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Understanding the temporal relations which hold between situations described in a narrative is a highly complex process. The main aim of this thesis is to investigate the factors we have to take into account in order to determine the temporal coherence of a narrative discourse. In particular, aspectual information, tense, and world and context knowledge have to be considered and the interplay of all these factors must be specified. German is aspectually speaking an interesting language, because it does not possess a grammaticalised distinction between a perfective and imperfective aspect. In this thesis I examine the German aspectual system and the interaction of the factors which have an influence on the derived temporal relation for short discourse sequences. The analysis is carried out in two steps: First, the aspectual and temporal properties of German are investigated, following the cross-linguistic framework developed by Carlota S. Smith. An account for German is given which emphasises the properties which are peculiar to this language and explains why it has to be treated differently to, for example, English. The main result for the tense used in a narrative text—the Preterite—is that information regarding the end point of a described situation is based on our world knowledge and may be overridden provided context knowledge forces us to do this. Next, the more complex level of discourse is taken into account in order to derive the temporal relations which hold between the described situations. This investigation provides us with insights into the interaction of different knowledge sources like aspectual information as well as world and context knowledge. This investigation of German discourse sequences gives rise to the need for a time logic which is capable of expressing fine as well as coarse (or underspecified) temporal relations between situations. An account is presented to describe exhaustively all conceivable temporal relations within a computationally tractable reasoning system, based on the interval calculus by James Allen. However, in order to establish a coherent discourse for larger sequences, the hierarchical structure of a narrative has to be considered as well. I propose a Tree Description Grammar — a further development of Tree Adjoining Grammars — for parsing the given discourse structure, and stipulate discourse principles which give an explanation for the way a discourse should be processed. I furthermore discuss how a discourse grammar needs to distinguish between discourse structure and discourse processing. The latter term can be understood as navigating through a discourse tree, and reflects the process of how a discourse is comprehended. Finally, a small fragment of German is given which shows how the discourse grammar can be applied to short discourse sequences of four to seven sentences. The conclusion discusses the outcome of the analysis conducted in this thesis and proposes likely areas of future research.

The thesis discusses the variety of English that is spoken today in Brunei Darussalam and assesses its status as a 'New English'. Using a corpus of spoken data which was recorded and transcribed by the author, the thesis attempts to produce an empirically based linguistic description of the grammatical, lexical and discourse features found in spoken Brunei English and to discuss the ways in which these features differ from the equivalent features in Standard British English. The final part of the study is concerned with the pedagogical and language planning implications of recognizing the existence of a Bruneian variety of English, and with proposing an appropriate English language teaching model for the Bruneian education system.

This essay is written with a background of interest in diversity in Swedish schools. One purpose of the study was to highlight teachers’ positions on the matter of diversity to better understand the term in their working life. The purpose was also to begin to outline the discourse on diversity that the teachers expressed verbally. A study of the Swedish school agency, Skolverket, was carried out to describe their representations of the term. Semi-structured qualitative interviews with four teachers were carried out to gather reflections and attitudes. The teachers worked at various secondary level schools with students aged 13-16. Empiric evidence was supported with sociocultural theory, postcolonial theory and dissertations from Swedish researchers. Discourse theory served as a basis for analysis. Polarizing views on the term diversity was presented as a result. The Swedish school agency emphasized its importance, while not adequately defining the word. Some interviewed teachers showed conflicting views on the word and were generally unsure about the definition. The essay lead to a number of conclusions, including a focus on the ethnic part of diversity and negative responses from the teachers. Several signs of the discourse on diversity were outlined.