O presente trabalho propõe uma estratégia de tradução para Táxi baseada principalmente na abordagem cultural da tradução em busca de reproduzir o contraste entre árabe padrão e dialeto presente no original. Táxi, do egípcio Khalid al-Khamissi, traz pequenas histórias (addtas) que retratam conversas do autor/personagem com taxistas das ruas do Cairo, nas quais os mais diversos aspectos socioculturais são abordados. Para tratar desse tópico o autor escolheu um recurso linguístico que ainda gera polêmica na prosa árabe: todos os diálogos, que compõem a maior parte da obra, estão em dialeto árabe enquanto as partes narrativas estão em árabe padrão. Esse contraste, que deriva naturalmente da situação de diglossia presente nas comunidades falantes de árabe, cria um efeito de oralidade, bem como é relevante para a lógica interna da narrativa. Assim, a proposta de tradução apresentada considerou a natureza da composição da obra, o momento histórico e o funcionamento da diglossia no Egito para buscar no português recursos para reproduzir os efeitos relevantes dessa alternância sem comprometer a representação da cultura egípcia. Para estabelecer os possíveis recursos no português foram utilizadas principalmente pesquisas do NURC/SP. / This masters dissertation proposes a strategy to translate the book Taxi to Portuguese based specially on the cultural approach to translation. The strategy aims at the reproduction of the contrast of standard Arabic and Egyptian dialect verified in the original. The book Taxi by the Egyptian author Khalid al-Khamissi, is composed by short stories (addtas) that depict conversations between the author (as a character) and taxi drivers working on the streets of Cairo. Considering that different social and cultural aspects are explored in these dialogues, the author chose a linguistic procedure that is still source of polemic in the Arabic prose studies: all the dialogues, which constitute the most part of the work, were written in Egyptian dialect, while the typical standard Arabic was used for the narrative. This contrast, which is a reflex of the presence of diglossia in the Arabic speaking communities, creates an effect of oral text, as well as is relevant for the internal logic of the narrative. Thus, the translation proposed has considered the nature of the composition, the historical moment and the way diglossia works in Egypt with the aim of reproducing the relevant effects created by the linguistic alternation of the original without compromising the depiction of the Egyptian culture. In order to stablish the possible resources present in the Portuguese language, the linguistic works from NURC/SP (studies on Educated Urban Norm of São Paulo) were specially consulted.

The research highlights the problems of the diglossic relationship between Shona and English in the teaching-learning situation in Zimbabwe secondary schools. It focuses on how English as a high variety language adversely affects the performance of learners writing 'O' level Shona examinations in secondary schools. The research also confirms that teachers and learners of Shona in Zimbabwean secondary schools have a negative attitude towards Shona. Finally, the use of English in the teaching of Shona, the less hours allocated to Shona, the low esteem of Shona vis-à-vis the dominance of English and the association of English with social mobility impact on the attitude of students towards Shona as a subject. This linguistic attitude coupled with orthographic problems causes low passes in Shona at 'O' level. Hence, one proposes, language awareness campaigns and the use of Shona in the teaching of practical criticism and grammar. / African Languages / M.A. (African Languages)

O presente trabalho propõe uma estratégia de tradução para Táxi baseada principalmente na abordagem cultural da tradução em busca de reproduzir o contraste entre árabe padrão e dialeto presente no original. Táxi, do egípcio Khalid al-Khamissi, traz pequenas histórias (addtas) que retratam conversas do autor/personagem com taxistas das ruas do Cairo, nas quais os mais diversos aspectos socioculturais são abordados. Para tratar desse tópico o autor escolheu um recurso linguístico que ainda gera polêmica na prosa árabe: todos os diálogos, que compõem a maior parte da obra, estão em dialeto árabe enquanto as partes narrativas estão em árabe padrão. Esse contraste, que deriva naturalmente da situação de diglossia presente nas comunidades falantes de árabe, cria um efeito de oralidade, bem como é relevante para a lógica interna da narrativa. Assim, a proposta de tradução apresentada considerou a natureza da composição da obra, o momento histórico e o funcionamento da diglossia no Egito para buscar no português recursos para reproduzir os efeitos relevantes dessa alternância sem comprometer a representação da cultura egípcia. Para estabelecer os possíveis recursos no português foram utilizadas principalmente pesquisas do NURC/SP. / This masters dissertation proposes a strategy to translate the book Taxi to Portuguese based specially on the cultural approach to translation. The strategy aims at the reproduction of the contrast of standard Arabic and Egyptian dialect verified in the original. The book Taxi by the Egyptian author Khalid al-Khamissi, is composed by short stories (addtas) that depict conversations between the author (as a character) and taxi drivers working on the streets of Cairo. Considering that different social and cultural aspects are explored in these dialogues, the author chose a linguistic procedure that is still source of polemic in the Arabic prose studies: all the dialogues, which constitute the most part of the work, were written in Egyptian dialect, while the typical standard Arabic was used for the narrative. This contrast, which is a reflex of the presence of diglossia in the Arabic speaking communities, creates an effect of oral text, as well as is relevant for the internal logic of the narrative. Thus, the translation proposed has considered the nature of the composition, the historical moment and the way diglossia works in Egypt with the aim of reproducing the relevant effects created by the linguistic alternation of the original without compromising the depiction of the Egyptian culture. In order to stablish the possible resources present in the Portuguese language, the linguistic works from NURC/SP (studies on Educated Urban Norm of São Paulo) were specially consulted.

