Students who speak local varieties (i.e., dialects) of English that differ from the codified variety promoted in school are at a disadvantage. Research illustrates that differences in sound systems, grammar, vocabulary, and usage can negatively affect literacy development and achievement in math and science, and lead to misunderstandings and changes in teacher attitudes toward students. Moreover, the use of inappropriate assessment tools may result in unnecessary pathologization and inappropriate pedagogical approaches. Since many Indigenous children may speak local varieties, it is reasonable to assume that the same issues that hinder school success for speakers of other varieties affect many Indigenous students in Canada in similar ways. However, to date, research concerning Indigenous Englishes in Canada is scant. Similarly, virtually no empirical evidence has been gathered on use in Canadian schools. By extension, the trajectory of use of features as children progress through grades remains unknown. The goal of this research was to begin to address the crucial necessity of learning more about Indigenous English varieties, in order that appropriate language assessment and pedagogical practices can be implemented. The research, conducted in a remote community in Northern British Columbia, Canada, concentrates on differences in grammar used by a group of First Nations school-aged children. I analyzed oral narrative language samples of Kindergarteners, and oral and written narrative language samples of students in Kindergarten to Grade 5, over a three-year period. Results reveal the presence of at least 23 distinct grammatical features, many of which may have been influenced by the structure of the ancestral language. At school entry, students used grammatical features at high rates, regardless of whether or not they later required speech-language pathology or special education services. As children progressed through the grades, the rate at which they produced features appeared to follow a curvilinear trajectory, declining until grades 3 and 4 and then gradually rising again in middle school. A preference for using shorter sentences with less use of subordination and embedding of clauses also appears to be a feature of this variety. Most of the features the children used in their speech, they also used in their writing. Children had the most difficulty switching to standard English forms of verb tense, and so verb tense may require more direct instruction. While my results may not be directly generalizable to other First Nations communities, it is anticipated that educators will use them as a guide in their practice and instruction, so they can cease confusing features of a local variety with errors requiring “correction”, avoid unnecessary pathologization, and adjust expectations regarding the rate at which children can be expected to acquire the codified standard language model. It is also hoped that this study will contribute to the preservation and celebration of the unique ways of speaking English that have evolved in northern communities. / Graduate / 2021-09-16

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[pt] Esta dissertação faz uma análise da transposição da narrativa oral de pessoas da terceira idade para os desenhos infantis por um processo empírico onde observamos a produção de 453 desenhos de alunos em escolas municipais do Rio de Janeiro. Configurados a partir de histórias da infância dos idosos, esses desenhos foram objeto de estudo em relação à criatividade, à narratividade e à memória que possibilitaram a representação dos elementos dessas histórias. A idéia é averiguar a influência do tempo entre a escuta e o desenho, a interferência do processo de ensino e aprendizagem no espaço escolar e a relação do sujeito com os materiais desta transposição, levando em conta a cultura, o contexto e o nível de expertise dos sujeitos. / [en] This dissertation analyses the process of transposition of aged peoples oral narrative to childrens drawings, by an empirical work where we were able to analyse 453 drawings made by pupils from Rio de Janeiro schools.Inpired by the childhood stories of the aged collaborators, these drawings show narrative capacities, creative qualities and the memory of these stories. The intention is to understand time influences between the period listening to the stories and the transposed drawing. The interference of the teaching and learning process on the drawings, made in a school enviroment and, finally, the relation between the individual and the materials available for this transposition, taking into account the culture, the environment and the level of expertise.

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Master of Arts / Department of Modern Languages / Mary T. Copple / This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).

