Thèses : « Language Representations and Practices »

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Petringa, Natascia. « Science Literacy for English Language Learners : A Qualitative Study of Teacher Practices in European Private International Schools ». Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.

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Worldwide, an influx of immigration, has increased the heterogeneity of our classrooms. In light of today’s heightened teacher accountability, standards and high-stakes assessment, traditional ways of teaching need to change in order to effectively serve the needs of our culturally and linguistically diverse students. Therefore, a qualitative-interpretive study was conducted with ten science teachers working in six private, international schools based in Portugal, Spain, Switzerland, and Belgium with a focus on teacher perceptions, beliefs, teaching practices, and instructional resources used to teach science to English Language Learners (ELLs). Emphasis was placed on the specific teaching modalities and resources that science teachers use to support ELLs in their classrooms. It also addressed the needs of teachers to effectively teach science to ELLs. In response to the research questions, the thematic analysis revealed that the teachers working in these schools had a good awareness of ELL needs in science and wanted to make a difference for these learners. They perceived ELLs as quiet, but hardworking and motivated students. To some degree, the teachers used all seven modalities of teaching: reading, writing, speaking, listening, doing, interpreting, and representing, with or without the use of technology, and considered multimodality to be the most effective way to make science accessible to ELLs. Though not exhaustive, this research offers a set of pedagogical tools and resources for pre-service and in-service teachers to meet the needs of their ELLs in science. Furthermore, based on the teacher responses, the research identifies five key areas which are necessary for science literacy development of culturally and linguistically diverse students. These include: (i) teachers’ positive mindset and awareness towards ELLs in science; (ii) school leadership and administrative support for ELLs; (iii) time, multimodality, and specialized professional development (PD) to scaffold science for ELLs; (iv) the provision of realistic opportunities to collaborate with the ELL or English Language Development (ELD) teacher; and (v) co-teaching science with an ELL/ELD teacher. I would hereby like to share the findings of this thesis and make these accessible to fellow science teachers in the hope that they will refer and/or utilize the proposed strategies and resources in their daily practice.

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Sloss, Jay. « Meaning : the move from minds to practices ». Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/984.

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For centuries referential theories of language and meaning have dominated Western philosophy. The idea that noises and scratches become meaningful words and writing by virtue of a mental grasp one has on the referents they are talking about has become deeply entrenched. Starting with Plato, and reinvented by Locke, contemporary theorists continue to reproduce this mental fix requirement (MFR) in their philosophies of language and intentionality-Physicalists, such as Paul and Patricia Churchland are typical. Plato, Locke and the Churchlands all share the view that bits of language reach out to extra-linguistic entities by some act of mind (for Plato the mind grasped referents via the Forms, for Locke Ideas bridged the relation, and the Churchland's, brain states). In each case a self-referential mental act gets language up and running, i.e. mental connections (or representations) to referents do the trick. My question also concerns what makes squiggles and noises meaningful. The question is a nested one-ancillary to it are questions of what makes language work? How do words mean or relate to the world? How do speakers mean certain things and not others? I will approach the question from a contextualist perspective where roles in rule-governed activities are the bottom line, not representations in the mind/brain.

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Gurgel, Manoelito Costa. « Social representations of mother tongue teachers in initial training about the student teaching practicum ». Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11139.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Cada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignificadas na e pela disciplina. Considerando a premissa de que o estÃgio Ã o espaÃo privilegiado de ressignificaÃÃo de representaÃÃes docentes, analisamos se hÃ, de fato, ressignificaÃÃes nesse espaÃo. Essa proposta Ã crucial para (re)pensarmos o estÃgio de regÃncia como etapa do percurso formativo do professor de lÃngua materna. Em uma abordagem discursiva e ideolÃgica das RS, na qual destacamos a funÃÃo da linguagem no engendramento e na circulaÃÃo de representaÃÃes,delineamos, a partir das tomadas de posiÃÃo das estagiÃrias frente ao objeto de representaÃÃo âestÃgio de regÃnciaâ, (re)veladas pelas modalizaÃÃes no seu discurso durante a interaÃÃo com os seus pares em grupos focais, os sentidos e os valores que elas, as estagiÃrias, atribuem ao estÃgio de regÃncia, antes e durante a disciplina. Para isso, apoiamo-nos nos quadros teÃrico-metodolÃgicos da Teoria das RepresentaÃÃes Sociais (MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 ), do Interacionismo SÃcio-discursivo (BRONCKART, 2006, 2008, 2009) e nos conceitos de grupo social e de ideologia (VAN DIJK, 1999, 2003, 2009). Como procedimentos de coleta de dados, adotamos um questionÃrio e dois Grupos Focais (doravante GFs), situaÃÃes de aÃÃo de linguagem em que as estagiÃrias se engajaram e mobilizaram suas RS sobre o estÃgio de regÃncia. Como categoria de anÃlise, adotamos as modalizaÃÃes (BRONCKART, 2009), pois materializam linguisticamente avaliaÃÃes e julgamentos. A partir da anÃlise das modalizaÃÃes, identificamos as tomadas de posiÃÃo do grupo frente Ãs atividades e Ãs prÃticas da disciplina. Em nossa anÃlise qualitativa-interpretativista, percebemos que as estagiÃrias representam o estÃgio de regÃncia, tanto antes quanto durante a disciplina, a) como aprendizagem da profissÃo e como aplicaÃÃo da teoria e de tÃcnicas de ensino, b) como feedback/avaliaÃÃo da prÃtica e c) como atividade final para conclusÃo do curso e como Ãltima etapa para certificaÃÃo. Sendo assim, as estagiÃrias, durante a disciplina, nÃo ressignificaram suas RS e, marcadas por essas RS, participaram das atividades da disciplina apenas para cumprirem aspectos burocrÃticos, sem refletirem significativamente sobre, por exemplo, o seu agir. Nesse sentido, o estÃgio de regÃncia pouco contribuiu para a ressignificaÃÃo das RS das estagiÃrias sobre as atividades e sobre as prÃticas do estÃgio de regÃncia, dado o carÃter transitÃrio da disciplina. Nossa pesquisa, entÃo, lega Ã reflexÃo dos responsÃveis pela formaÃÃo de novos professores resultados que devem inquietÃ-los: se professores em formaÃÃo inicial representam o espaÃo do estÃgio de regÃncia nÃo como o espaÃo propiciador de ressignificaÃÃes do fazer/ser docente, mas como o espaÃo de cumprimento de obrigaÃÃes burocrÃticas para efeito de obtenÃÃo de Diploma de Licenciatura, que docente estamos formando?
Increasingly, teachers have played a prominent role in the redefinition of teaching practices and language learning (L1). Within this context, continuing education programs and certification courses for first language teachers are being rethought. In this research, it is intended to identify and recognize the collective social representations (SR) achievements of eight student teachers in regards of Portuguese Teaching Practicum at UFC Language and Arts major. Through a discursive and ideological view of RS, we sought to delineate from the positions taken by the student teachers of the object of representation " student teaching practicumâ unfolds in their discourse during the interaction with their peers in focus groups of the meanings and values that they attach to student teaching practicum, before and during the discipline. For this, we rely on the theoretical and methodological frameworks of social representations theory(MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 )and socio-discursive interactionism ( BRONCKART , 2006, 2008, 2009). We also support the concepts of group and social ideology proposed by van Dijk (1999, 2003, 2009). As data collection procedures we adopted a questionnaire and two focus groups ( FG ), language -action situations by which the student-teachers engaged and mobilized their RS during the practicum experience. As for the analysis, we have adopted the modalizations, from which the actions taken by the group were identified and in face of the activities required for the course. Using a qualitative -interpretive lens, we found that the student teachers represent the practicum experience as: a) the learning of the profession and as the application of theory and of teaching techniques via practice, b ) as feedback[assessment]of their practice and, c ) as the final requirement for the undergraduate course completion or as a last step towards certification. Thus, the student teachers, during the course did not reformulate the RS. Marked by these RS, the student teachers participate in the activities of the course only to fulfill bureaucratic aspects without significantly reflecting on, for example, theirteaching actions.

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Bastos, Charles Lourenço de. « Representações em matemática : observações para o ensino e a aprendizagem em geometria ». Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6296.

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This work observations are made about some ways in which it is possible to teach and learn geometry through the representations. For this, we treat the mathematical language, understanding of the modes of representation and the teaching of geometry combined with other areas of Mathematics in Basic Education. The literature search included a brief study of geometry teaching in the public schools, exploring the presence in textbooks of history of mathematics, problem solving and representations. We note also, some of my teaching practices that relate dierent ways of representing and representations through real objects and computing resources.
Neste trabalho são feitas observações sobre algumas formas em que se é possível ensinar e aprender geometria através das representações. Para isso, tratamos da Linguagem matemática, do entendimento dos modos de representação e do ensino de geometria aliado a outras áreas da Matemática no Ensino Básico. A pesquisa bibliográfica contemplou um breve estudo sobre o ensino de geometria nas escolas públicas, explorando a presença em livros didáticos da história da matemática, da resolução de problemas e das representações. Indicamos também, algumas das minhas práticas de ensino que relacionam diferentes formas de representar e de representações através de objetos reais e de recursos Computacionais.

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Perez, Gabriel Mendes Hernandez. « Mooi misi no taki "taki-taki" / Moça bonita não fala "taki-taki" : gênero, práticas e representações linguísticas de imigrantes brasileiros no Suriname ». Niterói, 2017. https://app.uff.br/riuff/handle/1/5116.

