Studiens syfte är att nå fördjupad kunskap kring några lärares allmänna förhållningssätt till högläsning som didaktiskt redskap och deras beskrivningar av hur de implementerar sådana förhållningssätt i sin praktik i årskurs F–3. Studien har en kvalitativ ansats där fem semistrukturerade intervjuer genomförts med verksamma lärare i årskurs F–3. Som teoretiskt ramverk har jag valt Vygotskijs sociokulturella perspektiv och Bakhtins dialogteori, vilka båda pekar på vikten av socialt samspel och dialog vid inlärning. Högläsningssituationens lärandepotential knyts till dessa perspektiv. Empirisk forskning ger gott stöd för högläsning som didaktiskt redskap och betonar dess lärandepotential. För att förverkliga den potential som högläsning har krävs dock att läraren ser högläsning som ett användbart didaktiskt redskap. Högläsning anges inte som metod i lärandeprocessen i kursplanen för svenska eller i läroplanens tredje del gällande förskoleklassen. Resultatet visar att lärarna har ett intresserat förhållningssätt till högläsning. De betonar särskilt de positiva effekter högläsningen har för elevernas språkutveckling. Lärarna använder lässtrategier och arbetar i olika grad med texter. Vidare ser de en kompensatorisk potential i högläsningssituationen där språksvaga elever stimuleras. Kontakten med litteratur genom högläsning vidgar också världen för eleverna menar lärarna och kan öka elevernas läslust. Lärarna är måna om att tillvarata elevernas intressen vid val av bok, men högläser nästan uteslutande skönlitterära texter. Vidare framkommer det av intervjuerna att socialt samspel och dialog inte ges en framträdande roll. Inte heller systematiserar man sin högläsningsundervisning i någon högre utsträckning och i något fall ses högläsning som en avkopplande stund. Resultatet visar också att lärarna inte explicit kopplar sin högläsning till läroplanen.

This doctoral dissertation is an empirical qualitative research study on the emergence of learnables in classrooms of Swedish as a second language. It adopts a dialogical and praxeological approach, and analysis is based on video recorded teacher-student interactivities in classrooms. Learnables are taken to be linguistic items or constructs that are displayed as unknown by students, or problematized by students or teachers, and therefore oriented to as explainable, remediable, or improvable. Learnables are introduced in planned or less planned classroom activities, either in passing, while continuing the current main activity, or in sidesequences. In these activities, teachers and students not only talk, but also use other embodied resources (e.g. pointing) or available artifacts (e.g. worksheets) to highlight linguistic learnables. Teachers and students use these resources for achieving and maintaining intersubjectivity as well as contributing learnables to the interactivities. Through manifest embodied practices, abstract linguistic learnables become objectified, and knowledge about them gets organized in and through joint co-operative activities. / Denna avhandling är en empirisk, kvalitativ studie om uppkomsten av s.k. ”learnables” i svenska som andraspråksutbildning. Studien antar ett dialogiskt och praxeologiskt perspektiv, och analysen baseras på video-inspelade lärare-elevinteraktiviteter i klassrummet. ”Learnables” utgörs av språkliga objekt eller konstruktioner, som hanteras som obekanta av elever, eller som problematiseras av elever eller lärare, och därför orienteras emot som objekt som kan förklaras, korrigeras eller förbättras. ”Learnables” kan uppstå i planerade eller mindre planerade klarssrumsaktiviteter, antingen i förbigående, samtidigt som huvudaktiviteten fortsätter utan avbrott, eller i sidosekvenser. I dessa aktiviteter använder lärare och elever inte bara talspråk, utan även andra kroppsliga resurser (t.ex. pekningar) eller tillgängliga artefakter (t.ex. papper) för att fokusera på språkliga ”learnables”. Lärare och elever använder dessa medel för att uppnå och bibehålla intersubjektivitet, samt för att bidra med ”learnables” till interaktiviteterna. Genom konkreta kroppsliga metoder blir abstrakta, språkliga ”learnables” objektifierade och kunskapen om dem organiseras i och genom deltagarnas koordinerade handlingar.