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

This thesis analyzes the phonological and morphological nativisation of English loans in the Tonga language. The contact situation between English and Tonga, in Zimbabwe, facilitates transference of lexical items between the two languages. From having been one of the most widely used languages of the world, English has developed into the most influential donor of words to other languages such as Tonga. The infiltration of English words into the Tonga lexical inventory led to the adoption and subsequent nativisation of English words by the native Tonga speakers. The main deposit of English words into Tonga is the direct interaction between English and Tonga speakers. However, it is sometimes via other languages like Shona, Ndebele, Venda and Shangani. In the 21st century, English’s contribution to the vocabulary of Tonga became more widely spread, now covering a large proportion of the Tonga language’s lexical inventory. The fact that English is the medium of instruction, in Zimbabwe, language of technology, education, media, new administration, health, music, new religion and economic transactions means that it is regarded as the high variety language with coercive loaning powers. Words from English are then adopted and nativised in the Tonga language, since Tonga asserts itself an independent language that can handle loans on its own. The main focus of this study therefore, is to try and account for the phonological and morphological behavior and changes that take place in English words that enter into Tonga. Analyzing phonological processes that are employed during nativisation of loan words entails analyzing how Tonga speakers handle aspects of English language such as diphthongs, triphthongs, cluster consonants, CVC syllable structure and sounds in repairing unacceptable sequences in Tonga. The research also accounts for the handling of morphological differences between the two languages. This entails looking at how competence and ordered-rule framework are harmonized by Tonga speakers in repairing conflicting features at morphological level. Since the two languages have different morphological patterns, the research analyzes the repairing strategies to handle singular and plural noun prefixes, tenses and particles, which are morphological components of words. The researcher appreciates that the native Tonga speakers have robust intuitions on the proper way to nativise words. / African Languages / D.Litt. et Phil. (African Languages)

The recently established National Assembly for Wales (with the vision of a “truly bilingual Wales”) and bilingual schools are but two major sites in which bilingualism is reconstituting and repackaging Welsh. By close examination of the discourse(s) of language policy texts, the public discourse of one bilingual secondary school and the discussions of four focus groups composed of pupils from the same school, this study identifies three types of discourse which are particularly salient in contemporary Wales: a globalising discourse, a nationalist discourse and an ecology-of-language discourse. By collating the data from focus group discussions, language use questionnaires and language diaries, this study also identifies three categories of bilinguals based on their reported language use: Welsh-dominant bilinguals, English-dominant bilinguals and ‘floaters’ (balanced bilinguals). These three categories correlate with how individuals discursively construct Welsh and bilingualism. However, the medium of the focus group discussions (English or mixed-medium Welsh) correlates more closely with the category that is dominant in each focus group. With performativity theory as a framework, bilingualism is to be seen as a dynamic phenomenon, which is constantly being performatively (re)constituted through the situated practices of bilinguals. In short, this study examines how bilingualism in Wales is being performed, i.e. both how it is discursively constructed by various players in various sites, and how it is formed through everyday bilingual practices, not least those of young people in bilingual education. / Den nyetablerade rådsförsamlingen National Assembly for Wales (med en vision om ett ”verkligt tvåspråkigt Wales”) och tvåspråkiga skolor utgör två av de viktiga arenor där tvåspråkighet omstöper och ompaketerar walesiskan. Genom en närmare granskning av diskursen i språkpolitiska texter, den diskurs som används av en tvåspråkig skola i sina kontakter med allmänheten samt de diskussioner som förs i fyra fokusgrupper med elever från samma skola identifierar den här studien tre diskurstyper som är särskilt framträdande i dagens Wales: en globaliseringsdiskurs, en nationell diskurs och en språkekologisk diskurs. Genom att sammanställa data från diskussioner i fokusgrupper, enkäter om språkanvändning samt språkdagböcker identifierar studien också tre kategorier av tvåspråkiga elever utifrån deras angivna språkanvändning: tvåspråkiga med walesiska som starkare språk, tvåspråkiga med engelska som starkare språk samt ”floaters” (balanserat tvåspråkiga). De här tre kategorierna överensstämmer med hur individerna diskursivt konstruerar walesiska och tvåspråkighet. Det språk som talas i fokusgrupperna (engelska eller walesiska med engelska inskott) korrelerar däremot med den kategori som dominerar i varje fokusgrupp. Med performativitetsteori som utgångspunkt framstår således tvåspråkighet som en dynamisk företeelse, som ständigt (om)skapas genom de tvåspråkigas situerade praktiker. I korthet visar den här studien hur tvåspråkighet i Wales görs, det vill säga både hur den diskursivt konstrueras av olika aktörer på olika arenor och hur den formas av vardagliga tvåspråkiga praktiker, inte minst bland unga i tvåspråkig utbildning.