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Faperj
Colégio Cruzeiro, CRUZEIRO, Brasil
A imigração de brasileiros no Suriname é um fenômeno relativamente recente que começou a ser percebido em meados dos anos 80, quando as primeiras modestas ondas de migração, formadas sobretudo por garimpeiros e prostitutas, se instalaram principalmente no interior do país. Estima-se que atualmente vivam na antiga Guiana Holandesa cerca de 16.000 brasileiros, concentrados particularmente na zona norte da capital Paramaribo, onde exercem atividades diversas nos setores de mineração, prestação de serviços, comércio e prostituição. Esta pesquisa se propõe a analisar as práticas e representações linguísticas de imigrantes brasileiros residentes na capital do Suriname, país onde coexistem cerca de 20 línguas faladas por distintas etnias, sendo o holandês a única com status de idioma oficial. Por entender, assim como Calvet ([1999] 2004), que as práticas linguísticas e as representações, ou seja, as imagens que os sujeitos constroem em torno das línguas, são não só interdependentes, mas se relacionam com os contextos sociais, ideologias e relações de poder nas quais estão inseridas, discuto neste trabalho os conceitos de mercado linguístico e violência simbólica conforme Bourdieu ([1982] 1996) e, naturalmente, contextualizo a imigração brasileira e apresento o panorama sociolinguístico observado no país, com ênfase na capital Paramaribo. A pesquisa in loco que constitui o corpus desta investigação demonstrou ainda que o gênero dos falantes exerce forte influência sobre as práticas e, sobretudo, sobre as representações linguísticas dos sujeitos, o que apontou para a necessidade de se discutir as interações entre linguagem e essas duas categorias. Assim, o presente trabalho apresenta ainda uma revisão bibliográfica das pesquisas sociolinguísticas mais relevantes que se dispuseram a analisar tais relações, como as pioneiras contribuições variacionistas de Labov (1966, 1990), Trudgill (1972) e Eckert (1989), os estudos centrados em contato linguístico de Piller & Pavlenko (2001, 2006) e, ainda, as desconstruções de um emergente campo dos estudos da linguagem, a linguística queer (LIVIA. A; HALL, K, 1997; BORBA, 2015). A reflexão teórica aqui proposta visará a discutir não só como esses dois fatores afetam as escolhas dos falantes, mas como os indivíduos constroem e afirmam seu gênero e outras identidades através da linguagem.
The Brazilian immigration in Suriname is a relatively recent phenomenon that came into prominence in the mid-80's, when the first modest waves of immigrants, most of them miners and prostitutes, settled mainly in the countryside. Around 16,000 Brazilians are currently living in the former Dutch Guiana, particularly in the northern part of the capital Paramaribo, where they work mostly in retail, the service industry, mining and prostitution. This research aims to analyze the language practices and representations of Brazilian immigrants living in the capital of Suriname, where about 20 languages are spoken by different ethnic groups and Dutch remains the only one with an official status. In our understanding, language representations, that means, the images that speakers have about languages, and language practices are, as defined by Calvet ([1999] 2004) not only interdependent, but are also related to social contexts, ideologies and power relationships. Thus, we discuss in this work the concepts of linguistic market and symbolic violence according to Bourdieu ([1982] 1996) and contextualize the Brazilian immigration and the current sociolinguistic panorama observed in the country, with an emphasis on the capital Paramaribo. The data collected in the field research also demonstrated that the gender of the speakers exerts a strong influence on their language practices and, above all, on their language representations. These observations led to the discussion on the relationships between language and gender. Thus, this work presents a bibliographical review of the most relevant sociolinguistic researches that discussed these relations, such as the first contributions of Labov (1966, 1990), Trudgill (1972) and Eckert (1989), the studies based on language contact by Piller & Pavlenko (2001, 2006) and the deconstructions of an emerging field of language studies: the Queer Linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). The reflection on the theories presented in this work aims to discuss not only how gender affects the speakers' choices, but also how individuals construct and affirm their gender and other identities through language.
De immigratie van Brazilianen in Suriname is een vrij recent fenomeen en verscheen halfweg de jaren 80. De eerste golf van migranten bestonden voornamelijk uit mijnwerkers en prostituees die zich vestigden op het platteland in Suriname. Ongeveer 16.000 Brazilianen leven momenteel in het voormalige nederlanstalige Guyana, hoofdzakelijk in het noordelijke deel van de hoofdstad Paramaribo, waar ze voornamelijk werken in de kleinhandel, dienstensector, de mijnindustrie en prostitutie. Dit onderzoek richt zich op het analyseren van de taalgebruiken en representaties van Braziliaanse immigranten die leven in de hoofdstad van Suriname, waar ongeveer 20 talen gesproken worden door verschillende etnische groepen waarvan het Nederlands de enige taal is met een officiële status. Taalrepresentaties, d.i. het beeld dat sprekers hebben over een taal, en taalgebruiken worden door Calvet (1999, 2004) gedefinieerd als niet alleen onderling afhankelijk, maar gerelateerd tot de sociale context, ideologieën en krachtige relaties. Om deze reden onderzoeken we in dit werk de concepten van de taalkundige markt en het symbolisch geweld dat daarmee gepaard gaat volgens Bourdieu ([1982] 1996). Verder onderzoeken we ook de Braziliaanse immigratie en het huidig sociolinguistisch panorama dat geobserveerd wordt in het land, met de nadruk op de hoofdstad Paramaribo. De data dat werd verworven door het veldwerk toont ons dat de gender van de spreker een sterke invloed uitoefent op de taalgebruiken en bovenal op de taalrepresentatie. Deze observaties brengen ons naar de discussie van de relatie tussen taal en gender. Omwille van die reden focust dit werk zich op een bibliografische kijk op de meest relevante, sociolinguïstieke onderzoeken die deze relaties reeds aangehaald hebben. We kijken naar de eerste bijdragen van Labov (1966, 1990), Trudgill (1972) en Eckert (1989) en alsook de studies die gebaseerd zijn op taal contact door Piller en Pavlenko (2001,2006) en ook de bijdragen van een opkomend gebied van taalstudies: Queer linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). De theorieën die we aanhalen in dit werk brengen ons naar de discussie hoe het geslacht van de spreker zijn keuzes beïnvloedt, maar ook hoe individuen hun geslacht en andere identiteiten vormen en bevestigen door middel van taal.

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Souliou, Lelouda. « L'activation d'une autre langue que celle attendue : pratiques et représentations des apprenants d’une troisième langue ». Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030005.

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Cette étude relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition d’une troisième langue. Plus particulièrement, cette étude examine le phénomène de l’activation d’une autre langue que celle attendue dans la production orale en français d’étudiants grecs suivant des cours dans le secteur LANSAD à l’Université d’Athènes. Nous avons envisagé le développement d’une troisième langue comme un processus émergentiste et la démarche adoptée dans notre travail suppose de se focaliser à sa dimension psycholinguistique. Dans le présent travail, nous tenterons de décrire un microcontexte, celui de l’acquisition du français comme troisième langue, auprès d’adultes apprenant cette langue dans un milieu guidé et hétéroglotte. Notre objectif est de décrire dans un premier temps le phénomène de l’activation d’une autre langue que celle attendue, tel qu’il se manifeste dans la production orale du discours en français L/C3, ainsi que l’activité métalinguistique chez les apprenants. Ensuite, la langue y est envisagée dans notre travail comme un ensemble de pratiques et de représentations.Nous avons réuni un corpus oral afin d’explorer l’activation du grec L/C1 et de l’anglais L/C 2, lors de la production orale en français L/C3 d’apprenants grecs. La recherche de terrain a été conduite en Grèce, au sein d’un établissement public d’enseignement supérieur, auprès d’étudiants suivant des cours de français à l’Université d’Athènes. Il s’agit d’une population plurilingue où le français constitue au moins la troisième langue : ils ont comme première langue le grec et ont déjà appris l’anglais, l’allemand et d’autres langues au cours de leur scolarisation
This study lies in the field of foreign language education, but it also refers to multilingualism and third language acquisition. In particular, this study examines the activation of another language in the speech production of greek-speaking learners of french as a foreign language. The study refers to ESP learners at university level. We postulate third language development as an emergent process and the approach adopted is focused in the psycholinguistique dimension. In this rechearch we are trying to describe a microcontext, this of the acquisition of French as a third language, whith adults learning the language in a guided and heteroglossic environment. Our goal is to describe the phenomenon of the activation of a language other than expected, manifested in oral speech production in French L/C3, as well as the metalinguistic activity that accompanies. Also, the language is considered in our work as a set of practices and representations. We have assembled an oral corpus to explore the activation of L/C1 Greek and English L / C 2 in the oral production of L/C3 French Greek learners. Field research was conducted in Greece, in a public institution of higher education, with students taking courses in French at the University of Athens. It is a multilingual population where French is at least the third language as their first language is Greek and they have learned English, German and other languages during their schooling

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Soares, Maria Vilani. « As representaÃÃes da escrita e do ensino da escrita na perspectiva dos relatos de vida do professor ». Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3273.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
PropÃe uma reflexÃo sobre as representaÃÃes que o professor tem da escrita e do ensino da escrita, verificando atÃ que ponto estas representaÃÃes influenciam as orientaÃÃes didÃticas propostas pelos professores para o ensino da escrita em sala de aula. Utiliza como procedimento metodolÃgico a perspectiva dos relatos de vida de nove professores de PortuguÃs do Ensino Fundamental II (7Â), de escolas da rede pÃblica estadual, que atuam na cidade de Teresina-PiauÃ. Considera como suporte teÃrico o conceito de representaÃÃo social tal qual desenvolvido pelo pesquisador Serge Moscovici e seus colaboradores, bem como as teorias da linguagem e as diferentes concepÃÃes de lÃngua e texto produzidas no interior da LingÃÃstica. Levando em conta que a relaÃÃo com todo objeto de conhecimento nÃo se dÃ num vazio, antes encontra-se ancorada em uma dada realidade social, busca uma aproximaÃÃo dos estudos atuais sobre o letramento. Mostra com a anÃlise dos dados que, embora os relatos dos professores entrevistados tenham revelado a reproduÃÃo de antigas prÃticas de ensino, eles tambÃm revelam atos desses docentes que demonstram a preocupaÃÃo e tentativa de eles mesmos introduzirem outras prÃticas que apontam para a direÃÃo de uma outra representaÃÃo do ato de escrever e de ensinar a escrever.
Proposes a reflection on the representations that the teacher has the writing and the teaching of writing, noting the extent to which these representations influence the guidelines proposed by teachers teaching to the teaching of writing in classroom. Methodological procedure used as the perspective of the reported life of nine teachers of Portuguese in Elementary School (7th), the network of state public schools, which operate in the city of Teresina, PiauÃ. Considered to support the theoretical concept of social representation as is done by researcher Serge Moscovici and his collaborators, as well as theories of language and the different conceptions of language and texts produced within the linguistics. Taking into account that the relationship with any object of knowledge is not in a vacuum, but is anchored in a particular social reality, seeking an approximation of the current studies on literacy. Shows the analysis of data that, although the reports of the teachers interviewed have been playing the old practice of teaching, they also show acts of those teachers who demonstrate the concern and attempt to introduce themselves to other practices that indicate the direction of another representation of the writing and teaching to write.

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Andrade, Alexandra Karla Rodrigues. « CIÊNCIA, SENSO COMUM E PRÁTICAS DE ENSINO DE LÍNGUA PORTUGUESA ». Pontifícia Universidade Católica de Goiás, 2018. http://tede2.pucgoias.edu.br:8080/handle/tede/4038.

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This dissertation investigates the relationship between Science, Common Sense and Portuguese language teaching practices for teachers. For this, we seek to evidence the concepts of Science, Common Sense and practices in the Theory of Social Representations, proposed by Moscovici among other scholars. Such support made it possible to understand that scientific knowledge is indispensable for the teaching and learning process of teachers, but they do not structure themselves. In teaching practice, as well as in TRS, common sense plays an important role, since it is necessary to value the experience and the practical way of practicing these professionals. We are researching a group of professionals who know and dominate the theme: teaching. The way they appropriate scientific knowledge and relate to their practical experience leads us to have a group that associates different theoretical fields in favor of the teaching and learning of its students, often joining theoretical contributions with different lines of research. For this, the field research has two groups of Portuguese Language teachers of the state public network: the first exploratory and constructed through the focal group and the second systematized. We think of three categories of analysis: teaching, how to teach and learning the Portuguese language. We tried to verify the similarities and the differences of the voices between the components of the groups. Finally, we cross the similarities of thought between the two groups in order to give teachers a voice about the practice of teaching.
Esta dissertação investiga a relação entre Ciência, Senso Comum na construção das práticas de ensino de Língua Portuguesa para os professores. Para isso, buscamos evidenciar os conceitos de Ciência, Senso Comum e práticas na Teoria das Representações Sociais, proposta por Moscovici entre outros estudiosos. Tal suporte possibilitou compreender que os conhecimentos científicos são indispensáveis para o processo de ensino e aprendizagem dos professores, porém não se estruturam por si só. Na prática de ensino, assim como na TRS, o Senso Comum ocupa importante contribuição, pois precisa - se valorizar a experiência e a forma de atuação prática desses profissionais. Estamos pesquisando um grupo de profissionais que sabem e dominam a temática: o ensino. A forma como se apropriam dos conhecimentos científicos e relacionam com sua experiência prática faz com que tenhamos um grupo que associa diferentes campos teóricos a favor do ensino e aprendizagem dos seus alunos, muitas vezes unindo aportes teóricos com linhas de pesquisa diferentes. Para isso, a pesquisa de campo tem dois grupos de professores de Língua Portuguesa da rede pública estadual: o primeiro exploratório e construído por meio do grupo focal e o segundo sistematizado. Pensamos em três categorias de análise: ensino, como ensinar e aprender a Língua Portuguesa. Procuramos verificar as semelhanças e as diferenças das vozes entre os componentes dos grupos. Por fim, cruzamos as semelhanças de pensamento entre os dos dois grupos com o intuito de dar voz aos professores sobre suas práticas do ensino.

