talig-diverse groepe leerders asook verbeterde taalbewustheid daarby ingesluit is. Dieselfde geld ontwikkeling van buigbare kurrikula, die skrapping van formele eksaminering in die vroeë skooljare en die instelling van alternatiewe assesseringsmetodes op hierdie vlakke. In die later jare sal tweetalige (in sommige gevalle selfs veeltalige) toetse beslis die uitvalsyfer verlaag, asook meer begrip en minder leë memorisering tot gevolg te hê. Die doel moet wees om veeltalige, multi-geletterheidsontwikkeling en akademiese prestasie vir alle leerders te verseker ongeag hulle spesifieke talige agtergrond.
The African Doctoral Academy (ADA) at Stellenbosch University through the Partnership for Africa's Next Generation of Academics (PANGEA), for providing the funds
Sikku, Ann-Kristin. "Modersmålsundervisning, läs- och skrivutveckling i Sameskolan : Lärares erfarenheter och arbetsformer." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97305.
Full textDet övergripande syftet med studien var att ta del av lärares erfarenheter och arbetsformer gällande modersmålsundervisning och läs- och skrivutveckling i sameskolan. Studien har genomförts genom kvalitativa intervjuer med tolv lärare som undervisar vid två sameskolor. Fokus har lagts på att titta hur man arbetar med modersmålsundervisningen vid sameskolorna, vilka faktorer främjar/hindrar elevernas utveckling av sitt första respektive andraspråk samt vilken betydelse samverkan mellan specialpedagoger, klasslärare och modersmålslärare har kring arbetet med flerspråkiga elevers läs- och skrivutveckling. Genom intervjuer av olika lärarkategorier har jag försökt synliggöra problematiken kring undervisning av minoritetsspråkiga barn och deras läs- och skrivutveckling. I studien diskuteras det kring undervisningen, vikten av och bristen/tillgången på kommunikation och samsyn mellan olika lärarkategorier. Studien synliggör även vikten av adekvat utbildning till undervisande pedagoger och bristen på samiskt läromedel. Ur ett sociokulturellt perspektiv är de situerade och kreativa lärande tillfällena, där undervisningen utgår från elevernas tidigare kunskaper och erfarenheter, en faktor som bidrar till läs- och skrivutveckling. Studien visar också att modersmålsundervisningen bidrar till att elevernas identitet stärks och att de blir trygga.
Krstic, Nicole, and Nikki Nilsson. "The Goal of Literacy Teaching - to Complete School or to Make a Change? A Critical Analysis of Literacy Teaching in Multilingual Classrooms in South Africa." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34549.
Full textVuorenpää, Sari. "Litteracitet genom interaktion." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-48343.
Full textAvhandlingen belyser hur litteracitetsinteraktion kan gå till i grundskolans flerspråkiga miljöer. Det handlar om samtal som uppstår i och kring skrivundervisning. Undersökningsmaterialet är insamlat från tre olika skolor inom skolår F-3, och i det materialet är det särskilt det som jag kallar litteracitetskedjor som uppmärksammas. Kedjorna hålls samman av att de berör en gemensam skrivuppgift, som i mitt material handlar om texttyperna berättelse, faktatext och dikt. I de undervisningsförlopp som uppstår samsas litteracitetshändelser knutna till tal, skrift och olika artefakter. Mitt huvudsakliga analysobjekt är interaktionen som uppstår inom litteracitetskedjorna. Avhandlingen visar att lärarnas genomgångar i helklass leder till fasta samtalsmönster genom att de ställer frågor till eleverna som kräver bestämda svar. Samtalen tenderar att bygga antingen på s.k. IRE-mönster, där läsarens frågeinitiativ pockar på ett givet svar som respons, vilket sedan evalueras av läraren, eller på ett listmönster, där elever fyller i svar. I helklassituationer krävs det envisa och målmedvetna elever för att bryta igenom lärarmonologen. Genom att trägen vinner, ur elevperspektiv, kan eleverna bidra med nya aspekter till samtalen. I smågrupper och samtal en mot en förekommer fler elevinitiativ, eftersom samtalsmönstren inte är så fasta och förutbestämda. Ett viktigt resultat är att flerspråkiga resurser ibland tas i bruk, även om skolarbetet oftast bygger på en enspråkig samtalsnorm. Men det är tydligt att flerspråkighet är en användbar resurs oavsett lärarens språkbakgrund. Vi möter vid några tillfällen deltagare som tillsammans konstruerar en flerspråkig miljö där språken flätas ihop. Alla tre litteracitetskedjorna erbjuder elever tydliga skrivmallar, vilket reglerar vad eleverna ska göra. Skrivmallen i diktkedjan fungerar som ett stöd för skrivandet, men ingen tvångströja. Att jämföra med faktatexten där det sker en avskrift av modelltexten. Skriftspråksnormen att skriva fint förmedlas nogsamt av lärarna till eleverna. Skriva fint är inte bara att ha en fin och läsduglig handstil, utan i skolan relevantgörs de normer för skrift som ska tillämpas i skrivuppgifter. På ett mer allmänt plan illustrerar undersökningen att materiella resurser varierar i skolorna från den gröna krittavlan till klassuppsättningar med laptoppar. Skolan stöder sig dock på en pappersbaserad skriftlighet. Det finns en inbyggd stress, för skolarbete är reglerat av tid. Skolan regleras av ett minutbundet tidsschema och de lärande aktiviteterna klipps av utifrån exakta klockslag. Det pågår en kapplöpning med tiden.