A análise proposta neste estudo focaliza as relações entre seis narrativas literárias contemporâneas de Sérgio Sant’Anna e seus respectivos contextos de produção, com o objetivo de ampliar as reflexões sobre os textos ficcionais do escritor e discorrer acerca das opções estéticas usadas em cada obra para recompor um diálogo entre a História e a sociedade. A hipótese da pesquisa é que, na representação simbólica, as estratégias estéticas usadas pelo escritor são desconstrutoras, isto é, pautam-se em uma linguagem com arranjos particulares para agenciar a formalização de questões temáticas vinculadas aos períodos de repressão histórico-social. A partir de uma abordagem bibliográfica e de análises comparativas pautadas na sociologia da literatura, os livros Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) e Um crime delicado (1997) são selecionados como objeto de análise. As reflexões estão amparadas em conceitos de Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, entre outros, e em análises críticas da literatura brasileira contemporânea e da literatura de Sérgio Santa’Anna, incluindo abordagens desenvolvidas por Regina Dalcastagnè, Flora Sussekind e Luis Santos. Como questões fundamentais apontadas na investigação, cabe salientar a complexidade estrutural dos textos do autor, a representação crítica e fragmentária de condicionamentos sócio-históricos no texto tanto no enfoque temático quanto nas opções estéticas, a desestabilização do sujeito e o estilo dialógico da composição literária. / This study is focused on the relations between six contemporary literary narratives by Sérgio Sant'Anna and their contexts of production, aiming to amplify the reflections on the writer’s fictional texts and arguing about the aesthetic choices used in each work to rebuild a dialogue between history and society. The research hypothesis is that, in the symbolic representation, the aesthetic strategies used by the writer are deconstructive, guided in a language with particular arrangements in order to apply for a formalization of thematic issues related to periods of historical- social repression. From a bibliographic approach and comparative analysis guided by the sociology of literature, the books Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) and Um crime delicado (1997) are selected as object of analysis. The reflections are supported by concepts of Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, among others, and critical analysis of Brazilian contemporary literature and Sérgio Santa'Anna´s literature, including approaches developed by Regina Dalcastagnè, Flora Sussekind and Luis Santos. As fundamental issues presented in the research, it is important to point out the structural complexity of the author’s texts, the critic and fragmented representation of socio-historical conditionings in the text, both in the thematic approach and in the aesthetic choices, the subject destabilization and the dialogic style of literary composition.

A análise proposta neste estudo focaliza as relações entre seis narrativas literárias contemporâneas de Sérgio Sant’Anna e seus respectivos contextos de produção, com o objetivo de ampliar as reflexões sobre os textos ficcionais do escritor e discorrer acerca das opções estéticas usadas em cada obra para recompor um diálogo entre a História e a sociedade. A hipótese da pesquisa é que, na representação simbólica, as estratégias estéticas usadas pelo escritor são desconstrutoras, isto é, pautam-se em uma linguagem com arranjos particulares para agenciar a formalização de questões temáticas vinculadas aos períodos de repressão histórico-social. A partir de uma abordagem bibliográfica e de análises comparativas pautadas na sociologia da literatura, os livros Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) e Um crime delicado (1997) são selecionados como objeto de análise. As reflexões estão amparadas em conceitos de Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, entre outros, e em análises críticas da literatura brasileira contemporânea e da literatura de Sérgio Santa’Anna, incluindo abordagens desenvolvidas por Regina Dalcastagnè, Flora Sussekind e Luis Santos. Como questões fundamentais apontadas na investigação, cabe salientar a complexidade estrutural dos textos do autor, a representação crítica e fragmentária de condicionamentos sócio-históricos no texto tanto no enfoque temático quanto nas opções estéticas, a desestabilização do sujeito e o estilo dialógico da composição literária. / This study is focused on the relations between six contemporary literary narratives by Sérgio Sant'Anna and their contexts of production, aiming to amplify the reflections on the writer’s fictional texts and arguing about the aesthetic choices used in each work to rebuild a dialogue between history and society. The research hypothesis is that, in the symbolic representation, the aesthetic strategies used by the writer are deconstructive, guided in a language with particular arrangements in order to apply for a formalization of thematic issues related to periods of historical- social repression. From a bibliographic approach and comparative analysis guided by the sociology of literature, the books Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) and Um crime delicado (1997) are selected as object of analysis. The reflections are supported by concepts of Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, among others, and critical analysis of Brazilian contemporary literature and Sérgio Santa'Anna´s literature, including approaches developed by Regina Dalcastagnè, Flora Sussekind and Luis Santos. As fundamental issues presented in the research, it is important to point out the structural complexity of the author’s texts, the critic and fragmented representation of socio-historical conditionings in the text, both in the thematic approach and in the aesthetic choices, the subject destabilization and the dialogic style of literary composition.