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Santean, Nicolae. « Towards a minimal representation for finite languages, theory and practice ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58079.pdf.

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Wehbe, Oula. « Questions que pose une didactique plurilingue au Liban, pratiques et représentations ». Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA040/document.

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Notre recherche relève de la didactique des langues et s´inscrit dans la réflexion sur le plurilinguisme et l’acquisition des langues. Cette étude examine le processus d’activation partielle d’une langue autre que la langue cible pendant l’apprentissage des langues. Notre étude a été conduite dans deux établissements scolaires au Liban auprès des apprenantes des classes d’EB7, possédant un répertoire langagier plurilingue et ayant appris la diglossie arabe comme l’arabe (dans une version dialectale à la maison et standard à l’école) comme L1 et la langue française comme L2 et l’anglais comme L3. Lors de leur apprentissage et production du français L2 et de l’anglais L3, ils mettent en œuvre leur compétence plurilingue à travers l’activation partielle de leur potentiel plurilingue. Nous allons montrer quelles sont les processus cognitifs qui entrent en jeu lors de l’apprentissage de la nouvelle langue l’anglais L3. Ainsi que les facteurs qui conditionnent l’activation des langues connues par les apprenantes et à quel niveau linguistique se réalise le plus fréquemment l’activation partielle de la langue autre langue que la langue cible
Our research comes from the didactics of languages and is part of the reflection on plurilingualism and the acquisition of languages. This study examines the process of partial activation of a language other than the target language during language learning.Our study was carried out in two schools in Lebanon with students of EB7 classes, having a multilingual language repertoire and having learned the Arabic diglossic language as L1 and the French language as L2 and English as L3.During their apprenticeship and production of the French L2 and the English L3, they apply their plurilingual competence through the partial activation of their plurilingual potential.We will show what are the cognitive processes that come into play when learning the new L3 English language. As well as the factors that condition the activation of the languages known by the learners, and at which linguistic level, is most frequently realised, the partial activation of the language other than the target language

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Gouaïch, Karima. « Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation ». Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0515.

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Ce travail de recherche s’attache aux pratiques langagières d’élèves alloglottes nés en France. Son objectif est double. D’une part, il vise à étudier les pratiques langagières de ces élèves à partir de leurs compétences plurilingues et pluriculturelles et de leur exposition au français à la maison, dans une approche comparative avec des élèves allophones. D’autre part, il prétend identifier les représentations, ainsi que les choix et les actions didactiques, des professeurs de l’école primaire lorsqu’ils sont chargés d’enseigner la langue de scolarisation à ces élèves. La problématique de cette étude porte sur l’influence des pratiques langagières des élèves alloglottes nés en France sur les représentations, les choix et les actions didactiques des professeurs en éducation prioritaire (EP). Deux hypothèses en découlent : la surreprésentation des élèves alloglottes en EP conduit les professeurs à surestimer leurs difficultés langagières ; l’épistémologie pratique du professeur et les dispositions langagières des élèves alloglottes agissent sur l’action didactique conjointe en EP. Le terrain de l’étude regroupe dix-huit classes de cours préparatoire (CP) et de cours moyen 2e année (CM2) de l’EP et hors de l’EP, soit 417 élèves et 18 professeurs au total. Les pratiques langagières des alloglottes nés en France sont examinées parallèlement à celles des allophones au niveau du contexte (EP/hors EP) et du niveau de classe (CP/CM2). Il s’agit de caractériser les pratiques langagières des alloglottes nés en France et d’interroger une spécificité du plurilinguisme en EP susceptible d’influencer les représentations des professeurs
This research work focuses on the language practices of alloglot students born in France. Its objective is twofold. On the one hand, it aims to study the language practices of these students based on their plurilingual and pluricultural skills and their exposure to French at home, in a comparative approach with allophone students. On the other hand, it claims to identify the representations, as well as the choices and didactic actions, of primary school teachers when they are responsible for teaching the language of instruction to these pupils. The problem of this study concerns the influence of the language practices of alloglot students born in France on the representations, choices and didactic actions of teachers in priority education (PE). Two hypotheses emerge from this: the over-representation of alloglot students in PE leads teachers to overestimate their language difficulties; the practical epistemology of the teacher and the language dispositions of alloglot students influence the joint didactic action in PE. The field of study includes eighteen classes of preparatory courses (CP) and medium courses (CM2) in EP and outside EP, for a total of 417 students and 18 teachers. The language practices of allophones born in France are examined in parallel with those of allophones at the context (EP/non-EP) and class level (CP/CM2) levels. The aim is to characterize the language practices of alloglots born in France and to question a specificity of plurilingualism in PE that may influence teachers' representations

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Smyth, F. T. « Travel/representations : conventions, practices and performances ». Thesis, University of Edinburgh, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662216.

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This thesis explores the intersections between conventions of travel and individual travellers’ representations of their travel practices, identities and performance. Part one explores and analyses travel conventions, broadly conceived, around ideas about ‘the art of travel’ and how these overlap with individual travellers’ values and interests to form their constructions of ‘good travel practice’. Two interconnected bodies of literature in particular, both published over a lengthy time-period, are examined for this purpose: writing which is reflective on the nature of the travel experience, and the more prescriptive genre of travel guidebooks. Part Two explores women’s travel writings, taking as its case studies the diaries and letters of prominent women travellers written across the twentieth century. The ways each of the writers narrates her relationship to constraints in the context of travel is examined, including, for example, those of ‘normative’ femininity, familial influence, and physical and bureaucratic restrictions on mobility. Part three addresses the centrality of visual images in many aspects of travel, both in the production of travel conventions and also in travellers’ own representations of travelling. Taking women’s online travel diaries as case studies, travel photography is considered alongside travel writing and the performative aspects of travel representations are highlighted.

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Williams, Glenn P. « Language-Mediated Event Representations ». Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/17dd8a8a-cde8-4d40-ba4b-1f774b3cd7e1.

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When understanding narrative events we must keep track of a number of (often) changing dimensions, such as who is the focus of the narrative, what they are doing, and where they are doing it; amongst which, this ‘where’ dimension is thought to be crucial in forming even the simplest representation of events. Thus, in order to understand how we represent events, research has often focused upon how we represent space. While research from the spatial cognition and language comprehension literature has shown that we can form a mental representation of space that is rich in detail, maintaining categorical (i.e. room-by-room) as well as Euclidean distance (i.e. absolute distance), this research has primarily used tasks which may bias towards one representation over another. Thus, the research presented in this thesis set out to explore which representation of space is maintained in the absence of an overt task, and the implications that this representation has for the organisation and accessibility for information maintained in a mental representation of events (or, an ‘event model’). Using eye-tracking methods and ‘look-and-listen’ tasks in the visual world paradigm throughout to explore how manipulations of space influence accessibility for objects – in terms of fixations on objects depicted in a visual display during language comprehension – the experiments laid out in the present thesis found that comprehenders spontaneously form a categorical (but not Euclidean) representation of space, constructing and maintaining separate ‘event models’ based around spatial units (e.g. rooms) in which information (e.g. objects) is maintained. While Experiment 1 found no influence of space on accessibility for the target on mention using a concurrent viewing and listening paradigm, by replacing the visual scene with a blank-screen prior to the onset of the narrative, Experiment 2 established that, during narrative comprehension, following the movement of a protagonist from one location to another, potential targets located in the initial location were less accessible prior to mention for the target. Experiment 3 explored the locus of this effect and found that, on mention, targets were less accessible following a spatial shift, regardless of whether the objects were in the same or a separate location to the protagonist. Experiments 4-6 built upon Experiments 1-3 to further explore how a spatial shift made by an object (carried by a protagonist) can modulate the structure of events, asking how access for a target is resolved when associated with two event models (vs. one event model). Here, visual scenes depicted two rooms, containing several objects, separated by a boundary. Narratives described an object moving from one location to another with a protagonist, necessitating movement across the boundary (or not). The most reliable finding was that both representations of the moved object were less accessible on mention when associated with two event models (vs. one event model), suggesting that competition occurs between event models prior to access for a target if the target is represented across more than one event model. Experiment 7 aimed to address how event structure can increase, rather than reduce accessibility for a target. Here, discourses separating a target into a different event model (vs. the same event model) to that of a semantically-related competitor increased accessibility for the target on mention and reduced accessibility for the competitor, suggesting that information in an accessed (foregrounded) event model is more accessible than information in other (backgrounded) event models. Together, the findings of the conducted experiments support the notion that comprehenders form and use event models in discourse comprehension when necessary during passive listening tasks, and that the form and structure of these event models modulates accessibility for information when doing so. The experiments established here have further supported and built upon general models of event cognition, establishing how and when event models, and the information maintained within them, are accessed.

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Bono, Mariana. « Ressources plurilingues dans l'apprentissage d'une troisième langue : aspects linguistiques et perspectives didactiques ». Paris 3, 2008. http://www.theses.fr/2008PA030117.