The aim with this thesis is to explore how preschool teachers look at and how they work with oral narrative. The purpose is to gain an increased knowledge of how the work can develop. In order to find the answers to the questions as well as the aim, I chose to interview preschool teachers. After the summary of the interviews was made, the study showed that more preschool teachers prefer to read books over using oral narrative. The result turned out that way since the interviewees were not comfortable in their oral narrative role and need to put more effort in it. Furthermore, the construction of the premises also played a big part in the results since it showed that the rooms where the story telling were hold were either too big or too small. They meant that the environment, which was not inviting to them or the children, did not make the best place for the oral narrative to take place and they wished it was different. However, the preschool teachers who were interviewed showed a positive attitude towards making changes for the better and they all wished to develop their oral narrative skills in the preschool. / Syftet med detta examensarbete är att undersöka hur förskollärare ser på och arbetar med det muntliga berättandet i förskolan och på så vis få en ökad kunskap om hur arbetet kan utvecklas. För att jag ska få svar på syftet samt frågeställningarna valde jag att intervjua förskollärare. Det min studie visade efter sammanställningen var att fler valde högläsning istället för det muntliga berättandet. Detta berodde bland annat på att det krävdes mer av förskollärarna och att de inte kände sig trygga i sin berättarroll. Något annat som förskollärarna ansåg vara ett hinder var hur deras lokaler var utformade då de inte uppfyllde den önskade berättarmiljön. Antingen var lokalerna för stora eller så var de för små. Förskollärarna kände heller inte att rummen var inbjudande eller att de lockade till sig barnens intresse. Dock visade förskollärarna i undersökningen en positiv inställning till att utvecklas och bli bättre på användningen av det muntliga berättandet.

The significance of horse in the life and culture of the nomadic societies is a well-known fact. A large part of Mongolian oral traditions and folklore is related to horses. But the horse plays an important role in the oral tradition of sedentary peoples of Europe as well. The diploma thesis is based on field research, written sources and existing sources of folklore of Mongolia and Eastern Slovakia, where the traditional horse breeding still continues to exist. The aim of the thesis is to outline Mongolian perception of the world and the bond between the Mongol and nature through the description of the relationship between man and horse, which is compared with non-nomadic, sedentary culture of the Eastern Slovakia.

The purpose of my study was to find out what strategies educators use in preschool to promote narrative, both regarding the educators themselves and the children's narrative. This I wanted to find out by interviewing preschool teachers regarding how they feel that the preschool's activities and their actions promote the narrative, as well as the materials and environments used for this purpose. The method I used in the study was semistructured interviews. Participation was five respondents, all preschool teachers. The interviews were recorded with the respondents' consent. The result shows that the pre-school teachers in the study build different environments, create cozy spaces and specific reading lanes to promote the story. Even the light can be used to amplify the story. The results show that strategies used by the preschoolers to listen to children's stories are to ask questions about what the children are saying, follow-up questions based on the story, and to relate children's stories to what's happening in the day's activities. This is stated by all respondents as important in promoting children's own stories. Preschool teachers state that they use the voice, body and eye contact with the children, to show that they actively listen and that what the child is telling is important and priority. / Syftet med min studie var att ta reda på vilka strategier pedagoger använder sig av i förskolan för att främja berättande, både gällande pedagogerna egna samt barnens berättande. Detta ville jag ta reda på genom att intervjua förskollärare gällande hur de anser att förskolans verksamhet och deras agerande främjar berättandet, samt vilka material och miljöer som används för detta ändamål. Metoden jag i studien använde var semistrukturerade intervjuer. Deltagande var fem respondenter, alla förskollärare. Intervjuerna spelades med respondenternas samtycke in. Resultatet visar att förskollärarna i studien bygger upp olika miljöer, skapar mysiga rum och specifika läshörnor för att främja berättandet. Även att ljuset kan användas för att förstärka berättandet. Resultatet visar att strategier som förskollärarna använder vid lyssnande till barnens berättelser är att ställa frågor om det barnen berättar, följdfrågor utifrån berättandet samt att relatera barnens berättelser till det som händer inom verksamheten under dagen. Detta förs fram av alla respondenter som viktigt i främjandet av barnens egna berättande. Förskollärarna uppger att de använder rösten, kroppen samt har ögonkontakt med barnen, för att visa att de aktivt lyssnar och att det barnen berättar är viktigt och prioriterat.