A análise proposta neste estudo focaliza as relações entre seis narrativas literárias contemporâneas de Sérgio Sant’Anna e seus respectivos contextos de produção, com o objetivo de ampliar as reflexões sobre os textos ficcionais do escritor e discorrer acerca das opções estéticas usadas em cada obra para recompor um diálogo entre a História e a sociedade. A hipótese da pesquisa é que, na representação simbólica, as estratégias estéticas usadas pelo escritor são desconstrutoras, isto é, pautam-se em uma linguagem com arranjos particulares para agenciar a formalização de questões temáticas vinculadas aos períodos de repressão histórico-social. A partir de uma abordagem bibliográfica e de análises comparativas pautadas na sociologia da literatura, os livros Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) e Um crime delicado (1997) são selecionados como objeto de análise. As reflexões estão amparadas em conceitos de Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, entre outros, e em análises críticas da literatura brasileira contemporânea e da literatura de Sérgio Santa’Anna, incluindo abordagens desenvolvidas por Regina Dalcastagnè, Flora Sussekind e Luis Santos. Como questões fundamentais apontadas na investigação, cabe salientar a complexidade estrutural dos textos do autor, a representação crítica e fragmentária de condicionamentos sócio-históricos no texto tanto no enfoque temático quanto nas opções estéticas, a desestabilização do sujeito e o estilo dialógico da composição literária. / This study is focused on the relations between six contemporary literary narratives by Sérgio Sant'Anna and their contexts of production, aiming to amplify the reflections on the writer’s fictional texts and arguing about the aesthetic choices used in each work to rebuild a dialogue between history and society. The research hypothesis is that, in the symbolic representation, the aesthetic strategies used by the writer are deconstructive, guided in a language with particular arrangements in order to apply for a formalization of thematic issues related to periods of historical- social repression. From a bibliographic approach and comparative analysis guided by the sociology of literature, the books Confissões de Ralfo (1975), Simulacros (1977), Um romance de geração (1981), Amazona (1986), A senhorita Simpson: histórias (1989) and Um crime delicado (1997) are selected as object of analysis. The reflections are supported by concepts of Theodor Adorno, Mikhail Bakhtin, Anatol Rosenfeld, Linda Hutcheon, among others, and critical analysis of Brazilian contemporary literature and Sérgio Santa'Anna´s literature, including approaches developed by Regina Dalcastagnè, Flora Sussekind and Luis Santos. As fundamental issues presented in the research, it is important to point out the structural complexity of the author’s texts, the critic and fragmented representation of socio-historical conditionings in the text, both in the thematic approach and in the aesthetic choices, the subject destabilization and the dialogic style of literary composition.