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Cette thèse s’inscrit au sein de la recherche sur le plurilinguisme et l’acquisition d’une troisième langue et a pour vocation d’étudier les conditions d’émergence d’une compétence plurilingue, ses composantes et ses spécificités. Deux aspects caractérisent l’acquisition d’une troisième langue : la mise en place d’un réseau d’influences multidirectionnelles entre les systèmes linguistiques connus et l’existence des savoirs et d’un savoir-faire développés lors des apprentissages préalables. Notre étude s’articule autour de ces deux objets de recherche, l’objectif étant de décrire, d’une part, les phénomènes d’interaction interlinguistique dans la production du discours en espagnol L3 et, d’autre part, l’activité métalinguistique des apprenants, qui permet la mise en relation des langues en présence et qui est de nature à favoriser le processus acquisitionnel. L’enquête, conduite à l’Université de Technologie de Compiègne et à l’École Polytechnique auprès d’étudiants ingénieurs qui apprenaient l’espagnol dans le cadre de leur formation, cherche à relever des traces d’appui sur des ressources qui peuvent être associées à leur condition d’apprenants et de locuteurs plurilingues. Sur le plan des relations interlinguistiques, l’hypothèse que toutes les langues connues jouent un rôle dans la construction de compétences en L3 est explorée. L’analyse des stratégies d’appui ou de passage interlingual tourne autour des facteurs pouvant conditionner le recours à d’autres langues que la L1, tels que le degré de maîtrise, la distance perçue entre les langues et leur statut. Sur le plan métalinguistique, l’étude porte sur la capacité d’analyse des fonctionnements linguistiques et de contrôle des tâches langagières que l’on suppose élevée chez les apprenants plurilingues et qui peut constituer un atout pour l’appropriation d’une L3
Within the framework of multilingualism and third language acquisition research, this dissertation aims to describe the conditions for the emergence of a multilingual competence, its components and specific features. L3 acquisition is different from L2 acquisition in at least two ways: L3 acquisition is characterised by a network of multidirectional crosslinguistic interactions and the L3 learner possesses prior language knowledge and experience. These two areas of research constitute the backbone of our study, whose objective is to address crosslinguistic phenomena in speech production and the metalinguistic activity of L3 learners, which creates the conditions for the establishment of crosslinguistic comparisons thus favouring the acquisition process. Fieldwork has been conducted among engineering students who were learning Spanish as part of their degree programmes at the Université de Technologie de Compiègne and the École Polytechnique in France. Their speech production is analysed in order to identify the instances of reliance in multilingual resources. At the level of crosslinguistic interaction, our hypothesis is that all known languages play a role in the development of competences in Spanish L3. The analysis of crosslinguistic strategies is based on the factors that condition learners’ disposition to rely on non-native languages, such as proficiency, perceived linguistic distance and language status. At the metalinguistic level, the study focuses on the capacity to analyse linguistic knowledge and to monitor the language task that we assume to be higher in multilingual learners and that can become an asset in L3 learning

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Hughes, Michael. « Morphological faithfulness to syntactic representations / ». Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099922.

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Seifter, Mark J. « Building representations from natural language ». Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/46468.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
Includes bibliographical references (p. 37-38).
In this thesis, I describe a system I built that produces instantiated representations from descriptions embedded in natural language. For example, in the sentence 'The girl walked to the table', my system produces a description of movement along a path (the girl moves on a path to the table), instantiating a general purpose trajectory representation that models movement along a path. I demonstrate that descriptions found by my system enable the imagining of an entire inner world, transforming sentences into three-dimensional graphical descriptions of action. By building action descriptions from ordinary language, I illustrate the gains we can make by exploiting the connection between language and thought. I assert that a small set of simple representations should be able to provide powerful coverage of human expression through natural language. In particular, I examine the sorts of representations that are common in the Wall Street Journal from the Penn Treebank, providing a counterpoint for the many other sorts of analyses of the Penn Treebank in other work. Then, I turn to recognized experts in provoking our imaginations with words, using my system to examine the work of four great authors to uncover commonalities and differences in their styles from the perspective of the way they make representational choices in their work.
by Mark J. Seifter.
M.Eng.

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Tremlett, Annabel Claire. « Representations of Roma : public discourses and local practices ». Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725769.

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Seo, Kyungwoon. « Representation as a language of scientific practice : exploring students’ views on the use of representation and the linkage to understanding of scientific models ». Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6281.

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The purpose of this study was to explore how students view the use of representation in science classroom. Representation, as a disciplinary language of science, has long been promoted as a way to develop students’ scientific literacy and is closely linked to engaging students in scientific practices through the use of models in science. However, previous research studies have mostly focused on the use of representation and models as outcome measure of an implementation task and little is known about the learner’s perspectives. The study aimed to fill this missing gap by investigating how students view the use of representation in science classroom and how these perception are linked to the epistemic practice and cognitive/conceptual practice of science learning. In this respect, the study involved (1) developing an instrument, namely, a Representation Survey, to assess students’ views on the use of representation and (2) examining the relationship between students’ views on representation and their understanding of models in science, science content knowledge, and critical thinking skills. The Representation Survey was developed in three phases as a pencil-and-paper questionnaire with 1-5 Likert scales, and grounded in the empirical data and a literature review. An exploratory factor analysis of the Representation Survey with 619 middle school students identified two distinct ways students view the use of representation: multiple modes of representation and uni-mode of representation. Correlation analysis with a modified version of the Student’ Understanding of Models (SUMS) Survey revealed a strong relationship between students’ perception on using multiple-mode of representation and their understanding of models in science, while how students perceive uni-modal representation was shown to be related to students’ performances in assessments of science content knowledge. Lastly, students’ critical thinking skills, as measured by the Cornell Critical Thinking Test, showed no evident relationship with students’ perceptions of the use of representation. A validity argument for the newly developed Representation Survey and modified SUMS instrument is presented, followed by a discussion of broader implications and limitations of the study.

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Apel, Jens. « Representations of spatial location in language processing ». Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/9782.

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The production or comprehension of linguistic information is often not an isolated task decoupled from the visual environment. Rather, people refer to objects or listen to other people describing objects around them. Previous studies have shown that in such situations people either fixate these objects, often multiple times (Cooper, 1974), or they attend to the objects much longer than is required for mere identification (Meyer, Sleiderink, & Levelt, 1998). Most interestingly, during comprehension people also attend to the location of objects even when those objects were removed (Altmann, 2004). The main focus of this thesis was to investigate the role of the spatial location of objects during language processing. The first part of the thesis tested whether attention to objects’ former locations facilitates language production and comprehension processes (Experiments 1-‐5). In two initial eye-‐tracking experiments, participants were instructed to name objects that either changed their positions (Experiment 1) or were withdrawn from the computer screen (Experiment 2) during language production. Production was impaired when speakers did not attend to the original position of the objects. Most interestingly, fixating an empty region in which an object was located resulted in faster articulation and initiation times. During the language comprehension tasks, participants were instructed to evaluate facts presented by talking heads appearing in different positions on the computer screen. During evaluation, the talking heads changed position (Experiment 3) or were withdrawn from the screen (Experiments 4-‐5). People showed a strong tendency to gaze at the centre of the screen and only moved towards the head’s former locations if the screen was empty and if evaluation was not preceded by an intervening task as tested in Experiment 5. Fixating the former location resulted in faster response time but not in better accuracy of evaluation. The second part of this thesis investigated the role of spatial location representations in reading (Experiments 6-‐7). Specifically, I examined to what extent people reading garden-‐path sentences regress to specific target words in order to reanalyse the sentences. The results of two eye-‐tracking experiments showed that readers do not target very precisely. A spatial representation is used, but it appears to be fairly coarse (i.e., only represents whether information is to the left or to the right of fixation). The findings from this thesis give us a clearer understanding of the influence of spatial location information on language processing. In language production particularly, it appears that spatial location is an integral part of the cognitive model and strongly connected with linguistic and visual representations.

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Verrecchia, Elisa. « Français et italien, langues de l'immigration sénégalaise à Brescia ( Italie) : enquête sociolinguistique ». Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100056.

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La thèse présente une analyse sociolinguistique du rôle des langues français et italien dans le cadre migratoire, notamment auprès de la communauté sénégalaise immigrée à Brescia (Italie). Dans la première partie, le premier chapitre est dédié au Sénégal, qui est décrit dans ses traits historiques, culturels, ethniques et religieux, et dont on examine la situation linguistique et sociolinguistique actuelle par rapport aux langues française, wolof et d’autres langues locales. On y décrit également la diaspora sénégalaise en Europe et en Italie dans ses différentes étapes. Le deuxième chapitre se focalise sur Brescia, ville d’élection des migrants sénégalais en Italie, à cause de ses caractéristiques socioéconomiques qui la rendent un territoire particulièrement favorable à la création de réseaux de solidarité entre Sénégalais et autochtones. La deuxième partie est entièrement dédiée à l’analyse sociolinguistique des langues en jeu dans ce contexte, notamment le wolof ainsi que d’autres langues nationales du Sénégal, le français et l’italien. L’enquête se base sur vingt interviews faites à un échantillon de Sénégalais résidents à Brescia, desquelles émergent les pratiques et les représentations linguistiques des sujets par rapport aux langues connues et parlées. Pour amplifier l’éventail de l’enquête on a choisi d’inclure également un échantillon de Sénégalais immigrés à Milan, dont les réponses ont été insérées dans l’analyse générale des pratiques et des représentations linguistiques en question. Les conclusions de la thèse consistent dans un bilan d’ensemble de la recherche et dans une relecture de la méthode adoptée pour l’enquête
This thesis presents a sociolinguistic analysis of the role of French and Italian language in the migration context, notably in the community of Senegalese immigrants in Brescia (Italy). In the first part, the first chapter is dedicated to Senegal, which is described in its historical, cultural, ethnic and religious features and depicted as far as its current linguistic and sociolinguistic situation is concerned, referring to French, Wolof and other local languages. The evolution of the Senegalese diaspora in Europe and Italy, in its different stages, is treated as well. The second chapter focuses on Brescia, elective hometown of the Senegalese in Italy, because of its socio-economic features which make it a territory particularly favorable to the creation of solidarity networks between Senegalese and Italian people. The second part is entirely dedicated to the sociolinguistic analysis of the languages involved in this context, notably Wolof, along with other national languages of Senegal, French and Italian. The survey is based on twenty interviews made with a sample of Senegalese immigrants in Brescia, from which the linguistic practices and representations of the subjects, about the languages known and spoken, emerge. To expand the scope of the survey, a sample of Senegalese immigrated in Milan has been included as well, and their interviews have been inserted in the general analysis of the linguistic practices and representations under focus. In the conclusions of the thesis, a global view on the research carried out and on the method adopted for the survey will be given

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Barontini, Alexandrine. « Locuteurs de l'arabe maghrébin - langue de France : une analyse sociolinguistique des représentations, des pratiques langagières et du processus de transmission ». Phd thesis, Institut National des Langues et Civilisations Orientales- INALCO PARIS - LANGUES O', 2013. http://tel.archives-ouvertes.fr/tel-00950162.

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Qui sont les locuteurs de l'arabe maghrébin (dans ses diverses variétés) en France et quelles sont leurs pratiques langagières ? Étudier ces pratiques suppose que l'on s'intéresse aux phénomènes migratoires liés à la (post)colonisation du Nord de l'Afrique. Cette prise en compte, dans une étude sociolinguistique, de la diversité des profils, liée à l'histoire, sous l'angle séculier de pratiques potentielles de l'arabe maghrébin constitue une approche inédite.Ce travail réunit des personnes ayant un lien familial avec le Maroc, l'Algérie ou la Tunisie, de traditions musulmanes, juives et chrétiennes, et, parmi les personnes originaires d'Algérie, des harkis et des pieds-noirs, et/ou leurs descendants nés et/ou socialisés en France. La première partie s'intéresse au concept d'ethnicité et montre que les termes " assimilation/intégration " fonctionnent sur un mode injonctif et ne constituent plus des outils théoriques pertinents. Enfin, sont examinées les catégorisations ayant trait aux populations considérées.La seconde partie examine le processus de transmission, les représentations et pratiques langagières déclarées, en s'appuyant sur les entretiens recueillis. Concernant la transmission, le modèle dominant qui présuppose une perte de la langue familiale sur trois générations conduit à masquer ou à schématiser un processus autrement plus complexe. Cette thèse met en évidence qu'il ne s'agit pas d'un processus linéaire, tant dans la (re)définition proposée qu'à travers les entretiens et les parcours. Enfin, la troisième partie s'intéresse aux pratiques langagières effectives et propose des pistes d'analyse autour des questions de variation, de koinéisation et d'accommodation.

