Thesis (M.A.)--Calvary Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 69-72).

Thesis (M.A.)--Calvary Theological Seminary, 2001. / Abstract. Includes bibliographical references (leaves 69-72).

Thesis (M. Div.)--Baptist Bible Graduate School of Theology, 2005. / Abstract. Includes bibliographical references (leaves 120-137).

The aim of this diploma thesis is to analyse the media presentation of the Pope Benedict XVI. in the Czech press. We arise from the assumtion that the way the Czech press writes about the present Pope is set by a certain discourse. That is why we use the method of dicourse analysis designed by Michel Foucault. Having carefully analysed altogether 690 articles from selected newspapers and magazines published between 02/04/2005 and 31/12/2007 we reached a number of fragmental results which in the end turned to be the parts of the searched for discourse. In so doing some hidden motives, which seem to form an esential part of the media presentation of the Pope Benedict XVI., emerged. Along with that the absence of the journalists' ability to assess the proper meaning of some words or to lay proper stresses appeared too. As this thesis brings out, the journalists are at the same time impossible to take a step forward in this as their way of thinking about the Pope is set by the discourse (that they themselves first created). So, we came to the conclusion that the media presentation of the Pope Benedict XVI. is influenced by, e.g. stereotypes we Czechs have about the German nationality or artificially (by journalists) connected events in Benedict's life. We also show that the present Pope is a very good object of...

Includes bibliographies. / The main objective of this dissertation is the formulation of a framework within which counterideological discourse analysis and poststructural multiple interpretations can be systematically and reflexively applied to texts. The interest in developing a poststructural interpretive framework is based on prior work done on this subject by J.B. Thompson (1984 ;1990). Thompson's work focuses on the development of a comprehensive and integrated analytical framework for the analysis of ideology, critically defined in terms of the mobilization of meaning to sustain relations of domination. The framework has an intentionally inclusive and amoebic character which makes it adaptable to use within multiple and specific interpretive interests, while at the same time providing a broader interpretive system for reflection on these specific uses and interests. The different uses can be articulated and applied within the more general structure of the framework. This makes comparative evaluation of multiple strategies of interpretational analyses possible. The dissertation is an attempt at a test fornulation and exposition of both the specific and the general aspects of the framework.

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Mathematics education studies have shown that part of learning mathematics is learning its language. The language of mathematics is said to include specialised terms and ordinary language terms that have contextual meanings in mathematics. Considering the fact that learners in South Africa are performing poorly in mathematics in the international comparative studies, e.g. TIMSS, there was a need to investigate how teachers facilitate second language learners’ access to the meaning of mathematical terms in multilingual classrooms in South Africa. This study investigated a teacher’s practices in the facilitation of learner access to mathematical terminology in a Grade 11 multilingual class in a township school in Vosloorus, South Africa. The study employed a qualitative approach in investigating Discourse practices that the teacher used to define mathematical terms to second language learners in a multilingual classroom. Direct classroom observations and a teacher interview were the main data gathering methods. The main findings were that the teacher used a combination of interactive practices that involved group work, telling, individual student interactions and initiation, response and evaluation methods. Among definition teaching strategies used were the textbook procedural definition and the textbook descriptive definitions. The chalkboard and the textbook were the main artefacts of the Definition Discourse. The study concludes that the Definition Discourse of the multilingual classroom is a process that involves not only the definition of terms but also an integration of teaching methods and interactive practices where definitions of mathematical terms can be taught even through the eliciting of procedural methods of working out mathematical problems.

This ethnographic study explored everyday lived experiences of a group of Latina women in school and in the community in an Adult Basic Education (ABE) setting. I examined the functions of discourse in ABE in literacy events (Heath, 1983). In this way, I gained insights into literacy practices through ethnography of communication (Heath, 1983; Hymes, 1972, 1977; Philips, 1993; Saville-Troike, 2003). Narratives provided insights about what was communicated in everyday interactions.In a "teaching to the test" ideological environment, the Latina participants in this study shared knowledge and experiences and created a unique sociocultural (Vygotsky, 1978) context for learning. Over time, a community of practice (Wenger, 1998) developed through mutual engagement, joint effort, and shared repertoire which included in and out of school literacies. Salient was the collaborative effort among a local community center, community college, and school district which strived to meet the needs of Latina/o students and their families. These multiple communities of practice provided a support network integral to sustaining a community of learners.The backdrop of this study, an American-Mexican Southwest border region, was the cultural context in which American education and Latinas' Sonora Mexican world views met. This hybrid space or borderlands Anzaldua (1987) described as a place where two cultures merged to form a third culture. In practice, this hybrid space was explored in discursive practices which provided an alternative space, a third space (Moje, Cicechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004) in which identities were negotiated. Participants negotiated to find balance, a synergy between change and maintenance, which was ongoing as they struggled to maintain a traditional world view while accommodating new ideas.Integral to ongoing identity construction were the relationships with language, learning, and conversation. A story emerged from daily acts and events that reflected negotiated individual and social identities in the practice of literacy, teaching, and learning. This study demonstrates the insights ethnographic investigations can bring to understanding the functions of discourse in the construction of identity and socialization into learning.

M.A. (Afrikaans) / A comparison between the narrative-fictive discourse situation and the canonical discourse situation reveals differences as well as similarities between the two modes of discourse. Every act of utterance occurs in a spatio-temporal context whose centre or zero point coincides with the speaker's here and now. The literary discourse is conducted on more than one level and this introduces more than one context into the universe of discourse. The existence of two contexts has marked implications for the use of deictic terms in the narrative text. In the first chapter of this study the deictic categories of person, time and place in the canonical situation-of-utterance is placed alongside the same categories in the narrative-fictive discourse situation. It is established that a primary as well as a fictive deictic centre exists in the latter. The second chapter deals with the structural function of the deictic categories in the narrative text of Die kremetartekspedisie. There is a continual shift between the narrating-self (the origo of the primary deictic centre) and the experiencing-self (origo of the fictive deictic centre). The pronominal reference remains in the first person and it is at the spatio-temporal level that the shift between the two selves is effected...

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