<p>För att skapa möjligheter för elever att utveckla sitt språk samt sin läs- och skrivförmåga behöver de goda förebilder. Genom vår utbildning har vi tagit del av hur högläsning möjliggör för läraren att vara en läsande förebild och hur man genom att prata om ord, meningsbyggnad och det skrivna språket kan främja elevers språk-, läs- och skrivutveckling. I vår studie har vi undersökt högläsning som verksamhet i skolans första år genom att identifiera samband mellan vad, när och varför lärare läser högt.</p><p> </p><p>Vi har använt oss av en kvalitativ studie där vi genom intervjuer av lärare erhållit den data som ligger till grund för vårt resultat. Av resultatet framkom tre samband mellan vad, när och varför lärare använder högläsning i verksamheten. De rådande sambanden har att göra med de olikheter som visar sig utifrån om högläsning används som integrerad del av undervisningen eller inte. Det är något anmärkningsvärt att lärarna visar en slående medvetenhet om högläsningens inverkan på elevernas språk-, läs- och skrivutveckling, men att den inte alltid framkommer i deras egna utsagor av arbetet med högläsning.</p><p> </p><p>Högläsning kan ske med syfte att ha en mysig stund, utveckla elevernas språkliga förmåga generellt samt främja deras läs- och skrivutveckling. Då högläsning bedrivs vid olika tillfällen under dagen innebär det en variation i de texter läraren läser ur och möjligheterna till fortsatt arbete är beroende på syftet med högläsningen.</p><p> </p> / <p>To create opportunities for students to develop their language as well as reading and writing abilities they need good role models. Through our education we have acknowledged how reading aloud makes it possible for the teacher to be a role model when it comes to reading, and how you can promote students development concerning language, reading and writing by talking about words, sentence construction and the written language. In our study we have examined reading aloud as an activity in the first years of schooling by identifying connections between what, when and why teachers read aloud.</p><p> </p><p> </p><p>We have conducted a qualitative study in which we by interviewing teachers have accumulated the data on which we are basing our results. The result gives us three correlations between what, when and why teachers use reading aloud as an activity. The correlations has to do with the differences that are visible if a teacher uses reading aloud as an integrated part of the education or not. It is somewhat extraordinary that the teachers are showing a striking awareness of the effect that reading aloud has on the students language as well as reading and writing capabilities, but that this awareness is not always shown in their own statements of their work with reading aloud.</p><p> </p><p> </p><p>Reading aloud can have the purpose of being a cosy moment, to develop the students language abilities in general as well as being beneficial for their development in reading and writing. There is a variation in the texts the teacher is reading from since reading aloud is conducted at different times of the day, and the opportunities for further work is dependent on the purpose with reading aloud.</p><p> </p>

English abstract: The text looks into the working of the 6th person possessivity exponence on the base of the analysis of two concrete paradigms - paradigms SUUS and ILLORUM. Its proposal is to comprend and to describe all changes of the semiosis of both of the two paradigms on their transition from the Latin diasystem to the Protoromance and the Romance one. These changes will be mesured and described on the base of the eight parameters of semiotic and semiologic description as changes of (1) formal aspect, (2) conceptual aspect, (3) reference, (4) extension, (5) intension, (6) differential value, (7) paradigmatic relations, (8) syntagmatic relations. On the base of the analysis of the individual diasystems we try to identify the connection, the relationship among the Romance centres, with the objective to identify the sources of the importation of linguistic innovations. English keywords: 6th person possessivity, reflexive possessivity, non-reflexive possessivity, possessives, ILLORUM, SUUS, semiosis, grammaticalization, suppletion, linguistic innovation, exportation of linguistic models, endophoricity, logophoricity, exophoricity, vulgar Latin, classical Latin, Romance languages

<p>Genom metoden livsberättelse får vi här ta del av specialpedagogen Evas berättelse. Denna kvinna har arbetat inom skolans värld i 45 år och har en stor livserfarenhet att dela med sig av. Arbetets mål är att ge en bild av en specialpedagogs kompetensutvecklig och arbetsmetoder i skolan under årtionden. Inriktningen på intervjuerna är berättelser om Evas arbete med barn och deras tal, språk och kommunikation. Uppsatsen tar upp språkutvecklingen hos barn samt Evas arbetsmetoder för att kartlägga förskolebarns språkutveckling. Vidare berättar Eva om talstörningar och läsinlärning, där hon beskriver hur hon har arbetat med barn som har dessa problem. En liten del av uppsatsen berör diagnoser på gott och ont, samt Evas visioner om framtiden där hon beskriver hur ett brett samarbete och kontaktnät kring barn med språkstörningar kan se ut. I intervjuerna förmedlar Eva en positiv bild av barn och deras inlärning. Hon berättar också om vikten av att ta till sig ny forskning och glädjen i att arbeta som specialpedagog.</p> / <p>By the use of life story method we can take part of the special needs educator of Eva narrates. This woman has been working in the school world for 45 years and has a great deal of experience to share. The goal of this work is to give a picture of a special needs educator’s development of competence and methods of working in the schools during the last decades. The alignment for those interviews is stories of Eva from her work with children and their speech, language and communication. This article is about the development of language of children and about the methods Eva in her work used by making a map of the development of language for children in preschool. Eva is also telling us about disturbance in the speech and in readings, giving us an account of her work amongst children who has these problems. A parts of this essay are touching the good and bad about getting a diagnosis, and the future where Eva is giving us her vision of how a wide network with cooperation’s might be for children with disturbance in their language. Eva gives a positive picture of children and the learning in the interviews. She is also talking about the latest findings and how important it is to take it in and about the joy of the work as a special needs educator.</p>