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Meyers, Robert H. « Moving into whole language practices ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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Close, Jacqueline. « Ideals and expectations : representations, practices and governance of contemporary motherhood ». Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3759.

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This thesis is about contemporary mothering in the North East of England. It is informed by a feminist perspective and draws on the theoretical concepts of governmentality (Foucault, 1991), and distinction (Bourdieu, 1984) to explore how mothers’ everyday lives and practices are shaped by the discourse of ‘intensive mothering’. This, I argue has come to stand as a proxy for ‘good’ mothering, and is a child-centred approach that is costly in terms of time, money and emotion (Hays, 1996). Furthermore, I argue that it is an approach that entrenches class and gender relations. My first task was to consider the circulation of government messages that place mothers and mothering at the heart of an agenda to bring forth citizens ‘fit’ for a society that values self-responsibility, self-regulation, and entrepreneurialism. This, I suggest, sits comfortably within a belief that the United Kingdom is meritocratic, and that individual enterprise, such as hard-work, making the ‘right’ lifestyle choices, and taking responsibility for ourselves are guarantors of a good life. Mothers are explicitly addressed in government-led initiatives, healthcare, and child-rearing manuals to raise their children in particular ways. As I will show, the theories on which this advice is based, and the claims of evidence of the risks attached to not following it, are rarely questioned, and what follows familiar problems, are familiar solutions, even when there is scant evidence of their efficacy. My research is conducted using qualitative methods; it is based on the accounts of twenty-five women who have at least one child under the age of five. These mothers are busy. Their time, emotion and money are all focused on their children. They express ambivalence about the value of the advice they receive, frustration about how time-consuming mothering is, and anger at how judgemental it can be. At the same time, such ‘intensive mothering’ (Hays, 1996) is the benchmark against which they measure being a ‘good mother’. My analysis draws attention to the complexity of negotiating ways of knowing, doing and being a mother and the discourses of mothering that work on and through women. I discuss how mothers negotiate their identity as a ‘good mother’ through and against competing forms of knowledge.

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Howell, Steve R. Becker Suzanna. « Sensorimotor representations of meaning in early language acquisition / ». *McMaster only, 2004.

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Sánchez, Romera Alfonso. « The middle class in contemporary urban china : construction, practices and representations ». Doctoral thesis, Universitat Autònoma de Barcelona. Programa de Doctorat en Traducció i Estudis Interculturals, 2020. http://hdl.handle.net/10803/671319.

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Aquesta investigació té com a objectiu analitzar el fenomen social de la classe mitjana xinesa, posant atenció especial en la construcció social de la identitat mitjançant l’anàlisi de les pràctiques i representacions socials a la Xina urbana contemporània. L’estudi consisteix en l’anàlisi d’entrevistes semiestructurades mantingudes a Beijing entre l’any 2017 i l’any 2018, del discurs oficial de la classe mitjana xinesa a partir de les esmenes a la Constitució de la República Popular de la Xina (RPX) i dels textos i discursos dels líders de l’Estat-partit i, finalment, del contingut dels articles sobre classe mitjana publicats a Renmin wang (People’s Daily online) —el portaveu del Comitè Central del Partit Comunista Xinès— des de principis del segle XXI. Per això, l’etnografia no es centra únicament en proporcionar un exemple categòric de la construcció d’una identitat de classe mitjana a Beijing, sinó que també explora el camp social de la Xina urbana contemporània com a espai multidimensional de mobilitat social, de noves pràctiques i representacions socials —és a dir, de nous estils de vida. Tot i que s’ha emprat un esquema conceptual associat a l’obra de Pierre Bourdieu, alguns resultats obtinguts qüestionen la seva conceptualització de “classe real” i la seva formulació sobre les condicions homogènies d’existència de classe i la seva capacitat de generar pràctiques socials similars. El model de Bourdieu permet descobrir una sèrie de característiques definidores que indiquen que la formació dels grups de classes mitjanes a la RPX constitueix principalment un fenomen de reproducció social en comptes d’un procés de formació de classe. D’altra banda, el resultat d’aquesta recerca determina de quina manera la tesi de la “cleavage society” o l’anomenada cristal·lització de classes rau principalment en el consum —és a dir, el capital econòmic—, i no tant en una identitat ‘de classe’ reconeixedora o ‘classe real’. La migració interna a la RPX és una forma de consum d’un determinat estil de vida, una pràctica suzhi (‘de qualitat’) i una manera de construir-se com a subjecte de classe mitjana, civilitzat i modern. Tanmateix, a la Xina urbana es construeix progressivament una identitat de classe mitjana no només amb pràctiques de consum, sinó també amb l’experiència de participar en noves activitats al barri basada en principis oberts, públics i solidaris, i també en accions col·lectives contra la vulneració dels seus drets com a propietaris. Així doncs, aquesta investigació mostra la validesa i la configuració del concepte de classe —juntament amb els de racialització, gènere i sexualitat— per a produir una representació precisa de la institucionalització, legitimació i reproducció tant de la desigualtat com del privilegi a les societats contemporànies.
Esta investigación tiene como objetivo analizar el fenómeno de la clase media china, poniendo especial énfasis en la construcción social de la identidad mediante el análisis de las prácticas y representaciones sociales en China urbana contemporánea. Se utiliza una metodología mixta que incluye el análisis de entrevistas semiestructuradas llevadas a cabo en Beijing entre 2017 y 2018, el discurso oficial de la clase media china a través de las enmiendas a la Constitución de la República Popular de China (RPC) y de textos y discursos de los líderes del Estado-partido y, finalmente, del contenido de los artículos sobre clase media publicados en Renmin wang (Diario del Pueblo en Línea) —portavoz oficial del Comité Central del Partido Comunista Chino— desde principios del siglo XXI. Por lo tanto, el objetivo de este estudio no es brindar únicamente un ejemplo categórico de la construcción social de la identidad en la clase media, sino explorar también el campo social de China urbana contemporánea como espacio multidimensional de movilidad social, de nuevas prácticas y representaciones sociales —es decir, de nuevos estilos de vida. Aunque estas observaciones parten del esquema conceptual propuesto por Pierre Bourdieu, los resultados obtenidos cuestionan su conceptualización de la ’clase real’ y su formulación respecto a las condiciones homogéneas de existencia de las clases y su capacidad generadora de prácticas sociales similares. El modelo de Bourdieu permite descubrir una serie de características definidoras que indican que la formación de los grupos de clases medias en la RPC constituye principalmente un fenómeno de reproducción social en lugar de un proceso de formación de clase. Por otra parte, el resultado de esta investigación determina de qué manera la tesis de la ‘cleavage society’ o cristalización de clases se fundamenta principalmente en el consumo —es decir, el capital económico—, y no tanto en una identidad de ‘clase’ reconocible o ‘clase real’. La migración interna en la RPC es una forma de consumo de un determinado estilo de vida, una práctica suzhi (‘de calidad’) y una manera de construirse como sujeto de clase media, civilizado y moderno. Además, en las ciudades chinas se construye progresivamente una identidad de clase media no solo con prácticas de consumo, sino también con la experiencia de participar en nuevas actividades vecinales basadas en principios abiertos, públicos y solidarios, y en acciones colectivas contra la vulneración de sus derechos como propietarios. Así, esta investigación muestra la validez y la configuración del concepto de clase —junto a los de etnicidad, género y sexualidad— para producir una representación precisa de la institucionalización, legitimación y reproducción tanto de la desigualdad como del privilegio en las sociedades contemporáneas
This research aims to explore the social phenomenon of the Chinese middle class, with particular focus on the social construction of identity by analysing social practices and representations in contemporary urban China. The study is framed in the analysis of semi-structured interviews collected in Beijing between 2017 and 2018, the official discourse of the Chinese middle class through the amendments to the Chinese Constitution, the main texts and speeches of the Party-state leaders and, finally, the content of articles on middle class published on Renmin Wang (People’s Daily online) —the mouthpiece of Central Committee of the Communist Party of China— since the early 21st century. Therefore, the aim of this research is not only to provide a categorical example of the social construction of identity within Beijing’s middle class, but also to explore the social field in Contemporary urban China as a multidimensional space of social mobility, new social practices and representations —that is, new lifestyles. While these observations have been derived by employing a conceptual schema associated with the work of Pierre Bourdieu, some results obtained question his conceptualization of “real class” and his formulation on homogeneous conditions of class as homogeneous systems of dispositions capable of generating similar practices. As a result, this study has discovered a number of defining characteristics that indicate that the formation of the middle-classes groups in the People’s Republic of China (PRC) constitutes a social reproduction phenomenon rather than a class formation process. Moreover, the findings of the case study undertaken in Beijing are also supportive of the thesis of a cleavage society or the so-called class crystallization is maintained primarily through consumption —that is, economic capital—, but not through a recognizable ‘class’ identity or ‘real class’. Also, this study has shown that domestic migration in the PRC is also a form of lifestyle consumption, a suzhi (‘quality’) practice and a way to fashion oneself as a middle-class, civilized and modern subject. However, a middle-class identity is progressively constructed in urban China not only through consumption practices but also through the experience of participating in new activities in their neighbourhood life based on principles of openness, publicity and solidarity, and also in collective action against violation of their private-property rights as homeowners. Besides, the research revealed the validity and the configuration of the concept of class —together with racialization, gender and sexuality— to produce an accurate representation of the institutionalization, legitimatization and reproduction of both inequality and privilege in contemporary societies.

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Fargion, Silvia. « Theories and practices in social work : practitioners' representations of contract work ». Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22202.

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This dissertation analyses the relationship between theory and practice in social work, focusing on practitioners' accounts of a particular methodology, contract work. It revisits scholarly debates in the social work discipline (ch. 1) and elaborates an alternative approach, based on Wittgenstein's notion of "language game" and its re-elaboration by the Edinburgh "strong programme" in the sociology of knowledge. This perspective (ch. 2) posits that the meaning of categories and concepts corresponds to the use that concrete actors make of them as a result of on-going negotiating processes in specific contexts. Therefore, meanings may vary dramatically across social groups moved by different interests and holding different cultures. Accordingly, we may reformulate the issue of theory and practice in terms of the connections between different language games. The main research question becomes, how does theoretical language relate to practitioners' broader frames, and how does it shape their making sense of their own experience. This broad analytical strategy is applied to a specific empirical case, representations of the concept of contract. Focusing on contract is appropriate as this concept has become common currency in practitioners' language, while at the same time establishing itself as a crucial concept in scholarly literature in the field (ch. 3). As such, it allows the analyst to identify different uses of the same term among social work practitioners as well as to contrast practitioners' representations to academic ones. The empirical material comes from accounts by twenty-two social workers based on services for family and children in Milan and Turin (ch. 4). Two in-depth interviews were conducted with each practitioner. One explored their images of contract as a concept. The other analysed "critical incidents", i.e., specific instances of applications of contract work. Data presentation follows the same logic. Two main general interpretations of the word "contract" are identified, which both refer to the same formal definition, yet stress very different elements of it. One sees contract as an instrument providing the work process with a clear structure, the other relates contract to the process through which an agreement is reached between practitioners and their clients (ch. 5). This distinction is found to correspond to two different concrete uses of the label. One focuses on contract as a tool to secure client's commitment to a clearly defined work plan (ch. 6), the other on contract as an on-going negotiation (ch. 7). Finally, the systematic analysis of differences in concepts and applications leads to the identification of two broader cultural landscapes. Rather than by available dichotomies in social work literature, their trails are best captured by Mannheim's classic distinction between "Romantic" and "Enlightenment" styles of thought (ch. 8).