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Paiwan（排灣）祖源及遷徙敘事相當豐富與多元，反映出此民族組成的複雜程度與多層面。口傳敘事乃一民族之集體記憶、知識、感官與思想，具有歷史性、文化性之價值。因此，本論文即以Paiwan（排灣）祖源及遷徙口傳敘事為素材，試圖進行起源敘事脈絡、文化面貌以及民族史溯源的分析。 本論文章節安排除緒論與結論外，共分為五章進行探討。第壹章以排灣口傳敘事文學的義界與評述為主，針對口傳敘事文學之定義、歷來研究成果的回顧與評論，並由前人採錄成果來診斷目前口傳敘事的活力。第貳章聚焦於「地」生起源敘事的分析，從Paiwan（排灣）土地思維切入，探索包含石生、竹生、蛇生、壺生、人類再生等母題。另外，也解析階級系統與Vusam（長嗣）思維與起源敘事之關連以及象徵意涵，接著分析其分布區域。第參章以太陽卵生敘事討論為主，針對其文學性質、象徵意涵、Naqemati神權觀念與分佈等進行深度分析。第肆章則進入遷徙敘事文學的探究，從遷徙動因、過程，以及遷徙後的部落社會，理出遷徙階段的模式。另外，進一步探討新王族的誕生對階級文化的影響。第伍章則對於祖源及遷徙說之脈絡進行分析，以及探討其穩固階級制度、維護部落秩序之功能，最後對於歷來Paiwan（排灣）起源史脈絡的論述提出反思，進而提出本文之觀點。 本研究結果發現，祖源其遷徙口傳敘事反映umaq（家）的思維，而且概念也投射至整個社會文化。再來，祖源敘事之形成脈絡是由石生→竹生→太陽卵生、蛇生、壺生→人再生，其象徵與生命起源、農耕社會有關。另外，透過考古資料與本研究成果交相比對，推測出祖源敘事有其對應人群間接證實Paiwan（排灣）起源的多元性。遷徙敘事方面，本文發現Paiwan人遷徙有多種動因，並且其模式可得出「重新出發型」與「持續探索型」兩種。接著，本文也探究出移居地新王族的產生模式出現“創立式”、“封立式”、“協議式”王族等類型。最後，經由多元混生的發現，歸納出Paiwan（排灣）人的起源脈絡，歷經原始遷徙與漂流時期→新文明時期→多元發展時期。 / This thesis is based on the origin and migration of Paiwan ancestors oral narrative material, attempted origin narrative context, cultural landscape, analysis of national history traceable. Chapters arranged in addition to the introduction of this thesis and conclusions, is divided into five chapters explore. The first chapter is to discuss the Paiwan oral narrative literature. The second chapter focuses on the analysis of the origin of terrestrial narrative. The third chapter in the sun Oviparous main narrative discussion. The fourth chapter is to explore narrative literature of migration. The fifth chapter is the analysis of ancestral origin and migration of narrative context. The results of the study found that the source of their ancestral migratory oral narratives reflect Umaq (home) thinking, and the concept is also projected to the whole of the social and cultural. Second, the ancestral origin of the formation of the narrative context: Born from the stone→bamboo→sun→snakes, pot→humans. Its symbol and the origin of life, farming community concerned. In addition, through the archaeological data and the results of this study compare. Found that narrative has its corresponding source ancestral population, and can further confirm the origin is the diversity of the Paiwan. Narrative aspects of migration, we find Paiwan people migrate for many reasons, and "re-start type" and "continue to explore the type" modes. The study also found that emigrated to produce leaders modes are: creation, division, agreement. Finally, through the Amalgamation concept, can find the origin of the context of the Paiwan people through: The original period of migration and drift→The new era of civilization→ Multiple development period.