Duek, Susanne. "Med andra ord : Samspel och villkor för litteracitet bland nyanlända barn." Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47481.
Full textI denna avhandling studeras litteracitetspraktiker hos en grupp nyanlända barn i åldrar mellan fyra och tio år. Det specifika för barnen är att deras föräldrar inte har någon eller endast en kort skolbakgrund från ursprungslandet. Under ett års tid har barnen följts i förskolan eller skolan samt i hemmet. Deras föräldrar och lärare har också intervjuats. Avhandlingens syfte är att skapa förståelse för hur samspelet runt barnens språkande ter sig samt vilka förutsättningar och villkor som råder för detta samspel. Studien visar hur barnen skapar kontinuitet mellan hemmet och skolan, trots att deras tidigare erfarenheter och modersmål har en ytterst perifer plats i skolans och förskolans litteracitetspraktiker och trots att kommunikationen mellan skolan/förskolan och hemmet haltar. Barnen och deras föräldrar strävar efter att anpassa sig till de svenskspråkiga och monokulturella normer som skolans och förskolans litteracitetspraktiker vilar på. Avhandlingens bidrag är att öka kunskapen om hur nyanlända barn, och i synnerhet barn till föräldrar utan eller med endast kort skolbakgrund, bättre kan tas emot i skolan och förskolan.
Sarvanidou, Magdalena. "Jag skriva bokstäver, bara bokstäver! : En vetenskaplig essä om barns språkutveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41205.
Full textSyftet med denna vetenskapliga essä är att undersöka hur arbetet med språkutveckling kan se ut för flerspråkiga barn i förskolans praktik. Essän handlar om en flicka på fyra år som inte behärskade det svenska språket så väl när hon började i förskolan. De övriga barnen i gruppen hade alla svenska som modersmål, två av barnen var tvåspråkiga. Vi hamnade i ett dilemma då vi inte visste hur vi skulle gå tillväga för att utveckla ett flerspråkigt barns språk samtidigt som det pedagogiska arbetet med den övriga barngruppen skulle fortsätta som vanligt. Jag ställde två forskningsfrågor till mig själv som jag försökte att besvara med hjälp av de teoretiska perspektiven. Min första fråga som jag ställde till mig själv var: ”Vilka möjligheter ger vi till ett flerspråkigt barn till språkutveckling i lek- och samlingssituationer och hur kan detta påverka de övriga barnen i gruppen?” Min andra fråga var: ”Vilken betydelse har pedagogernas förhållningssätt för att möta barns olika behov för språkutveckling?” Jag använde mig av essän som metod för att besvara mina två frågor där jag genom att reflektera och problematisera kunde se på mitt dilemma ur flera olika perspektiv. Jag har utgått från det sociokulturella perspektivet i min essä där lärandet sker i samspel med andra men även använt mig av andra begrepp som flerspråkighet, interkulturalitet, litteracitet och språkutveckling. Det jag kom fram till i min undersökning är att det är viktigt att vi ser det enskilda barnets behov samtidigt som vi även ser till hela barngruppens behov. Att vara en närvarande pedagog samt hur man möter och bemöter barn är viktigt i arbetet som pedagog i förskolans verksamhet.
Fukukawa, Misa. "Multilingual literacy practices of students aged 6-14 at a Japanese school in Catalonia: language, writing systems and technology." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667103.