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

Mgr. Lenka Picková Vitality of the current Galician language Abstract: Never in the field of human history has the dying out of languages been as intense as it is in the present day. The goal of this paper is to assess the vitality of the one of the co- official languages in Spain, the Galician language. After an indispensable definition of the social-historical context, a deep, qualitative and quantitative analysis of nine factors is performed: inter-generational language transmission, education, the absolute and relative number of speakers, trends in existing language domains and media, governmental and institutional language attitudes, and, above all, the attitudes of Galician citizens toward their languages. In the final chapter, a summary of the results of these individual factors, as well as an assessment of their influence on the vitality of the Galician language, is provided. Key words: endangered languages, assessment of language vitality, Galician, language attitudes, minority languages, diglossia, languages in contact, national identity, speaker's attitudes.

This thesis analyzes the phonological and morphological nativisation of English loans in the Tonga language. The contact situation between English and Tonga, in Zimbabwe, facilitates transference of lexical items between the two languages. From having been one of the most widely used languages of the world, English has developed into the most influential donor of words to other languages such as Tonga. The infiltration of English words into the Tonga lexical inventory led to the adoption and subsequent nativisation of English words by the native Tonga speakers. The main deposit of English words into Tonga is the direct interaction between English and Tonga speakers. However, it is sometimes via other languages like Shona, Ndebele, Venda and Shangani. In the 21st century, English’s contribution to the vocabulary of Tonga became more widely spread, now covering a large proportion of the Tonga language’s lexical inventory. The fact that English is the medium of instruction, in Zimbabwe, language of technology, education, media, new administration, health, music, new religion and economic transactions means that it is regarded as the high variety language with coercive loaning powers. Words from English are then adopted and nativised in the Tonga language, since Tonga asserts itself an independent language that can handle loans on its own. The main focus of this study therefore, is to try and account for the phonological and morphological behavior and changes that take place in English words that enter into Tonga. Analyzing phonological processes that are employed during nativisation of loan words entails analyzing how Tonga speakers handle aspects of English language such as diphthongs, triphthongs, cluster consonants, CVC syllable structure and sounds in repairing unacceptable sequences in Tonga. The research also accounts for the handling of morphological differences between the two languages. This entails looking at how competence and ordered-rule framework are harmonized by Tonga speakers in repairing conflicting features at morphological level. Since the two languages have different morphological patterns, the research analyzes the repairing strategies to handle singular and plural noun prefixes, tenses and particles, which are morphological components of words. The researcher appreciates that the native Tonga speakers have robust intuitions on the proper way to nativise words. / African Languages / D.Litt. et Phil. (African Languages)

The master thesis The Langue d'oc in the Scholarly Discourse Before and After The Great French Revolution considers the image of the Occitan language in the lexico-graphical and grammatico-graphical works that have been written between the beginning of the 18th and the mid-19th century. During this epoch, in the framework of a diglossic model, the language in question had been suffering a status of a dominated language. At the same time, however, it had awaken an interest of many scholars whose motivations for their studies ranged from a will to contribute to a proliferation of Francization to an effort to save the Occitan language and restore its own dignity. It is precisely this motivation, as well as the denominations which our authors had given to the language in question and also their strategies for its valorization or devalorization, that this text engages with. The socio-linguistic situation in the Pays d'Oc and the impact of The French Revolution and of its linguistic politics on the presence and the representation of the Occitan are also being examined. These phenomena are studied in the framework of a theory of the formation of nations by Miroslav Hroch as the phase A of the Occitan movement which had remained, at least during this phase, a purely cultural phenomenon, that is to say a...