Syftet med studien är att bidra med kunskap om det dialogskapande som kan ske under planerade högläsningssituationer i både fysisk bok men även i e-bok.För att få skapa en större kunskap om dialoger under planerade högläsningssituationer samt hur barn skapar sitt egna aktiva deltagande via dialog används följande frågeställningar: Hur visar sig dialogen mellan pedagog och barn vid planerad högläsning via en fysisk bok och via e-bok? Hur skapar pedagogerna ett aktivt deltagande genom dialog hos barnen i planerad högläsning? För att få svar på forskningsfrågorna har empiri samlats in via ljudinspelningar av planerade högläsningssituaioner fyra med e-bok och fem med fysisk bok. De nio olika tillfällena leds alla av nio olika pedagoger. Studiens resultat har analyserats med hjälp av Bakhtins teori om dialogism och de grundpelare som den bygger på. Resultatet visar olika sorters dialoger mellan de som deltar i högläsningstillfällena och även hur barn skapar sitt egna aktiva deltagande. / The purpose of the study is to contribute with knowledge about the dialogue creation that can take place during planned reading aloud situations in both the physical book but also in the e-book. To create a greater knowledge of dialogues during planned reading aloud situations and how children create their own active participation through dialogue The following questions are used: How does the dialogue between educator and child turn out in planned reading aloud via a physical book and via e-book? How do the educators create an active participation through dialogue with the children in planned reading aloud? To get answers to the research questions, empirical data has been collected via audio recordings of planned reading aloud situations, four with e-book and five with physical book. The nine different occasions are all led by nine different educators. The results of the study have been analyzed with the help of Bakhtin's theory of dialogism and the pillars on which it is based. The results show different kinds of dialogues between those who participate in the reading aloud sessions and also how children create their own active participation.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This thesis finds its epistemological basis in two related motives: the re-conceptualisation of white writing in Zimbabwe as a sub-category of Zimbabwean literature, and the recognition of white narratives as necessarily dialogic. The first motive follows the realization that writing by Zimbabwean whites is systematically marginalized from “mainstream” Zimbabwean literature owing to its perceived irrelevance to the postcolonial Zimbabwean nation. Through an application of Even-Zohar’s polysystem theory, this thesis argues for a recognition of white writing as a literary sub-system existing in relation to other literary and non-literary systems in Zimbabwe’s polysystem of culture. As its second motive, the thesis also calls for a critical approach to white Zimbabwean narratives built on the understanding that the study of literature can no longer be left to monologic approaches alone. Rather, white narratives should be considered as multiple and hence amenable to a multiplicity of approaches that recognize dialogue as an essential aspect of all narratives. The thesis attempts, by closely reading nine white-authored narratives in Zimbabwe, to demonstrate that white Zimbabwean literature is characterized by multiplicity, simultaneity and instability; these are tropes developed from Bakhtin’s understanding of utterances as characterized by a minimum of two voices. To consider white writing in Zimbabwe as a multiplicity is to call forth its numerous dimensions and breadth of perceptions. Simultaneity posits the need to understand opposites/conflicts as capable of existing side by side without necessarily dissolving into unity. Instability captures the several movements and destabilizations that affect writers, characters and the literary system. These three tropes enable a re-reading of white Zimbabwean narratives as complex and multi-nuanced. Such characteristics of the literary system are seen to reflect on the experiences of “whiteness” in postcolonial Zimbabwe. The white narratives selected for examination in this thesis therefore exhibit crises of belonging that reflect the dialogic nature of existence. In sum, this thesis