Esta pesquisa propõe-se a investigar como a linguagem pode ser usada na transposição didática dos conceitos de sistema de gestão, auditoria, evidência, requisito, conformidade, não conformidade, ação corretiva/preventiva e eficácia, integrantes da norma NBR ISO 19011:2012 – Diretrizes para auditoria de sistemas de gestão, para o material a ser utilizado no curso de formação de auditores de sistema de gestão (SG). Para atingir o objetivo proposto, apresentam-se: as concepções de conhecimento, educação, aprendizagem e linguagem, com base em Morin, Vygotsky, Pozo, Ausubel, Abbagnano e Saussure; o processo de formação de conceitos científicos, fundamentado em Vygotsky e Ausubel; a estrutura linguísticodiscursiva de uma definição, segundo Garcia, Azevedo e Rowell; e as etapas de um processo de transposição didática, com base em Chevallard e Alvarez. O resultado da pesquisa é a formulação de propostas de definição dos conceitos de auditoria de SG. Nesse sentido, para cada conceito, foram realizadas: (a) uma análise da estrutura linguísitico-discursiva de sua definição na referida norma; e (b) uma proposta de definição que possa constituir-se em material a ser utilizado no curso de formação de auditores internos de sistema de gestão, a fim de contribuir para uma transposição didática mais adequada e eficaz a esse processo. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-06-11T17:49:17Z No. of bitstreams: 1 Dissertacao Florencia del Carmen Nieto.pdf: 1318607 bytes, checksum: 309aa741ef759ddb79bf13972158055b (MD5) / Made available in DSpace on 2015-06-11T17:49:17Z (GMT). No. of bitstreams: 1 Dissertacao Florencia del Carmen Nieto.pdf: 1318607 bytes, checksum: 309aa741ef759ddb79bf13972158055b (MD5) / This research aims to investigate how language can be used in the didactic transposition of the concepts of management system, audit, evidence, requirement, conformity, non-conformity, corrective/preventive action and effectiveness, which are part of the ISO 19011: 2012 standard – Guidelines for auditing management systems, material to be used in the course for auditors of management system. To achieve this objective, we present: the conceptions of knowledge, education, learning and language , based on Morin, Vygotsky, Pozo, Ausubel, Abbagnano and Saussure; the process of the formation of scientific concepts, grounded in Ausubel and Vygotsky; the linguistic/discursive structure of a definition, according to Garcia, Azevedo and Rowell; and the stages of a process of didactic transposition , based on Chevallard and Alvarez. The result is the creation of proposals to define the concepts of auditing in management system. In this regard, for each concept, we executed: (a) an analysis of the linguistic- discursive structure, based on the referred standards; and (b) a proposal for a definition yet to become material to be used in the course for internal auditors of management system, in order to contribute to a more appropriate and effective didactic transposition in this process.

Esta pesquisa propõe-se a investigar como a linguagem pode ser usada na transposição didática dos conceitos de sistema de gestão, auditoria, evidência, requisito, conformidade, não conformidade, ação corretiva/preventiva e eficácia, integrantes da norma NBR ISO 19011:2012 – Diretrizes para auditoria de sistemas de gestão, para o material a ser utilizado no curso de formação de auditores de sistema de gestão (SG). Para atingir o objetivo proposto, apresentam-se: as concepções de conhecimento, educação, aprendizagem e linguagem, com base em Morin, Vygotsky, Pozo, Ausubel, Abbagnano e Saussure; o processo de formação de conceitos científicos, fundamentado em Vygotsky e Ausubel; a estrutura linguísticodiscursiva de uma definição, segundo Garcia, Azevedo e Rowell; e as etapas de um processo de transposição didática, com base em Chevallard e Alvarez. O resultado da pesquisa é a formulação de propostas de definição dos conceitos de auditoria de SG. Nesse sentido, para cada conceito, foram realizadas: (a) uma análise da estrutura linguísitico-discursiva de sua definição na referida norma; e (b) uma proposta de definição que possa constituir-se em material a ser utilizado no curso de formação de auditores internos de sistema de gestão, a fim de contribuir para uma transposição didática mais adequada e eficaz a esse processo. / This research aims to investigate how language can be used in the didactic transposition of the concepts of management system, audit, evidence, requirement, conformity, non-conformity, corrective/preventive action and effectiveness, which are part of the ISO 19011: 2012 standard – Guidelines for auditing management systems, material to be used in the course for auditors of management system. To achieve this objective, we present: the conceptions of knowledge, education, learning and language , based on Morin, Vygotsky, Pozo, Ausubel, Abbagnano and Saussure; the process of the formation of scientific concepts, grounded in Ausubel and Vygotsky; the linguistic/discursive structure of a definition, according to Garcia, Azevedo and Rowell; and the stages of a process of didactic transposition , based on Chevallard and Alvarez. The result is the creation of proposals to define the concepts of auditing in management system. In this regard, for each concept, we executed: (a) an analysis of the linguistic- discursive structure, based on the referred standards; and (b) a proposal for a definition yet to become material to be used in the course for internal auditors of management system, in order to contribute to a more appropriate and effective didactic transposition in this process.

