Teses / dissertações sobre o tema "Education and globalization – cross-cultural studies"
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Scherer, Brooke Nichole. "Globalization, culture, and communication proposal for cultural studies integration within higher education graphic design curriculum /". [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476367.
Texto completo da fonteKoh, Bee Kim. "Coming into Intelligibility: Decolonizing Singapore Art, Practice and Curriculum in Post-colonial Globalization". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397669338.
Texto completo da fonteJayakumar, Uma Madhure. "Can higher education meet the needs of an increasingly diverse society and global marketplace? campus diversity and cross-cultural workforce competencies /". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974521&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texto completo da fonteSciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective". Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.
Texto completo da fonteMun, Jae Hong Daniel. "Transformation of cross-cultural Korean leaders in Taiwanese churches". Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619662.
Texto completo da fonteTaiwan and Korea have been categorized in the same cluster of Confucian and hierarchical cultures. However, Korean missionary pastors in Taiwan experience significant cross-cultural differences that directly affect the effectiveness of their leadership among Taiwanese congregants.
This study discloses the four factors contributing to the effectiveness of select Korean missionary pastors: (a) personal traits, (b) interaction on cross-cultural issues, (c) trust, and (d) spirituality. Working as a whole, four key factors result in a four-fold transformation of leadership: (a) leaders responded to cross-cultural encounters with cognitive discernment, (b) which resulted in movement from authoritarian to servant leadership, (c) which fostered trust among followers, (d) which resulted in movement from servant to transformational leadership.
The theory in this study on the effectiveness of cross-cultural leaders in Taiwanese context is derived from the ground theory study using in-depth semi-structured interviews, and participant observation.
Awaida-Nachabe, Nadia. "Examining Cross-cultural Affective Components of Global Competence From a Value Perspective". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6798.
Texto completo da fonteMorrell, Alicia Montana. "Assessing the development of intercultural sensitivity gained through the domestic experiences of first year students". Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/698.
Texto completo da fonteMan, Daisy Wailing. "Cross-cultural study of test-wiseness". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.
Texto completo da fonteEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe". Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.
Texto completo da fonteZhou, Ning, e 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.
Texto completo da fonteSchaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.
Texto completo da fonte王革 e Ge Wang. "Understanding ethnic multilingual learners at tertiary level : an ethnographic case study in Yunnan, China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/193062.
Texto completo da fontepublished_or_final_version
Education
Doctoral
Doctor of Philosophy
LADORES, MINERVA M. "A CROSS-CULTURAL STUDY OF TWO TEACHER EDUCATION TECHNOLOGY CLASSES: UNITED STATES AND THE PHILIPPINES". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116276758.
Texto completo da fonteKalian, Sharae. "Enriching Cross-Cultural Health Care Curriculum with Elements of Social Psychology". Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573469.
Texto completo da fonteThe need for equality has become one of the most deeply talked about subjects in the health care field. One challenge in this area is to reduce health care disparities and improve access to high-quality health care for diverse patients. There is a vast amount of literature on the implementation of cross-cultural competence in health care to reduce health care disparities. Cultural competence strategies include a racial and linguistic staff, culturally competent education and training, and integrated culturally translated signage. The cultural competence approach that is being investigated in this thesis considers the concepts of sociological factors that contribute to a complete understanding of one's culture. This thesis will examine two separate literatures: first, research on the historical culture context, sociocultural behavior and ethnic identity; and second, research on the cultural competence approach in the health care industry.
A literature review expands this research by applying a theoretical framework based on Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, Institute of Medicine Principals of Quality, and Minority Populations and Health. A cross-cultural curriculum model through which to consider social psychology variables is presented.
Keywords: disparities, race, social psychology factors, cross-cultural curriculum, health care.
Johnson, Dione Nicole. "Project design of the multicultural education and training structured interview for cultural formulation". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2117.
Texto completo da fonteBailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.
Texto completo da fonteCheng, Wing-yi Rebecca, e 鄭穎怡. "Effects of social goals on student achievement motivation: the role of self-construal". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B33709245.
Texto completo da fonteDempsey, Alison. "Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University". Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.