Full textRecientemente la multiliteracidad ha despertado mucho interés académico. Dada la creciente migración, la globalización y el incremento de matrimonios entre personas procedentes de diferentes culturas, en 2017 había 203 Hoshukos (o escuelas japonesas en el extranjero) a lo largo de 56 países, todas apoyadas por el Ministerio de Educación de Japón. Este estudio analiza las prácticas letradas plurialfabéticas de 11 niños que asisten a este tipo de centros educativos, en Barcelona, a partir del análisis de sus producciones escritas y de las entrevistas realizadas a sus progenitores y docentes. Los textos escritos utilizan castellano, catalán, inglés, francés y japonés y proceden de situaciones didácticas de aula o de actividades privadas realizadas en casa. Entre los resultados obtenidos, descubrimos que escribir un diario (personal o de aprendizaje), felicitaciones de año nuevo y cumpleaños, cartas o redacciones son las prácticas de producción escrita más comunes. En cuanto a las entrevistas realizadas al profesorado, se descubrió que en este tipo de escuelas se limita el uso en clase de las lenguas que no sean el japonés, evitando los fenómenos de cambio de idioma o de uso de otro idioma para la producción textual (translanguaging). Por lo que respecta al uso que hacen los niños de las tecnologías de la información y la comunicación, las entrevistas muestran que está fuertemente regulada por sus progenitores y que la mayoría tiene actitudes negativas. Finalmente, los datos también muestran que la apropiación de la escritura japonesa que realizan los niños ocupa una parte importante del tiempo extraescolar, el cual está tutelado por las madres. Estas desarrollan varias iniciativas y propuestas (estancias en Japón, cursos de refuerzo, prácticas de ocio, juegos, etc.) para incrementar la exposición de sus hijos a la escritura japonesa y para crear situaciones auténticas de comunicación escrita en ese idioma.
Recientement la multiliteracitat ha despertat molt interès acadèmic. Tenint en compte la migració creixent, la globalització i l’increment de matrimonis entre persones procedents de cultures diverses, al 2017 hi havia 203 Hoshukos (o escoles japoneses a l’estranger) en 56 països, recolzades pel Ministeri d’Educació del Japó. Aquest estudi analitza les pràctiques lletrades plurialfabètiques d’11 nens que assisteixen a aquest tipus de centre educatiu, a Barcelona, a partir de l’anàlisi de les seves produccions escrites i de les entrevistes realitzades als seus progenitors i docents. Els textos escrits utilitzen castellà, català, anglès, francès i japonès i provenen de situacions didàctiques de l’aula o d’activitats privades realitzades a casa. Entre els resultats obtinguts, vam descobrir que escriure un diari (personal o d’aprenentatge), felicitacions de cap d’any i d’aniversari, cartes o redaccions són les pràctiques de producció escrita més habituals. Quant a les entrevistes realitzades al professorat, vam trobar que en aquesta mena d’escoles es limita l’ús a classe de les llengües que no siguin el japonès, evitant els fenòmens corrents de canvi d’idioma o d’aprofitament d’una altra llengua per a la producció textual (translanguaging). Pel que fa a l’ús que fan els nens de les tecnologies de la informació i la comunicació, les entrevistes mostren que està fortament regulada pels progenitors i que la majoria té actituds negatives. Finalment, les dades també mostren que l’apropiació de l’escriptura japonesa que fan els nois ocupa una part molt important del temps extraescolar, el qual està tutelada per les mares. Aquestes despleguen diverses iniciatives i propostes (estades al Japó, cursos de reforç, pràctiques d’oci, jocs, etc.) per incrementar l’exposició dels seus fills a l’escriptura japonesa i per crear situacions autèntiques de comunicació escrita en aquest idioma.
Pijper, Noelene Carol. "The phonological awareness, written spelling and oral reading of learners in an inclusive English-medium education setting." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-103603.
Full textKerfoot, Caroline. "Changing conceptions of literacies, language and development : Implications for the provision of adult basic education in South Africa." Doctoral thesis, Stockholm : Centre for Research on Bilingualism, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-26581.
Full textBwire, David. "Meaning Across Difference: Exploring Intercultural Communication Strategies in an Alaska-Kenya Collaboration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469088653.
Full textScarato, Luciane Cristina. "Language, identity, and power in colonial Brazil, 1695-1822." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269859.
Full textGrossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.
Full textRivière, Marie. "Lecteurs plurilingues. Lire des livres en plusieurs langues dans un contexte mondialisé." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030095.