In this thesis, two types of non-native speakers are examined to advance our understanding of the language faculty. Filling a gap in literature, a production study of heritage language speakers of Korean and a comprehension study of heritage and non-heritage language speakers of Korean and of English for phenomena at the syntax-phonology interface are conducted. In the production study, narrative data collected from American heritage language speakers of Korean from the lower end to the higher end of the proficiency spectrum are examined for error analysis. Various tactics are used in dealing with unfamiliar vocabulary (extending their morphological knowledge of Korean and/or English, circumlocution, asking for the corresponding vocabulary in English, code-switching between Korean and English, and literal translations from English); sentence connections are less than fluent; sentence-level errors are observed with honorifics and with inanimate subjects, along with morpho-syntactic errors concerning misuse of particles (locatives and passives/causatives). Even at the lower-proficiency level, few difficulties in the realm of syntax-phonology interface, or prosody, are observed, motivating the next study. The comprehension study investigates the issues in the context of prosody and information structure. Information structure in Korean is surveyed, with a proposal laying out the environment in which the otherwise optional case and information-structural particles are mandatory, based on recoverability. A series of listening experiments with seven-point acceptability rating scores as the dependent variable are conducted to answer the following questions about language spoken by non-native speakers: (i) Do non-heritage and heritage learners acquire prosodic information conveying information structure? (ans heritage: yes, non-heritage: no), (ii) Does Sorace & Filiaci's (2006) Interface Hypothesis, which proposes that phenomena involving the interface of syntax and other areas (pragmatics) are less likely to be learned for very advanced learners, extend to the syntax-phonology interface? (ans no). The current study demonstrates how heritage language study may contribute to our understanding of the language faculty that other types of acquisition studies cannot. / Linguistics

While the field of educational research has produced an enormous amount of literature relevant for improving teaching and, ultimately, student achievement, the field has been less successful at producing deep and lasting instructional change at scale. In this dissertation, I present three papers that explore an approach to program implementation that attempts to cultivate conditions to support scale by involving teachers in a process of collaborative inquiry around an evidence-based program called READS for Summer Learning (READS). While many have called for implementation approaches that give educators an opportunity to make adaptations, few studies have examined the ways in which teachers respond to such an approach, including: the process that teachers go through as they are making their adaptation decisions, the kinds of adaptations they make, and the ways in which participation in such an approach may affect their perceptions of the program. In this thesis, I begin to address these gaps. Together, the papers in this dissertation explore how teachers at three high-poverty schools in one urban district responded when given opportunities—both as individuals and as teams—to make structured adaptations to READS. In the first study, I focus on individual teachers’ enactments of READS in their classrooms. The purpose of this study was to explore individual teachers’ fidelity to and adaptations of the core component of READS in which teachers have the most responsibility—teaching the READS lessons. In the second study, I consider the adaptation decisions that grade-level teams arrived at through a collaborative inquiry process. In my third study, I use interview data, collected after the implementation of the school-based components of READS (including the lessons) but before the end of the summer, to explore teachers’ expectations of the program’s effectiveness for their students and the basis for these expectations. Taken together, these studies provide insight into what success might look like when it comes to giving teachers greater autonomy over the implementation of evidence-based programs, as well as how researchers and school leaders might support these kinds of efforts.