Texto completo da fonteRainer, Jennifer Brooke. "Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? Mentoring Experiences in Higher Education". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/912.
Texto completo da fonteStrickland, Anita. "A Cross-Cultural Comparison of Selected Medical Students' Perceptions of Issues Related to Battered Women". W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539626016.
Texto completo da fonteKöhly, Nicolette. "An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003416.
Texto completo da fonteTerrell, Brian Selway 1948. "A cross-cultural study of the school performance of children being raised by their grandparents". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.
Texto completo da fonteHampson, Eric. "The relationship between specific language variables and mental ability in the treatment of information by adults". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31108.
Texto completo da fonteEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Maganga, Stewart Martin. "An anthropological study of the experiences of exchange students in Port Elizabeth, South Africa". Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1007.
Texto completo da fonteALHAJJI, ALI A. "“The Reliability of Cross-Cultural Communication in Contemporary Anglophone Arab Writing”". The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531502012291.
Texto completo da fonteImrie, Brian C., e n/a. "Culture�s influence upon service quality evaluation : a Taiwan perspective". University of Otago. Department of Marketing, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090506.154534.
Texto completo da fonteTian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.
Texto completo da fonteChow, Kwok-lim, e 周國廉. "To find the determinants for effective science education throughcross-national studies at the junior secondary level". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959313.
Texto completo da fonteXiong, Zhao Ning. "Cross-cultural adaptation and academic performance : overseas Chinese students on an international foundation course at a British university". Thesis, University of Bedfordshire, 2005. http://hdl.handle.net/10547/287381.
Texto completo da fonteLiu, Celia L. "Global friendship in the U.S. higher education environment| The cross-cultural friendship opportunities with the growing number of Chinese international students". Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158530.
Texto completo da fonteA fast-growing number of international students is entering the U.S. higher education system, making our college campuses more multicultural and multinational in recent years. This phenomenon represents a new mission for American colleges and universities—to promote global citizenship and a new 21st-century worldview.
The increase of Chinese international students not only brings in revenue for the American higher education system but also enhances the diversity of the student body. Many institutions assert that, by having more international students on campus, they can bring awareness of global competitiveness and promote a 21st-century worldview to their students.
To achieve the educational goal of bringing multicultural diversity and global awareness to U.S. campuses, interaction among domestic and international students is a fundamental factor in making this globalization phenomenon beneficial for all students. However, it is commonly observed that Chinese international students and U.S. domestic students often encounter difficulty in cross-group interaction.
This study investigates the interaction patterns among U.S. domestic students and Chinese international students at two four-year universities with large numbers of Chinese international students. These two institutions, one public and one private, each hosts more than 4,500 international students, with more than 10% of their total student population from overseas and more than 40% of them from China. The objective of this research is to highlight the importance of cross-cultural and cross-national friendship by understanding students’ interaction patterns and identifying both friendship initiators as well as barriers.
The research uncovers the social distance and stereotypes between the two groups as the common barriers to friendship. Conversely, the initiators of friendship are the shared experience and equal status between the Chinese international students and domestic students. Institutions should prepare the way for global interconnectedness by promoting inclusive, world-ready classrooms; implementing a campus climate that explicitly welcomes international participants; and advocating the concept of cross-national global friendship as a part of 21st-century education.
Nical, Iluminado C. "Language usage and language attitudes among education consumers : the experience of Filipinos in Australia and in three linguistic communities in the Philippines". Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phn582.pdf.
Texto completo da fonteTreese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.
Texto completo da fonteKulich, Steve J. "Applying cross-cultural values research to "the Chinese"". Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2011. http://dx.doi.org/10.18452/16426.