Full textDespite their key role in language acquisition and learning, little is known about plurilingual cultural practices outside the educational context. This PhD research in Applied Linguistics investigates the plurilingual book-reading practices of adults living in Western Europe. This work uses data, theoretical and methodological constructs from Language Education, Sociology, Literature, History and Anthropology. The study is based on in-depth interviews of readers and observers carried out in Catalonia, Ile-de-France, French Basque Country and Western Switzerland, and questionnaires collected from foreign university students in Paris. This exploration of reading habits in several languages reveals the continuity of pluriliteracy practices throughout History, but also the impacts of globalization –in its current form– on individuals’ linguistic and cultural repertoires. It shows the influence of power relations between cultures and between languages on the literacy uses. The analysis of the aims, circumstances and materials of reading practices, as well as of their emotional and identity issues, highlights the heterogeneity and variability of plurilingual cultural practices. The resulting pedagogical and theoretical recommendations support a greater adaptation of classroom reading activities to the realities of autonomous practices, and a better consideration of the complexity of individual plurilingualism and pluriculturalism in language learning studies
A pesar de su papel en las apropiaciones de lenguas y culturas, las prácticas culturales plurilingües están poco documentadas. Esta tesis doctoral en didáctica de las lenguas y culturas estudia los hábitos plurilingües de lectura de libros de adultos que viven en Europa occidental. Utiliza datos y herramientas metodológicas de varias disciplinas, como la sociología, la sociolingüística, la literatura, la historia y la antropología. Se basa en entrevistas con lectores y observadores realizadas en Cataluña, Île-de-France, País Vasco francés, Suiza romanda, y cuestionarios completados por estudiantes de francés como lengua extranjera en una universidad parisiense. Esta investigación arroja luz sobre la continuidad de la prácticas de literacidad plurilingües a lo largo de la Historia, así como sobre los efectos de la globalización, en su forma actual, en la construcción continua de los repertorios individuales. Muestra también la influencia de las relaciones de poder lingüísticas y culturales en los hábitos de lectura. El análisis de las finalidades, los soportes y las modalidades de las lecturas declaradas –sin olvidar sus dimensiones afectivas e identitarias– destaca la heterogeneidad y la variabilidad de las prácticas culturales en varios idiomas. Las propuestas pedagógicas y teóricas consiguientes animan a adecuar más las actividades de lectura en clase de idioma-s a las realidades de las prácticas autónomas, y a tener más en cuenta, en los estudios de didáctica, la complejidad de los plurilingüismos y pluriculturalismos individuales
"A Study of Multilingual Repertoires and Accumulated Literacies: Three Karenni Families Living in Arizona." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15033.
Full textDissertation/Thesis
Ph.D. Curriculum and Instruction 2012
Dmitri, Garcia Aloysius Jegels. "The literacy orientation of preschool children in a multilingual environment: the case of post-apartheid Manenberg." Thesis, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1576_1363011705.
Full textThis thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children&rsquo
s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of 
language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children&rsquo
s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants&rsquo
perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people&rsquo
s voices on the ground. The 
respondents&rsquo
ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement. 
Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The 
local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring 
normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of 
education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable 
them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.
"Language and Literacy Practices of Kurdish Children Across their Home and School Spaces in Turkey: An Ethnography of Language Policy." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.34925.
Full textDissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
September, Lynette Ruth. "Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism." Diss., 2010. http://hdl.handle.net/10500/4896.
Full textTeacher Education
M. Ed. (Didactics)
Buque, Domingos Carlos. "Literacy programmes in Mozambique: adults’ motivations, needs and expectations – the case of Boane and Pemba." 2013. http://hdl.handle.net/11394/3951.
Full textThis study aims to determine the functionality of two adult literacy programmes (ALFA-REGULAR and ALFA-RÁDIO) provided by the Mozambican government, in Boane and Pemba. The prevailing popular conviction is that acquisition of literacy by individuals leads to positive and unproblematic social outcomes – the autonomous view of literacy (Street, 1984). This study forms a critique of this view, arguing, based on empirical evidence, that literacy is ideologically and culturally embedded in social practices and as such varies according to the social context. This is the ideological view of literacy (Street, 1984). This research employs an interdisciplinary approach constructed from the key notions of New Literacy Studies, Multiliteracies and Critical Literacy. The empirical research uses a qualitative research methodology based on a critical literacy ethnography informed by data gathered through interviews (with facilitators, learners, technicians and local leaders), classroom observations and document analysis. The empirical research seeks to determine the concept of literacy underpinning the literacy programmes in Boane and Pemba, addresses the profile of the programme facilitators and learners, examines the extent to which the literacy programmes respond to learners’ needs, motivations, expectations and access to technology, and explores the extent to which the literacy programmes address issues of development and citizenship.
Pčola, Marián. "Za hranicami fikčného rozprávania." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-329158.
Full textSchoeman, Kristoff. "English second language learner's interpretation and appreciation of literacy texts :a South African case study of multiliteracy/multimodality." Diss., 2013. http://hdl.handle.net/10500/9209.
Full textEnglish Studies
M. A.
Ludidi, Yolisa Yolande. "Evaluating the effect of academic literacy intervention programme on the SATAP English scores of first year students at a university in the Eastern Cape Province, South Africa." Diss., 2015. http://hdl.handle.net/10500/19031.
Full textLanguage Education Arts and Culture
M. Ed. (Adult Education)
Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
Full text