Genom metoden livsberättelse får vi här ta del av specialpedagogen Evas berättelse. Denna kvinna har arbetat inom skolans värld i 45 år och har en stor livserfarenhet att dela med sig av. Arbetets mål är att ge en bild av en specialpedagogs kompetensutvecklig och arbetsmetoder i skolan under årtionden. Inriktningen på intervjuerna är berättelser om Evas arbete med barn och deras tal, språk och kommunikation. Uppsatsen tar upp språkutvecklingen hos barn samt Evas arbetsmetoder för att kartlägga förskolebarns språkutveckling. Vidare berättar Eva om talstörningar och läsinlärning, där hon beskriver hur hon har arbetat med barn som har dessa problem. En liten del av uppsatsen berör diagnoser på gott och ont, samt Evas visioner om framtiden där hon beskriver hur ett brett samarbete och kontaktnät kring barn med språkstörningar kan se ut. I intervjuerna förmedlar Eva en positiv bild av barn och deras inlärning. Hon berättar också om vikten av att ta till sig ny forskning och glädjen i att arbeta som specialpedagog. / By the use of life story method we can take part of the special needs educator of Eva narrates. This woman has been working in the school world for 45 years and has a great deal of experience to share. The goal of this work is to give a picture of a special needs educator’s development of competence and methods of working in the schools during the last decades. The alignment for those interviews is stories of Eva from her work with children and their speech, language and communication. This article is about the development of language of children and about the methods Eva in her work used by making a map of the development of language for children in preschool. Eva is also telling us about disturbance in the speech and in readings, giving us an account of her work amongst children who has these problems. A parts of this essay are touching the good and bad about getting a diagnosis, and the future where Eva is giving us her vision of how a wide network with cooperation’s might be for children with disturbance in their language. Eva gives a positive picture of children and the learning in the interviews. She is also talking about the latest findings and how important it is to take it in and about the joy of the work as a special needs educator.

Considering the current demands of our global world, there is a need for educating students equipped with diverse and complex qualities. In order to educate well-equipped students and sustain quality education, teachers and teacher educators have to be keeping themselves up-to-date and develop themselves professionally. The primary aim of this study is to explore English instructors&rsquo / understanding of professional development through the use of phenomenological research methodology. The data sources were instructors and administrators working at Faculty Academic English Program at Bilkent University. The data collection method was semi-structured, face-to-face interviews. The findings of the study indicated that participants see professional development as a means of individual development, as a means of institutional development and as a source of developing community and environment. The study also revealed that the instructors preferred informal modes of professional development activities to formal ones. Participants of the study overall reflected their agreement on the positive contribution of course design on their professional development, autonomy and self-growth.

No description available.

The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998 / first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML / 4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo / lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo / s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