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Hermann, Karl Moritz. « Distributed representations for compositional semantics ». Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:1c995f84-7e10-43b0-a801-1c8bbfb53e76.

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The mathematical representation of semantics is a key issue for Natural Language Processing (NLP). A lot of research has been devoted to finding ways of representing the semantics of individual words in vector spaces. Distributional approaches—meaning distributed representations that exploit co-occurrence statistics of large corpora—have proved popular and successful across a number of tasks. However, natural language usually comes in structures beyond the word level, with meaning arising not only from the individual words but also the structure they are contained in at the phrasal or sentential level. Modelling the compositional process by which the meaning of an utterance arises from the meaning of its parts is an equally fundamental task of NLP. This dissertation explores methods for learning distributed semantic representations and models for composing these into representations for larger linguistic units. Our underlying hypothesis is that neural models are a suitable vehicle for learning semantically rich representations and that such representations in turn are suitable vehicles for solving important tasks in natural language processing. The contribution of this thesis is a thorough evaluation of our hypothesis, as part of which we introduce several new approaches to representation learning and compositional semantics, as well as multiple state-of-the-art models which apply distributed semantic representations to various tasks in NLP. Part I focuses on distributed representations and their application. In particular, in Chapter 3 we explore the semantic usefulness of distributed representations by evaluating their use in the task of semantic frame identification. Part II describes the transition from semantic representations for words to compositional semantics. Chapter 4 covers the relevant literature in this field. Following this, Chapter 5 investigates the role of syntax in semantic composition. For this, we discuss a series of neural network-based models and learning mechanisms, and demonstrate how syntactic information can be incorporated into semantic composition. This study allows us to establish the effectiveness of syntactic information as a guiding parameter for semantic composition, and answer questions about the link between syntax and semantics. Following these discoveries regarding the role of syntax, Chapter 6 investigates whether it is possible to further reduce the impact of monolingual surface forms and syntax when attempting to capture semantics. Asking how machines can best approximate human signals of semantics, we propose multilingual information as one method for grounding semantics, and develop an extension to the distributional hypothesis for multilingual representations. Finally, Part III summarizes our findings and discusses future work.

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Amal, Khaleefa. « Les langues au cœur de l’exil : apprentissage, représentations, pratiques. L’exemple des Syriens dans le camp de Zaatari ». Electronic Thesis or Diss., Paris 3, 2020. http://www.theses.fr/2020PA030095.

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Cette thèse identifie les représentations et les pratiques langagières des réfugiés syriens vivant dans le camp de Zaatari en Jordanie. Son objectif est de comprendre la réalité sociolangagière telle qu’elle est vécue de l’intérieur du camp afin d’émettre des propositions didactiques adaptées aux spécificités des besoins langagiers des réfugiés. Pour ce faire, j’ai procédé à une étude microsociologique des entretiens menés auprès des réfugiés et des dessins qu’ils ont produits. À partir d’une approche interdisciplinaire et d’une méthodologie ethnographique, deux niveaux d’analyse sont proposés. Le premier niveau met en avant les caractéristiques du camp en tant que dispositif, ses paradoxes, ses toponymes et certains de ses enjeux politiques et humanitaires. Le second niveau se focalise sur le sens et le rôle de l’apprentissage des langues et leur usage dans cet espace en marge. Cette perspective met en lumière la dynamique évolutive de l’identité linguistique des réfugiés, leurs rapports à l’altérité et à l’espace du camp, leur subjectivation langagière et leurs diverses motivations. La thèse explore le changement de paradigme langagier dans le camp à travers plusieurs situations quotidiennes, professionnelles et éducatives des réfugiés. Elle analyse les répercussions d’un tel changement sur le rapport que les réfugiés entretiennent avec les langues, notamment l’arabe et l’anglais. Elle examine en outre les formations langagières proposées par les écoles et les ONG et soutient la nécessité d’un programme scolaire « sur mesure » et adapté aux élèves victimes de traumatismes. Elle évalue la pertinence d’une approche biographique visant la résilience scolaire et plaide enfin pour une éducation plurilingue et interculturelle qui contribuerait à développer chez les Syriens et les travailleurs humanitaires l’intersubjectivité et l’empathie
This dissertation identifies language practices and representations of Syrian refugees living in Zaatari camp in Jordan. Its objective is to understand the socio-language reality as it is experienced from within the camp in order to offer suggestions for an education that address the specificities of refugees’ language needs. To do this, I carried out a microsociological study of the interviews I conducted with numerous refugees and the drawings they produced. Based on an interdisciplinary approach and an ethnographic methodology, two levels of analysis are proposed. The first level highlights the characteristics of the camp as an apparatus, its paradoxes, its toponyms, and some of its political and humanitarian issues. The second level focuses on the meaning and the role of language learning and its use in this marginal space. In so doing, this level sheds light on the changing dynamic of refugees’ language identity, their relationship to otherness, their language subjectivation, and their diverse motivations. The dissertation explores the change of language paradigm in the camp through various refugees’ everyday, professional, and educational situations. It analyzes the impact of such a change on refugees’ relation to languages, particularly Arabic and English. It further examines the language lessons that are provided by schools and NGOs and supports the need for a “tailor-made” school program that is appropriate for students who are survivors of trauma. The dissertation evaluates the relevance of a biographical approach aimed at reinforcing academic resilience and finally advocates for a plurilingual and intercultural education that would contribute to developing intersubjectivity and empathy among Syrian refugees and humanitarian workers
تحدد هذه الرسالة التصورات والممارسات اللغوية للاجئين السوريين الذين يعيشون في مخيم الزعتري في الأردن، وتهدف إلى فهم الواقع الاجتماعي-اللغوي كما يُعاش داخل المخيم من أجل تقديم مقترحات تعليمية تتناسب وخصوصيات الاحتياجات اللغوية للاجئين.للقيام بذلك، قمت بإجراء دراسة ميكروسوسيولوجية للمقابلات التي أجريتها مع اللاجئين والرسومات التي قاموا بإنتاجها. وبناءً على منهج بيْنيّ ومسح إثنوغرافي، تم اقتراح مستويين من التحليل. يعالج المستوى الأول خصائص المخيم كنظام ومفارقاته وأسماء المواقع الجغرافية فيه وبعض قضاياه السياسية والإنسانية، في حين يركز المستوى الثاني على معنى ودور تعلم اللغات واستخدامها في هذا الفضاء الهامشي، ومن خلال القيام بذلك، فإنه يسلط الضوء على الديناميكية المتغيرة للهوية اللغوية للاجئين، وعلاقاتهم بالآخرين وذاتيتهم اللغوية ودوافعهم المتعددة.تستكشف الرسالة تغير نموذج اللغة داخل المخيم من خلال عدة مواقف يومية ومهنية وتعليمية للاجئين، فهي تحلل تداعيات مثل هذا التغير على علاقة اللاجئين باللغات وخاصة العربية والإنجليزية. تدرس الرسالة أيضا الدروس اللغوية المقدمة من المدارس والمنظمات غير الحكومية وتدعم ضرورة وجود برنامج مدرسي "مصمم حسب الحاجة" وملائم لِطلاب تعرضوا إلى صدمات. تقيم الرسالة كفاءة المقاربة السيرية التي تهدف إلى الصمود المدرسي، وتَحُثّ أخيراً على توفير تعليم متعدد اللغات ومتعدد الثقافات من شأنه أن يساهم في تطوير الذاتية المشتركة والتعاطف بين السوريين والعاملين في المجال الإنساني

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Turc, Jean-Michel. « Territoire, identité et littérature : l'exemple de la Provence de Frédéric Mistral dans Calendal (1867) ». Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3102.

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Etudier les lieux et les hommes décrits dans une œuvre littéraire permet de mettre au jour l'intensité de la relation qui lie des habitants à leur espace de vie. A travers le concept de territoire et à l'aide d'un logiciel d'analyse automatique de discours, cette recherche propose une analyse de la Provence que Frédéric Mistral évoque dans Calendal (1867). Une trame conceptuelle du territoire, élaborée à partir des définitions de géographes actuels, nous aide à faire émerger les composantes matérielles et immatérielles du territoire provençal que l'auteur a voulu livrer, en particulier de la fin du 18ème siècle. Dans cette tâche, une attention particulière est accordée aux couples appropriation/territorialisation et identité/territorialité. De cette approche originale de l'œuvre et de ce regard porté sur l'auteur, tous deux choisis pour leur indissociabilité à la Provence, naissent de nouvelles perspectives de compréhension des pratiques territoriales d'une population attachée à un lieu et à une époque donnés
The study of the places and people described in a literary work enables us to reveal the intensity of the relationship that links people to the place they live in. Through the concept of territory and using software for an automatic analysis of discourse, this research provides a survey of Provence as evoked by Frédéric Mistral in Calendal (1867). A conceptual environment of the country – developed from the definitions of present-time geographers –, helps us to bring out the tangible and intangible components of the provençal territory that the author wished to convey, especially in the late 18th century. In this work, special attention is given to the couples : “appropriation / territorialization” and “identity / territoriality”. From this original approach to the poem and its author, both chosen for their close links to Provence, are born new perspectives for a better understanding of the local pratices of a population attached to a place, at a given period

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Park, Kabyong. « The lexical representations of Korean causatives and passives ». Bloomington, Ind. : Reproduced by the Indiana University Linguistics Club, 1986. http://catalog.hathitrust.org/api/volumes/oclc/15097247.html.

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Reimers, Stian John. « Representations of phonology in spoken language comprehension and production ». Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620381.

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Alloway, Tracy Packiam. « The roles of language and thought in conceptual representations ». Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/23018.

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Turkan, Sultan. « Content Representations in Teaching English as a Foreign Language ». Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.

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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.