Texto completo da fonteThis dissertation addresses a gap in intercultural communication research, providing a comprehensive interdisciplinary overview and evaluation of western and Chinese values studies, as well as devising multi-method studies among Chinese to test and expand Schwartz’s values theory. Volume 1 provides a(n) (1) extensive historical review of values and core culture concepts in related disciplines, (2) an integrated check-list of value studies critiques; (3) an attempted detangling of the values concept from other related psychological domains; (4) a rethinking of tradition-modernity assessments, proposing a matrix of co-existing value clusters; (5) the particular relevance of values in rapid social change; (6) a historical summary of Chinese values descriptions with links to international research; and (7) an extensive English review of recent Chinese mainland values research. Volume 2 reports multi-method probes including qualitative language and culture explorations at the term, expression and proverb unit of analysis as well as statistical analysis of indigenous data. It presents exploratory quasi-quantitative procedures for associating indigenous emic data with the Schwartz etic framework for values relation mapping. Consistent cultural clusters, emerging matrix dimensions, and fit statistics are analyzed to propose and analyze value set sub-scales. Main findings include (1) confirmation of the universal Schwartz model in these Chinese samples with some contextual modifications; (2) consistent appearance (at both cultural and individual levels) of ten “thick cultural clusters” that enhance and expand Schwartz’s seven domains; (3) theoretical expansion that in such contexts, new clusters/dimensions need to be considered, with robust evidence to split Embeddedness and Egalitariansm and evidence of some blended Mastery and Hiearchy value sets which deserve reconsideration for how they might reflect interdependent or collective culture reinterpretations. Keys are provided for future research, varied theoretical frameworks are reconsidered, and proposals put forward for a more historically-, contextually-, theoretically- and meaning-based values study research process.
Grabosky, Tomoko Kudo Pearson Richard E. "The encounter with self through the process of cross-cultural transition the perspective of Japanese women who study in higher education institutions in the United States /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Texto completo da fonteWang, L. "'2+1' Chinese business students' methods of case-study group discussion in British university seminars". Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/4892c4ef-3f00-4cd0-9f96-3bd0dd656ef6/1.
Texto completo da fonteChoi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.
Texto completo da fonteDepartment of Special Education
Horng, Meei-Ling. "The influence of a teacher's international/cross-cultural experiences on teaching elementary social studies from a global perspective : a case study in Taiwan, Republic of China". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219854152.
Texto completo da fonteFerguson, Elizabeth, e University of Lethbridge Faculty of Arts and Science. "Einstein, sacred science, and quantum leaps a comparative analysis of western science, Native science and quantum physics paradigm". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, c2005, 2005. http://hdl.handle.net/10133/253.
Texto completo da fonteix, 135 leaves ; 29 cm.
Tao, Hsu-hwa, e 道書華. "Cross-border higher education in China: case study of learners' perspectives of a graduate business programme inShanghai". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40887662.
Texto completo da fonteIlosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.
Texto completo da fonteAli, Jinnat. "Developing a theoretically-based, psychometrically sound, multidimensional measure of student motivation for use in diverse cultural settings". Thesis, Click here to access full text, 2006. http://handle.uws.edu.au:8081/1959.7/13471.
Texto completo da fonteJohnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.
Texto completo da fonteRich, Nancy Leigh. "Restoring Relationships: Indigenous Ways of Knowing Meet Undergraduate Environmental Studies and Science". Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306369229.
Texto completo da fonteNi, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.
Texto completo da fonteDepartment of Elementary Education
Koller, Brenda Joyce. "Practitioners' insights on intercultural predeparture training : design and practices". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/723.
Texto completo da fonteHoare, Lynnel. "So near and yet so far : an ethnographic evaluation of an Australian transnational education program /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002386.
Texto completo da fonteShartiely, Nikuigize Erick. "Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, Tanzania". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80189.
Texto completo da fonteENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context.
AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika.
The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.
Ford, Linda Mae, e linda ford@deakin edu au. "Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge Interests". Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070614.105953.
Texto completo da fonteCrist, Angela R. "South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.
Texto completo da fonteHolland, James Ray. "The implications for ministry of the teachings of Kenneth Cracknell with special reference to former students". Fort Worth, Tex. : [Texas Christian University], 2006. http://etd.tcu.edu/etdfiles/available/etd-10132009-085739/unrestricted/Holland.pdf.
Texto completo da fonteTitle from dissertation title page (viewed Nov. 5, 2009). Includes abstract. "A project report and thesis submitted to the Faculty of Brite Divinity School in partial fulfillment of requirements for the degree of Doctor of Ministry, Pastoral Theology and Pastoral Counseling." Includes bibliographical references.