PhD (Linguistics)) / Department of Communication and Applied Language Studies

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158 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T15:32:05Z No. of bitstreams: 1 Dissertacao Amaleide Santos.pdf: 4564983 bytes, checksum: 785ac27eb536579e016e2ed172aeda84 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-12T16:54:23Z (GMT) No. of bitstreams: 1 Dissertacao Amaleide Santos.pdf: 4564983 bytes, checksum: 785ac27eb536579e016e2ed172aeda84 (MD5) / Made available in DSpace on 2013-06-12T16:54:23Z (GMT). No. of bitstreams: 1 Dissertacao Amaleide Santos.pdf: 4564983 bytes, checksum: 785ac27eb536579e016e2ed172aeda84 (MD5) Previous issue date: 2008 / O tema da “inclusão digital” vem sendo objeto de vários estudos no país, mas constata-se que pouca atenção ou pesquisas acadêmicas estão voltadas para a relação que jovens e adultos não alfabetizados estabelecem com as tecnologias digitais. A pesquisa busca responder a pergunta: Como pensa, interage e faz uso das TIC – Tecnologias da Informação e Comunicação o imenso contingente da população não alfabetizada? Para compreender as “agruras” vivenciadas pelos trabalhadores não alfabetizados, optou-se por uma metodologia que permitisse dar voz aos sujeitos da pesquisa. Os capítulos estão organizados em ordem do percurso de vida dos trabalhadores, sendo os discursos dos mesmos entremeados por reflexões de autores de diferentes áreas, o que possibilitou-nos conhecer e compreender os processos que os sujeitos que não dominam a leitura e a escrita desencadeiam em torno das tecnologias digitais, suas dificuldades, suas conquistas. A pesquisa faz emergir a realidade vivida, e sofrida, por jovens e adultos não alfabetizados, especialmente os profissionais da indústria da Construção Civil, por ser este o setor que emprega maior número de pessoas com baixa ou nenhuma escolaridade, trazendo à tona as lutas diárias que estas pessoas travam com os recursos digitais que estão a sua volta. A pesquisa identifica uma situação de “peleja digital” do não alfabetizado diante das TIC. Os resultados revelam que as salas de aula implantadas nos canteiros de obras, seguem uma proposta didática centrada no analógico e não alcançam a efetividade digital demandada pelos trabalhadoresalunos. Como conclusão, a pesquisa chama a atenção para o perigo das tecnologias serem utilizadas como argumento para uma possível “exclusão” ou incapacidade atribuída aos jovens e adultos não alfabetizados para lidar com os recursos da informação e da comunicação, da mesma forma que durante séculos de educação no Brasil não foram oportunizadas igualdades educacionais básicas que permitissem a universalização da “alfabetização analógica”. / Salvador

The aim for this study was to investigate adult illiterate students’ motives for becoming literate. The study was conducted in an adult education institution in Sweden where I interviewed four participants learning how to read and write in a second language. All the informants were illiterate when they started school in Sweden and I wanted to investigate if there were differences in second language acquisition dependent on age, gender, motivation or motive. Individual qualitative interviews were used in the method, based on grounded theory. The result showed no motive differences and all informants had the same motive as a goal; to obtain a job. Motivation, however, varied depending on age, but no gender differences could be found. According to this study, high motivation and a positive attitude are the most important factors for succeeding in the literacy work.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2017 / The study outlines the research carried at Sebayeng Public Adult Learning Centre (PALC) in the Limpopo Province. The aim of this study is to identify the educational needs and assets of illiterate women at Sebayeng PALC. The main research question was: What are the educational needs and assets of illiterate women at Sebayeng PALC? This study employed the qualitative research method to explore the educational needs and assets of the illiterate women at Sebayeng PALC. This study employed a case study design to gain insight into the challenges and strengths of illiterate women at Sebayeng PALC. The research participants were purposefully sampled due to the importance of their shared experiences and opinions in answering the interview questions for the purpose of triangulation. The data was collected by means of analysis of documents, semi-structured interviews and observation. The research data was analysed inductively. The findings of the study indicate that the illiterate women appreciate the value of Adult Basic Education and Training (ABET) offered by Sebayeng PALC. Apart from the participants commending their spouses for rendering moral and financial support, they also appealed to the Department of Basic Education (DBE) to introduce ABET Level 4 course. The illiterate women preferred ABET Level 4 course because it is deemed to have more credits that open up learners for further training opportunities at tertiary institutions. Based on the findings of this study, it is recommended that the DBE provide further budgetary support to improve the centre’s operating and financial leverage. In addition, an empowerment programme to improve the quality of teaching and learning to illiterate women at Sebayeng PALC has also been recommended.