is meant as a dialogue, culminating in the proposition that calls for a decentred and redemptive literary experience. / AFRIKKANSE OPSOMMING: Hierdie tesis vestig sy epistemologiese basis in twee verwante motiewe: die herkonseptualisering van skryfwerk deur wit skrywers in Zimbabwe as ’n sub-kategorie van Zimbabwiese letterkunde, en die erkenning van wit narratiewe as onontkombaar dialogies in aard en wese. Die eerste motief volg die argument dat die skryfwerke van wit Zimbabwieërs stelselmatig gemarginaliseer is uit “hoofstroom” Zimbabwiese literatuur, as gevolg van dié skryfwerke se beweerde irrelevansie tot die koloniale Zimbabwiese nasie-staat. Deur Even-Zohar se polisisteem teorie toe te pas, pleit hierdie tesis vir die erkenning van letterkunde deur wit skrywers as ’n literêre sub-stelsel wat bestaan in verhouding tot ander literêre en nie-literêre sisteme in Zimbabwe se polisisteem van kultuur. As sy tweede motief, vra die tesis ook vir ’n kritiese benadering tot wit Zimbabwiese narratiewe, gebou op die verstandhouding dat die studie van letterkunde nie meer suiwer aan monologies benaderings oorgelewer behoort te word nie. Inteendeel, wit narratiewe moet as veelsydig beskou word, en dus vatbaar vir ’n verskeidenheid benaderings wat dialoog as ’n noodsaaklike aspek van alle verhale erken en verken. Deur nege wit outeurs se verhale in Zimbabwe noukeurig te lees, dui hierdie tesis aan dat wit Zimbabwiese literatuur gekenmerk word deur veelvuldigheid, gelyktydigheid en onstabiliteit; hieride is teoretiese konsepte wat ontleen is aan Bakhtin se begrip van uitsprake (“utterances”) as bestaande uit ’n minimum van twee stemme. Om wit lettere in Zimbabwe as veelvuldig te verklaar is om die talle dimensies en breedtes van persepsie in letterkundige korpus te erken. Gelyktydig postuleer die tesis die moontlikheid dat teenoorgesteldes/konflikte langs mekaar kan en móét bestaan, sonder om noodwendig in ’n eenheid te ontaard. Onstabiliteit, soos dit hier verstaan word, omvat die verskillende bewegings en ontstuimige roeringe wat skrywers, karakters en die literêre sisteem beïnvloed. Hierdie drie konsepte laat ’n herlees van wit Zimbabwiese verhale toe wat as kompleks en multi-genuanseerd bestempel kan word. Sulke kenmerke van die literêre sisteem moet in ag geneem word om die ervaring van “witheid” in post-koloniale Zimbabwe effektief uit te beeld. Die wit verhale wat gekies is vir herlees in hierdie tesis beeld dus krisisse van bestaan uit wat die dialogiese aard van die menslike bestaan omvat. Ter afsluiting is hierdie tesis bedoel as ’n dialoog wat kulmineer in ’n oproep vir gedensentraliseerde en verlossende ervarings van die letterkunde in sy geheel.

This dissertation centers on the realization that history evolves and is never complete because the past is elusive and perceptions sway as society changes. Throughout the turn to the twenty-first century, Spain has been moving from resistance to remembrance with regard to individual, cultural and governmental interest in the Civil War and dictatorship of the twentieth century. During the transition to democracy after General Francisco Franco’s death on November 20th, 1975, the reunified government opted to forget the divisive past with the unofficial Pacto de Olvido. Despite this impulse toward resistance, the urge for remembrance at a personal and social level evolved into a, nationwide debate. On December 26th, 2007, the incumbent Congress of Deputies enacted La Ley de Memoria Histórica, a law that mandates attention to previously denied history. In essence, this controversial ruling seeks to promote remembrance of both sides of the Civil War. Contemporary literature, media and film have long been involved in this deeply political and personal work. From the multitude of options, this project selected five renowned texts published between 1992 and 2005. The authors of Autobiografía del General Franco (1992), La voz dormida (2002), El lápiz del carpintero (1998), Enterrar a los muertos (2005), and Soldados de Salamina (2001) belong to what Marienne Hirsch defines as the postmemory generation, the one born following a national trauma. These writers do not have the privileged position of immediate contact with survivors, yet emotional and temporal distance from the events narrated empowers these Spanish authors to create nuanced, literary