Abstract not available.

The study reports on the learning outcomes of a thematic, task-based curricular innovation in which paired Korean and English-speaking peers, each learning the other's language and culture, collaborate on chat homework assignments and related classroom activities in an International Languages class. This study draws primarily on sociocultural theory to investigate language learning through computer-mediated communicative tasks as a socially mediated process. This ethnographically based longitudinal case study follows principles of action research to identify contributions each research tradition can make to our understanding of language learning through interaction among learners within a learning community. In order to explore second language acquisition during interaction, this study also employs an interactionist approach to examine more specific linguistic and interactional features of learners' online chat discourse in tandem. Examination of the students' online chat interactions and related tandem classroom discussions and activities between experts and novices, with the tandem partners fulfilling each role in turn, reveals how collaborative peer-peer dialogue supports knowledge-building within this cross-linguistic learning environment. Data, qualitative in nature, reveal how these students are able to learn and teach contextually meaningful and appropriate linguistic and cultural behaviour through socially mediated actions, using online peer-peer collaborative dialogue, computers and tasks as meaning-making resources within their own cross-linguistic learning community. The findings show that the online chat interactions contributed to the establishment of a community of learners and supported effective second language learning. Specifically they show the ways in which learners appropriated a variety of language practices from one another, developed awareness of self in relation to others, and participated in expert and novice discursive learning practices in the construction of meaning. During collaborative peer-peer conversations, they adapted their language and negotiated meaning to facilitate communication and enhance their second language learning. Both qualitative and quantitative data on their second language learning outcomes, including growth of vocabulary and explicit learning of L2 cultural concepts from thematic tasks show important learning outcomes for both groups. The findings of the study extend our understanding of what it means to learn a language and engage with another culture.

Using phenomenological interviewing as a methodology, this study reconstructs the urban high school experiences of sixteen language minority students through the participants' words. Three sixty-minute interviews were conducted with each of the participants. The study explores the social, cultural, and educational experiences of the participants before they entered high school, their experiences in ESL classrooms, the transition from ESL to the mainstream, and the mainstream English classroom. The study finds that participants learned English in a variety of ways, both inside and outside the classroom. In both the ESL and mainstream classrooms, talking, reading, and vocabulary study were considered the most important of all literacy activities, writing less so, and grammar the least. Participants considered reading aloud as vital to their learning English and they cited the short story and the plays of Shakespeare among the most compelling literary genres. In addition to how and what they were taught, participants wanted teachers who listened to, cared for, and respected them. The study suggests that secondary English teachers, within a social construction of literacy perspective, need to contextualize language learning more in accord with students' sociocultural and ethnolinguistic backgrounds and experiences. They also need to integrate an instructional skills and a whole language approach to language learning, not one or the other; to sound out, enact, and present language with a range of instructional strategies and methods; and to listen to, care for, and respect students. Generally, teachers and administrators should communicate continually to ensure the social and academic success of this growing population. Further, preservice and inservice English teacher education programs should make curricular changes to address the academic and affective needs of an increasing language minority student population. Finally, future research should focus on more in-depth studies of specific cultures or ethnicities, such as the Vietnamese who come from an Eastern to a Western culture, to gain a deeper understanding of their lives and their particular needs and goals. Educational researchers need to continue to interview students to bring their voices, concerns, and knowledge into educational dialogue and debate.