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Souza, Silvia Cristina Barros de. « Teacher's representations of the english language in Santarém, Pará ». Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96284.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2012-10-26T10:32:26Z (GMT). No. of bitstreams: 1 302718.pdf: 775380 bytes, checksum: 4998e423c8421ac85e7453903f084785 (MD5)
A língua nunca é neutra, pois está diretamente ligada a movimentos de caráter social, econômico e cultural (Carboni & Maestri (2003). Nos dias de hoje, a Língua Inglesa, por ser a língua da globalização, da comunicação internacional, dos negócios, da tecnologia assumiu o status de "língua franca" e "Língua Internacional" e com essa expansão, questões sobre como ensiná-la surgiram ao longo dos anos, sendo uma das maiores preocupações a fluência e formação adequada dos professores e a reflexão que eles mesmos fazem sobre suas práticas docentes, seus valores, representações, crenças e o processo contínuo de formação de suas identidades profissionais. Esse trabalho tem como objetivo discutir as possíveis representações de um grupo de professores de Inglês como língua estrangeira de Santarém, Pará com relação ao ensino e aprendizagem da língua inglesa e com relação a eles mesmos enquanto falantes e suas possíveis relações com as práticas dentro de sala de aula. A noção de representação usada neste estudo é baseada nas idéias de Celani and Magalhães (2002), que procura "contemplar os contextos social, histórico e cultural dos quais as representações emergem, sem negligenciar questões políticas, ideológicas e teóricas". Uma vez que as percepções que os professores têm da língua em geral podem influenciar diretamente suas práticas pedagógicas, neste estudo as experiências educacionais, profissionais e pessoais dos participantes foram consideradas relevantes na construção dessas representações.
Language is never neutral (Carboni & Maestri, 2003) because it is always attached to other movements of economic, social and cultural character. Nowadays, since it is the language of globalization, international ommunication, business and technology, the English Language has reached the status of "Língua Franca" and "International Language". With this expansion of the English Language, reflections about how to teach English classes also arose, being the major ones concern the teachers' qualification and fluency, an adequate teacher education and reflections that teachers themselves make of their own pedagogical practices, their values, representations, beliefs and the ongoing process of how their professional identity are built. This study aims at discussing possible representations that a group of EFL teachers from Santarém, Pará, hold regarding the teaching and learning of English language and regarding themselves as speakers of the language. This study follows Celani and Magalhães (2002) notion of representation that seeks to encompass social, historical and cultural contexts from where these representations arise, without neglecting political, ideological and theoretical issues. Since the perceptions of these teachers hold of the language in general may influence their pedagogical practice, in this study educational, professional and personal background from the participants were considered relevant.

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Robertson, Charles Kenneth. « Developing edutainment principles and practices for audio-visual representations of Biblical books ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52185.

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Dissertation (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be identified as the most important component of the production (filmic creation) and marketing (promulgation) processes of a fully dramatised audio-visual representation of a biblical book. The study deals primarily with personal pictures. Changes in the communication and perception of biblical content are investigated. The study focuses mainly on the dissemination of such content through audio-visual Bible products (end products). The study contends that audio-visual Bible communications for children and adults should have an educational foundation. The other main dimension of all audio-visual Bible is the entertainment it provides to viewers (patrons). The educational and entertainment facets of end products are described here as edutainment. It is important for end products to have edutainment value as perceived by socio-economically diverse peoples, of both Christian and non-Christian (non-religious) persuasions. Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible products are expounded. An audio-visual model, which defines the basis for the filmic creation and promulgation of an end product, is explained and its elements described. The determinants of the filmic creation and promulgation processes, some of which have a greater educational impact and some which have a greater entertainment impact, are explicated. An important factor is to involve patrons in the filmic creation and promulgation processes, and to help them to feel part of these processes. Writing the personal pictures of a Bible book is investigated. A personal pictures model is put forward to explain how the personal pictures can be written. A variety of guidelines to help the writer (owner) write the personal pictures of a book are presented. These guidelines deal with aspects such as writing the narrative, selecting the context of the storytelling, gathering and using background information, using enhancement factors, and implementing requirements of the users. The personal pictures already written of two Bible books are assessed. An explanation is given of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are chosen for such assessment. These personal pictures are found to be deficient and new personal pictures are written for both books, using the model and guidelines given. An empirical survey is undertaken of the personal pictures of one of the two books assessed, namely Ruth. The analysis of the empirical research finds that the respondents are able to visualise a film of Ruth with edutainment value after reading the personal pictures. The results of the survey point to the importance of both the educational and entertainment aspects in end products. Some further valuable deductions can be made from the study: Audio-visual Bible products are beneficial to convey biblical content to patrons. A model and guidelines are presented for writing good quality personal pictures. Patrons can profitably be engaged in the filmic creation and promulgation processes of fully dramatised audio-visual Bible products. A few constraints have been encountered which have a limiting effect on the study. The study highlights a number of important areas which can be further researched.
AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek. Die studie handel hoofsaaklik oor "personal pictures". Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur middel van oudio-visuele Bybelprodukte. Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment"). Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio- . ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging. Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie prosesse laat voel. Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die vervaardigingspersoneel. Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die genoemde model en riglyne gebruik te maak. 'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke, naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte. Die volgende verdere waardevolle afleidings word uit die studie gemaak: Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte oorgedra word. Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die voorgestelde model en riglyne. Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van gedramatiseerde oudio-visuele produkte van die Bybel te betrek. Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig 'n aantal belangrike areas uit vir verdere navorsing.

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Dias, Susana Sampaio. « Reporting human rights : a study of broadcast news representations and journalist practices ». Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/59049/.

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This research examines the connection between human rights and journalism, and the importance that the latter has in the shaping of common understandings of human rights. Based on an analysis of the Portuguese public service television news, this study pays particular attention to the representation of human rights in the news and the production practices that determine human rights reporting. The research reveals that the financial crisis is powerfully influencing the content of the news, shifting human rights coverage to more social rights-focused reporting. Further, the financial constraints are affecting the professional practices and impeding the dislocation of correspondents to cover human rights issues abroad. This tendency, in its turn, is 1) reinforcing the manifest reliance on news agencies’ contents to cover distant human rights situations, and 2) emphasising proximity and national interest as decisive news values, generating more nation-focused human rights coverage. Consequently, this proximity to human rights problems at home is both empathetic and forced.

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Lecki, Sabina E. « The non-native modern language teacher : language practices, choices, and challenges ». Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/31407.

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Previous research exploring the issues and challenges facing non-native language teachers has predominantly studied teachers of English. However, due to the status of French as an official language and waves of European and Asian immigration within the Lower Mainland of British Columbia there are many other modern languages of interest and relevance being taught besides English. The question then arises: What are the issues and challenges facing non-native teachers of languages other than English, and what is their unique contribution to modern language teaching? Do the findings and theories developed from previous research conducted mainly in English language teaching contexts, particularly with respect to language use practises, choices, and challenges, apply to other language teaching contexts? In this qualitative study of 22 non-native modern language teachers, participants teaching various Asian and European languages were interviewed with the subsequent interview and questionnaire data subjected to a cross-case analysis. Four participants were selected as focal cases for greater in-depth analysis. Participants perspectives on the native speaker construct were also explored in relation to their non-native status. It was found that most participants were challenged in their attempts to maintain and improve their target language proficiency. Many teachers viewed their bilingual or multilingual identity as a strength, though this was sometimes in conflict with the views of stakeholders. Much of the previous research concerning language use, barriers faced by non-native teachers, and reflections on the term native speaker was confirmed by this study. In terms of the principal theme of L1-L2 use, this study further valorised teachers selective and strategic use of the L1, particularly in late-entry programs, while continuing to focus on maximising L2 use. Extensive individual and contextual factors also had an impact on participants language use though the use of L1-L2 boundaries or zones was a useful strategy. Findings have implications for the hiring, training, and professional development of language teachers. Although some of the experiences of non-native teachers of Asian languages were similar to those of their counterparts in other languages, these teachers faced some particularly unique challenges which present avenues for future research.
Graduate

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Goodman, Zilla Jane. « Representations of the other in modern Hebrew literature ». Doctoral thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/20041.

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Bibliography: p. 323-332.
This study posits that the concept of the Other is central in modern Hebrew literature. It traces its beginnings in Jewish thought to the Bible, and connects the creation and Eden narratives to contemporary psychoanalytic thought on ego formation and the Other. It considers the importance of the figure of the talush to the focus on the Other in modern Hebrew literature and suggests that the conflicts of the collective versus the individual that are expressed in the early stages of the literature do not disappear as it moves into the present day, but are discernible in different guise and can be seen in the burden of group consciousness which besets Hebrew authors and vitiates their attempts to configure the unique. The feminized Other is seen as especially important in this regard because of the collective textual and thus social repression of women in the tradition. Its presentation is thus taken as a useful measure of the successful resolution of individual as opposed to group narration. The modern Hebrew texts analyzed, beginning with a poem by the late Haskhalah poet, Y.L. Gordon through D. Baron, M.Y. Berdichewski, A. Kahana-Carman, S.Y. Agnon, A Appelfeld and ending with a novel by the contemporary Israeli writer, D. Grossman, support this decision as the collective is subjugated only in Kahana-Carman's text where the feminine is fully realized. The thesis examines the ways the eight narratives grapple with the awareness of the Other, and focuses on the aspects, including body, war and language, that are highlighted variously in each text. The struggles of modern Hebrew writers are also viewed as part of the difficulties entailed in the denotative endeavors of writing itself which strives, towards the always elusive Other that predates ego-formation and thus individuality itself. It is proposed that this intensifies the tensions about the Other in modern Hebrew literature which derive from its specific cultural heritage.

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Mawoyo, Monica. « Things come together : rereading male representations of motherhood ». Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/20185.

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Bibliography : pages 173-182.
This thesis presents a challenge to the approach that has been used to read representations of motherhood by male writers. The way of reading that has been used has led to accusations by female critics that the representations are jaundiced, a feeling that pervades the special issue of African Literature Today that focuses only on women's work. The introduction to the thesis outlines arguments that have been presented about the need to write from a point of view of experience, an approach that is meant to exclude male writers from writing about motherhood. The approach is also an attempt to prescribe to male writers how they should write about issues concerning women. It will be argued that the authority of experience argument as well as the accusation that male writers are insensitive in representations of women ends up limiting the way people read. The reading will be restricted to a realist reading that does not encourage an extrapolation of the deeper political meaning that may emerge out of male representations of motherhood. The thesis will stress that my reading of male writers' representations has drawn out diverse and complex meanings. To show the diverse ways in which males have used motherhood to produce some political undercurrent, five texts, ranging from precolonial to postcolonial Africa will be used. The analyses attempt to show using these texts by different male writers, that individual texts always exceed the limitations that can be caused by unimaginative reading.

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Lauscher, Anne [Verfasser], et Goran [Akademischer Betreuer] Glavaš. « Language representations for computational argumentation / Anne Lauscher ; Betreuer : Goran Glavaš ». Mannheim : Universitätsbibliothek Mannheim, 2021. http://nbn-resolving.de/urn:nbn:de:bsz:180-madoc-602012.

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Hall, Johan. « Transition-Based Natural Language Parsing with Dependency and Constituency Representations ». Doctoral thesis, Växjö : Växjö University Press, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2367.

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Dobson, Akemi. « Cultural nationalism and representations of Japanese culture in language textbooks / ». [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16825.pdf.