depictions of war and post-war experiences. In their texts, these writers challenge accepted history, poetically weave a collective memory based on testimonies, illuminate idealistic differences, counter-balance hope with horror, and narrate the transformative experience of historical research. By engaging with the past from the perspective of the present, their narrators articulate the tension between resistance and remembrance. The texts studied here offer five contrastive representations of ways in which versions of history are alternately censured or suppressed, and subsequently unearthed and refashioned in collective and official memory as political power and narrative agency are transformed in an ever-changing society. / text

本篇論文旨在探討譚恩美小說《接骨師的女兒》中女性自覺與 不可說的特性之間的相互關係。書中三位女主角都面臨各自的言語困難，然而，他們卻透過另類的語言方式，例如鬼魂的糾纏、阿茲海默氏症的副作用、沙盤上的書寫、甚且是保持沉默等管道，來為自己發聲。這些另類的發聲方式，說明了意義的展現是無法被永遠壓抑的，儘管是沉默無聲，也是語言的一種面向之呈現。書中女主角經由另類的語言方式，以及自傳式的書寫，三代不同時空中的兩段破碎母女關係，得以修補並縫合，並在發聲過程找到了屬於自己的女性自覺。 / This dissertation explores the relationship between the female self-consciousness and the characteristic of “unspeakability” in Amy Tan’s The Bonesetter’s Daughter. All of the three heroines in the novel have their own difficulty in speech acts: the grandmother is mute and later becomes a ghost; the mother is facing language gaps and is suffered from Alzheimer’s disease; the daughter has no direct access to Chinese language, so that makes her alienate from her mother. Suffered by their own linguistic problems, the three heroines thus develop their own alternative methods of articulation: the ghost haunts the living ones, and articulates through sand-tray writing with the help of her granddaughter; the by-effects of dementia allow the mother to speak the truth of the past; remaining silent makes the daughter hear her true intentions and reevaluate the difficulty that she is facing. Finally, the three heroines all dedicate themselves to autobiographical writings, for it is the only way to make the truth known and last. Through the help of alternative ways of articulation and autobiographical writings, the three women have opportunity to reexamine themselves and reshape their own self-consciousness.

Cette thèse propose une approche de la communauté dans l’œuvre de William Faulkner éclairée notamment par la notion bakhtinienne de dialogisme et de la réflexion contemporaine sur le figural. La communauté chez Faulkner s’avère une présence d’autant plus marquante qu’elle n’existe pas comme objet mais comme effet de discours au niveau de la diégèse comme au niveau du texte. Il s’agit d’abord d’examiner comment au cœur de la démarche faulknérienne l’écriture procède à une réinvention de la communauté. En un second temps la thèse explore les diverses stratégies grâce auxquelles le texte faulknérien se fait le lieu d’une élaboration avec le lecteur produisant une communauté esthétique exigeante. Les lectures de l’espace romanesques montrent ensuite les rapports étroits existant entre l’espace du texte et l’espace représenté et mettent à jour des jeux de mise en abyme qui, du reste, rendent difficile, voire impossible toute distinction entre l’un et l’autre. Enfin le corps est examiné comme enjeu d’inscription idéologique. La thèse met en lumière deux stratégies de représentation différentes, correspondant à deux types de rapport au langage. / This thesis addresses the issue of community in William Faulkner’s work in the light of Bakhtine’s theory of dialogism and of the contemporary reflection on the figural. In Faulkner’s work the community is all the more prominent as it does not exist as an object but as a discursive effect on the level of diegesis and on the level of the text. Our thesis first examines the place of community in relation to the ways in which Faulkner conceives his writing project, and to the creation of a « cosmos of his own ». Then it investigates the various strategies which define the Faulknerian text as the locus of a collaboration with the reader resulting in an esthetic community. The third section explores the space of the novel and shows the close relationship between diegetic (or passive) and textual (active) spaces. Eventually the issue of the body as a basic for ideological inscription is examined, and the thesis identifies two distinct strategies of representation related to two ways of approaching language.