Submitted by THAIS BORELLA null (thaisborella1@gmail.com) on 2016-05-14T01:11:04Z No. of bitstreams: 1 Dissertação de mestrado - Thaís Borella..pdf: 2839283 bytes, checksum: 3d81ade0cc739985327f52505e65209b (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-05-16T17:27:58Z (GMT) No. of bitstreams: 1 borella_t_me_prud.pdf: 2839283 bytes, checksum: 3d81ade0cc739985327f52505e65209b (MD5) / Made available in DSpace on 2016-05-16T17:27:58Z (GMT). No. of bitstreams: 1 borella_t_me_prud.pdf: 2839283 bytes, checksum: 3d81ade0cc739985327f52505e65209b (MD5) Previous issue date: 2016-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A dissertação de mestrado apresentada esteve vinculada a linha de pesquisa 3 - Infância e Educação, do Programa de Pós Graduação em Educação da Faculdade de Ciências e Tecnologia FCT - UNESP/Presidente Prudente, e teve como objetivo compreender o processo de desenvolvimento das Funções Psicológicas Superiores, em especial da linguagem humana e estudar as contribuições que as atividades de leitura literária planejadas, organizadas e adequadamente mediadas podem promover no processo de apropriação e desenvolvimento da linguagem infantil no interior da escola e na educação de crianças entre 2 (dois) e 3 (três) anos de idade. Utilizamos como referencial teórico - metodológico a Teoria Histórico-Cultural e realizamos uma pesquisa empírica alicerçada no método Materialista Histórico Dialético, realizada junto às crianças de uma escola de Educação Infantil, sujeitos da pesquisa, que vivenciaram situações de aprendizagem estruturadas em atividades com livros de literatura infantil que compõem o acervo do Programa Nacional de Biblioteca Escolar (PNBE). Para a efetivação do processo de intervenção foram realizados 12 (doze) encontros no Centro de Convivência Infantil – CCI “Chalézinho da Alegria” da UNESP de Presidente Prudente, orientados pelos membros do Grupo de Estudos, Intervenção e Pesquisa em Educação Escolar e Especial e Teoria histórico-cultural (GEIPEE-thc), e nas pesquisas teórico-práticas desenvolvidas pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil (CELLIJ) Maria Betty Coelho. Decidimos trabalhar com a Educação Infantil, em particular com crianças entre dois e três anos de idade por entendermos esse período etário como crucial na formação dos processos psíquicos superiores humanos, e concebermos que, ao evoluir no processo de comunicação (emocional – social) a criança acumula experiências culturais que lhe permitem avançar no seu processo de desenvolvimento humano. Neste sentido, a educação escolar deve priorizar atividades educativas que promovam o avanço da linguagem infantil, fator que pode e deve ser estimulado pelas várias formas de linguagem humana, dentre elas a linguagem literária. A partir dos dados produzido, concluímos que as práticas de ensino com o livro literário contribuem para a formação das capacidades necessárias para a constituição da personalidade humana, em especial da linguagem infantil, auxiliando no desenvolvimento da compreensão da língua materna, propiciando a capacidade de imitação, ampliação do vocabulário e auxiliando na formação da linguagem como função de comunicação e generalização. / The master's thesis was linked to line of research 3 - Childhood and Education, the Graduate Program in Education of the Faculty of Science and Technology FCT - UNESP / Presidente Prudente, and aimed to understand the development process of Higher Psychological Functions in particular of human language and study the contributions that literary reading activities planned, organized and properly mediated can promote the process of appropriation and language development in children in the school and the education of children between 2 (two) and 3 ( three years old. The theoretical framework - methodological historical-cultural theory and conducted a grounded empirical research on Materialist Dialectics History method, conducted with the children of a school of Early Childhood Education, research subjects, who experienced learning situations structured activities with literature books children that make up the collection of the National School Library Program (PNBE). For the effectiveness of the intervention process were conducted twelve (12) meetings at the Children's Community Center - KIC "Chalezinho Joy" of Presidente Prudente UNESP, guided by members of the Study Group, Intervention and Research in School Education and Special and Theory historical-cultural (GEIPEE-thc), and the theoretical and practical research conducted by the Center for Reading and Children's Literature and Youth (CELLIJ) Betty Maria Coelho. We decided to work with early childhood education, particularly with children between two and three years old because we believe this age period as crucial in the formation of human higher mental processes, and conceive that to evolve in the communication process (emotional - social) child builds cultural experiences that allow you to advance the human development process. In this sense, education should prioritize educational activities that promote the advancement of children's language, a factor that can and should be encouraged by the various forms of human language, among them the literary language. From the data produced, we conclude that the teaching practices with the literary book contribute to the formation of the skills needed for the formation of human personality, especially children's language, assisting in the development of understanding of the native language, providing imitation capacity, vocabulary expansion and assisting in the formation of language as communication and generalization function.

The diploma thesis deals with the playful forms of work as one of instruments of intensification in the lessons of Czech language at elementary school. In its theoretical part it focuses on the problems of young school child's development. The key concepts of game and its importance in the process of education are defined here. In the practical part the reservoir of playful forms of work is introduced. The games tested with the fourth-year pupils are embodied in this part.

Eva Richterová - Early reading skills development in children with specific language impairment This study investigated the development of early reading skills in children with specific language impairment within a psycholinguistic framework. The investigation is based on theories concerning linguistic and cognitive skills which play a crucial role in the development of reading skills. This approach is utilized to identify groups which are at risk of difficulties in literacy acquisition as a result of language impairment. Theoretical background of reading development in children with SLI is presented, in addition to current knowledge about the relationship between language and reading skills. Studies on SLI highlight the need of longitudinal investigations, which enable better understanding of the relationship between literacy development and preliteracy skills. The aim of the study was to provide a systematic description of the reading skills development in children with SLI from first to fourth Grade. A group of 25 children with SLI was repeatedly investigated in terms of their reading skills (decoding and reading comprehension) and preliteracy skills. Assessment of language and cognitive skills was also carried out and involved phonological awareness, rapid authomatised naming, and letter...