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Luis, Renata Gomes. « English undergraduate students' representations about culture in foreign language classrooms ». Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100883.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2013-06-25T23:34:13Z (GMT). No. of bitstreams: 1 309183.pdf: 1062895 bytes, checksum: 07294e389ed0ca97b9e68f14f547d00c (MD5)
Many scholars in different areas (Byram, 1989; Hall, 1997; Kramsch, 1998) have already emphasized how language and culture are intimately related. The main issue in Applied Linguistics seems to be the understanding of how these concepts - language and culture - should be connected in the language classroom (Kramsch, 1998; Risager, 2006). Therefore, this study tries to understand the role of culture inside foreign language classrooms through English undergraduate students' representations about culture and culture learning in their English classes at Universidade Federal de Santa Catarina (UFSC). The data collection consisted of an open-ended questionnaire, private semi-structured interviews and email correspondences. A thematic analysis of the data showed that students represented culture in mainly two ways - as formal and valued knowledge or as sociocultural practices. Similarly, they regarded culture learning as learning about contents from English-speaking countries or as learning how to perform pragmatic functions of language in appropriate ways, depending on the context of situation. The role of culture in EFL classrooms was perceived by students either as the topic of the lesson, at times dissociated from language or as the pragmatics of learning a language that reflects specific world views, in which language and culture were intrinsically connected. Thus, two main pedagogical implications seem to arise from these findings. The first one regards the construction, in the language classroom, of meanings of culture that allow students to see the fluid and changeable nature of culture. The second one regards the importance of making our students aware of the social construction of meanings so they can perceive the intrinsic relationship between language and culture.
Diversos pesquisadores em diferentes áreas (Byram, 1989; Hall, 1997; Kramsch, 1998) já enfatizaram a relação intrínseca existente entre língua e cultura. Neste aspecto, a principal discussão no campo da linguística aplicada parece ser a identificação de como esses conceitos - língua e cultura - deveriam estar conectados na sala de aula de língua (Kramsch, 1998; Risager, 2006). Dessa forma, este estudo tenta entender o papel da cultura na sala de aula de língua estrangeira (LE) através das representações sobre cultura e aprendizado de cultura na sala de aula de LE de estudantes da graduação em língua inglesa da Universidade Federal de Santa Catarina (UFSC). A coleta de dados consistiu-se de um questionário aberto, entrevistas semi-estruturadas e troca de emails entre os participantes e a pesquisadora. Uma análise temática dos dados demonstrou que os participantes representavam cultura principalmente de duas formas - como conhecimento formal valorizado ou como práticas socioculturais. Da mesma forma, eles consideravam aprendizado de cultura como aprendizado sobre conteúdos dos países falantes de inglês ou como aprendizado em relação à como usar funções pragmáticas da língua de forma apropriada, dependendo do contexto. O papel da cultura da sala de aula de LE foi percebido pelos alunos tanto como conteúdo da aula, por vezes dissociado da língua ou como pragmática de se aprender uma língua que reflete visões de mundo específicas, onde língua e cultura foram conectadas intrinsicamente. Sendo assim, duas principais implicações pedagógicas parecem surgir desses resultados. A primeira diz respeito à construção, na sala de aula de língua, de sentidos de cultura que permitam aos alunos perceberem a natureza fluída e mutável da mesma. A segunda se refere à importância de conscientizar nossos alunos sobre a construção social dos sentidos para que eles possam perceber, dessa forma, a relação intrínsica entre língua e cultura.

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Silberer, Carina Helga. « Learning visually grounded meaning representations ». Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14236.

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Humans possess a rich semantic knowledge of words and concepts which captures the perceivable physical properties of their real-world referents and their relations. Encoding this knowledge or some of its aspects is the goal of computational models of semantic representation and has been the subject of considerable research in cognitive science, natural language processing, and related areas. Existing models have placed emphasis on different aspects of meaning, depending ultimately on the task at hand. Typically, such models have been used in tasks addressing the simulation of behavioural phenomena, e.g., lexical priming or categorisation, as well as in natural language applications, such as information retrieval, document classification, or semantic role labelling. A major strand of research popular across disciplines focuses on models which induce semantic representations from text corpora. These models are based on the hypothesis that the meaning of words is established by their distributional relation to other words (Harris, 1954). Despite their widespread use, distributional models of word meaning have been criticised as ‘disembodied’ in that they are not grounded in perception and action (Perfetti, 1998; Barsalou, 1999; Glenberg and Kaschak, 2002). This lack of grounding contrasts with many experimental studies suggesting that meaning is acquired not only from exposure to the linguistic environment but also from our interaction with the physical world (Landau et al., 1998; Bornstein et al., 2004). This criticism has led to the emergence of new models aiming at inducing perceptually grounded semantic representations. Essentially, existing approaches learn meaning representations from multiple views corresponding to different modalities, i.e. linguistic and perceptual input. To approximate the perceptual modality, previous work has relied largely on semantic attributes collected from humans (e.g., is round, is sour), or on automatically extracted image features. Semantic attributes have a long-standing tradition in cognitive science and are thought to represent salient psychological aspects of word meaning including multisensory information. However, their elicitation from human subjects limits the scope of computational models to a small number of concepts for which attributes are available. In this thesis, we present an approach which draws inspiration from the successful application of attribute classifiers in image classification, and represent images and the concepts depicted by them by automatically predicted visual attributes. To this end, we create a dataset comprising nearly 700K images and a taxonomy of 636 visual attributes and use it to train attribute classifiers. We show that their predictions can act as a substitute for human-produced attributes without any critical information loss. In line with the attribute-based approximation of the visual modality, we represent the linguistic modality by textual attributes which we obtain with an off-the-shelf distributional model. Having first established this core contribution of a novel modelling framework for grounded meaning representations based on semantic attributes, we show that these can be integrated into existing approaches to perceptually grounded representations. We then introduce a model which is formulated as a stacked autoencoder (a variant of multilayer neural networks), which learns higher-level meaning representations by mapping words and images, represented by attributes, into a common embedding space. In contrast to most previous approaches to multimodal learning using different variants of deep networks and data sources, our model is defined at a finer level of granularity—it computes representations for individual words and is unique in its use of attributes as a means of representing the textual and visual modalities. We evaluate the effectiveness of the representations learnt by our model by assessing its ability to account for human behaviour on three semantic tasks, namely word similarity, concept categorisation, and typicality of category members. With respect to the word similarity task, we focus on the model’s ability to capture similarity in both the meaning and appearance of the words’ referents. Since existing benchmark datasets on word similarity do not distinguish between these two dimensions and often contain abstract words, we create a new dataset in a large-scale experiment where participants are asked to give two ratings per word pair expressing their semantic and visual similarity, respectively. Experimental results show that our model learns meaningful representations which are more accurate than models based on individual modalities or different modality integration mechanisms. The presented model is furthermore able to predict textual attributes for new concepts given their visual attribute predictions only, which we demonstrate by comparing model output with human generated attributes. Finally, we show the model’s effectiveness in an image-based task on visual category learning, in which images are used as a stand-in for real-world objects.

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Henry, Marsha Giselle. « Gendered selections : representations of women, sex preferences and sex selective practices in India ». Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342683.

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Kim, Suduck. « The difference in BIM component data requirements between prescriptive representations and actual practices ». Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56476.

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Utilizing Building Information Modeling (BIM) for Facility Management (FM) can reduce interoperability costs during the Operations and Maintenance (OandM) phase by improving data management. However, there are technological, process related, and organizational barriers to successful implementation of BIM integrated FM (BIM-FM), and process related barriers might be solved by the use of BIM integrated FM (BIM-FM) guidelines. However, the guidelines need to be updated with lessons learned from actual practices in order to maintain their validity. In order to diagnose current practices and identify key differences between prescriptive representations and actual practices, this exploratory research compares BIM component data requirements between guidelines and actual practices at public higher education institutions in Virginia. The gap in BIM component data requirements between the guidelines and the actual practices may prevent successful implementation of BIM-FM. This research is composed of three parts: a synthesis of prescriptive representations, determination of actual data requirements in practice, and comparison of differences between guidelines and practices. Document analysis and case study via document analysis and in-person interviews were conducted to collect data. Then, direct comparison was conducted to test the research question. Though the researcher disapproved the established hypothesis of 'There would be some differences in BIM component data requirements between prescriptive representations and actual practices' due to the difference in level of information and details between prescriptive representations and actual practices, this exploratory research provides useful information.
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Kheirkhah, Mina. « From family language practices to family language policies : Children as socializing agents ». Doctoral thesis, Linköpings universitet, Tema Barn, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-126178.

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combining approaches to family language policy with a language socialization approach, the present thesis examines family interoctions in five bi/multilingual lronian families in Sweden. The foci of the thesis have emerged from viewing and analyzing video-recordings of the families' everyday interactions, interviews and observations conducted during two phases of fieldwork. The thesis explores family - parents' and children's - language practices and the ways they contribute to the construction, negotiation and instantiation of family language policies. Considering children's active role in family interactions, it explores parents' heritage language maintenance practices and children's responses to these practices. In addition, the thesis examinas siblings' contribution to familial language choices and practices. The thesis documents parental strategies aimed at heritage language maintenance and children's bi/multilingual development. Recurrent interactional practices - through which parents attempted to enforce a monolingual, heritage language, context for parent-child interactions - were explored (Study Il. Through such exchanges the parents positioned themselves as "experts", insisting on the child's compliance, whereas the child's (affectively aggravated) resistance was frequent, and the parents recurrently accommodated the child's language choices by terminating language instruction. Such language maintenance strategies at times resulted in explicit and implicit language negotiations, and the child's growing resistance cantributed to changes in parents' language practices over time (Study Il). Siblings' contribution to shaping the language practices and language environment of immigrant families was explored in Study 111. It shows that siblings corrected each other's language use and choices and provided language instruction (in Swedish, English and heritage languages) when language-related problems occurred. By predominantly using swedish, siblings contributed to language shift. The thesis shows how family members' language practices contribute to heritage language maintenance or language shift and to shaping family language policies.
Denna avhandling använder och kombinerar språksocialisations- och språkpolicy-ansatser och undersöker återkommande samspelssituationer i fem flerspråkiga Iranska familjer i Sverige. Avhandlingens material är videoinspelningar av familjers vardagliga interaktioner, intervjuer och observationer insamlade under två perioder av datainsamling. I fokus för analyserna är familjers språkliga praktiker och hur föräldrar och barn etablerar eller förhandlar om familjers språkpolicy. Särskilt uppmärksammas barns aktiva roll i familjers interaktioner och det dynamiska samspelet mellan föräldrars försök att bevara hemspråket och barnens agerande och förhållningssätt. Vidare studeras syskonens roll i familjernas språkval och språkanvändning. Avhandlingen delstudier beskriver föräldrars strategier för att bevara hemspråken och för att bidra till barns flerspråkighet. Återkommande interaktionella praktiker som föräldrar använde för att upprätthålla en enspråkig hemspråkskontext för förälder-barn interaktioner beskrivs i studie I. Studien visar att barnet ofta gjorde motstånd mot föräldrars insisterande strategier. Motståndet resulterade i olika typer av explicita eller implicita förhandlingar. Barnens växande motstånd bidrog till att föräldrarna ändrade sina språkpraktiker över tid och delvis anpassade sig till barnens språkval (studie llJ. Syskonens bidrag till att utforma familjers språkliga praktiker undersöks i studie 111. Studien visar att syskon korrigerade varandras språkanvändning och språkval och initierade instruktioner på svenska, engelska och hemspråken när olika språkrelaterade problem uppkom. Syskonen använde svenska i stor utsträckning och bidrog på så sätt till språkskifte i familjerna.

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Musekiwa, Ivy Shutu. « Representations of post-2000 displacement in Zimbabwean women's literature ». Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12064.

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Includes abstract.
This study examines literature by Zimbabwean women that explores evictions and migrations of people from 2000 to 2009 when the crisis subsided with the enactment of the Global Political Agreement (GPA).

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Balder, Sara Rose. « Language, heterosexism, and identity : Normative Chilean discursive practices ». Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425769.

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Sellards, Regula. « Pedagogy and Successful Practices in Dual Language Programs ». Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689317.

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The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

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Thèses sur le sujet « Language Representations and Practices »

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