Adult literacy has become more important today. Nearly half of the millions who lack a high school education are non-English speaking adults in urban communities. Understanding the problems these adults confront in learning English is crucial to providing quality literacy services. Adult learners come to the learning tasks with fully developed cognitive capacity and life experiences. Learners' perception of the learning task affects the teaching and learning process. Despite many studies in L2 acquisition, very little is known about how adult L2 learners think about the process, particularly learners at the low literacy levels. In an attempt to find some commonality among Chinese adult ESOL learners, a survey was conducted in an urban community school. The study examined the perceptions of Chinese adult learners on the key issue in L2 learning, namely, L1 influence in learning L2 literacy skills. The study found that adult Chinese learners perceived L1 influence in learning English. Learners indicated positive L1 influence in some categories, but perceived significant negative L1 influence in more categories. Learners explained their perceptions in terms of similarities and differences between Chinese and English, the existence and non-existence of certain features in Chinese, their L1 learning experience and their learning philosophy. Their explanations also show different learner strategies and reflect the form of L1 education learners received. Learners also indicated preferred instructional approaches in their responses to the open-ended question. It is also indicated that learners perceive more L1 influence in superasegmental structures than in the segmental elements of the L2, even in places where L1 clearly affects the learning of the L2 segments. Among the four basic literacy skills, learning to speak English is the most difficult task as perceived by the Chinese adult learners. Listening is very difficult for most of the respondents. Writing is difficult for a significant number of learners while reading is perceived the least difficult by all learners. Areas for future research were pointed out. It is hoped that data from this study will serve as baseline information for future practitioner research in the adult literacy field.

Since the United States has become an ethnically and culturally diverse country and has become a microcosm of the world, multicultural children's literature has attracted more and more attention and raised questions about its quality. The purpose of this study was to determine what images of Chinese people, Chinese-Americans, and Chinese culture were attributed in children's and adolescents' fiction. The study was achieved by examining 57 fictional books written by Chinese-American authors and other-American authors for readers from kindergarten through junior high school published in the United States from 1980 to 1997. This study was an example of the descriptive method of research using content analysis, a technique for evaluating the descriptions and information from the selected books in a systematic and objective manner, to achieve "systematic examination" by analyzing the information identified in the books under the study. The content of the books was analyzed to discover the ways Chinese people were portrayed and the ways Chinese cultures were represented, and to examine whether or not they were stereotyped. This study used two instruments, including a total of thirteen categories, to examine the images and representations from different perspectives. The results of the study indicated that the images of Chinese people were attributed both realistically and in a stereotypic manner, and the representations of Chinese culture in many books were inaccurate and unauthentic. It was also found that most of the inaccurate information and misrepresentations were made by non-Chinese-American authors and illustrators, though a few inaccurate pieces of information were made by Chinese-American authors and illustrators. The present study may be helpful to authors, illustrators, book reviewers, curriculum specialists, and others working with written materials about China, Chinese and Chinese-Americans, and also to scholars of children's literature who wish to analyze other cultures well. Directed toward the elimination of the stereotypes of Chinese and Chinese-Americans in Children's and adolescents' literature, the study promotes the realization of intercultural understanding, a necessary concomitant to the further development of cultural pluralism in this country.

Japanese student in the United States have an opportunity to receive education in American public schools and in Japanese weekend supplementary schools guided by the Ministry of Education in Japan. This "bi-schooled" situation emphasizes positive aspects of educating biliterate children. However, developing literacy skills in both English and Japanese is a complicated task for students. Focusing on maintenance and development of literacy skills in Japanese as a first language, this study provides an intensive description of the Japanese writing experiences and practices of four ninth graders and of teaching experiences of three Japanese teachers in one weekend school in the United States. The students are native-born Japanese who have received more than five years of education in both American and the Japanese weekend school. All three teachers have experience teaching in Japan and have lived in the United States for over seven years. There is gap between the present situation of Japanese bi-schooling students and these teachers' standards in the weekend school. Investigating these students and teachers allows us to perceive this gap. Data collected through a phenomenological in-depth interview method is presented in the following three aspects: students' self-understanding, their positive perspectives on learning two languages, and their difficulties under current conditions of bi-schooling. Also from teachers' perspectives, the teachers' observations of problems in the students' essays, their perception of problems in the students' bi-schooled situation, their strategies for instruction in Japanese composition, and their understanding of the role of Japanese weekend schools are examined. The examinations of thirteen students writing samples by the teachers were included in the interviews. The findings identify important insights and approaches in the following areas: bilingual education, language-minority education, and teachers' roles, including their academic expectations of students, in educational settings. This study has implications for meaning of bilingual education, issues of language-minority education, the importance of teachers' awareness of issues and problems faced by language-minority students, the importance of parental involvement in education. In addition, it has ramifications for Japanese education in the United States as well as Japanese bilingual education in Japan.