Made available in DSpace on 2016-04-28T20:58:03Z (GMT). No. of bitstreams: 1 YaraCunha.pdf: 1215445 bytes, checksum: c70527ac3f50cc5fef726ebb633a35f3 (MD5) Previous issue date: 2005-06-23 / This research has as main subject teachers who alphabetize youngsters and adults involved in a NGO located at the Cotia District and it is focused on representations that these teachers build regarding the illiterate, with whom they relate on a teaching-learning context. These teachers, to become instructors, complete a structured training program. The first part of this dissertation presents a historical development of adult education in Brazil, up to today. The understanding of the illiterate is remotely associated to a feeling of national shame (encompassing the periods of Colony, First and Second Republics), continuing to a more political conception up to the notion of oppressed with a vocation to Be More (movement for basic education / Paulo Freire), next being linked to a conception of literacy that is empty of critic sense (MOBRAL), reaching what is today viewed as the functional illiteracy. It is highlighted the value given to the quantitative aspects of the programs to eliminate illiteracy. The second part analyses the adopted theoretical and methodological approaches. They include the theory of social representations which, through a psychosociological approach, demonstrates how scientific theories are being incorporated in the intersubjectives relations comprised of social network. These in turn produce other types of theories, known as of common sense , used for communication and behavior construction. Aiming at opening and reviewing the concepts of the illiterate by the teachers alphabetizers of adults who are working at the same institutional premises, procedures to analyze contents were used, with pre established categories, together with the application of questionnaires and the use of words stemmed by the keyword illiterate adult . Data analysis demonstrated that an illiterate concept made up by central elements such as: the one who ignores, presents handicaps, and cannot read the world and by peripheral elements such as: by exclusion, lack of opportunity and initiative, possessing attributes and experience , indicated a background of conceptions of world and education, to a great extent, divergent from those which are the basis for the training of these educator / Tomando por sujeitos professores alfabetizadores de jovens e adultos de uma mesma ONG no município de Cotia, a presente pesquisa enfoca as representações que estes constroem a respeito do analfabeto, com quem se relacionam em situação de ensino-aprendizagem. Estes sujeitos passam, enquanto formadores, por processo formativo estruturado. Em sua primeira parte, o trabalho apresenta um encadeamento histórico da educação de adultos no Brasil até o presente momento, onde a concepção de analfabeto se constrói remotamente associada a um sentimento de vergonha nacional (período Colonial , Primeira e Segunda Repúblicas), passando para uma concepção mais politizada até a idéia de oprimido com vocação de Ser Mais ( movimentos de educação de base/ Paulo Freire), em seguida ligando-se a uma concepção de alfabetismo esvaziado de senso crítico (MOBRAL), estando hoje caracterizado sob a ótica do analfabetismo funcional. É ressaltada a valorização do aspecto quantitativo dos programas de erradicação do analfabetismo. Na segunda parte, apresenta a linha teórico-metodológica adotada, a teoria das representações sociais, que através da abordagem psicossociológica, demonstra como as teorias científicas vão sendo apropriadas nas relações intersubjetivas que compõe a rede social, produzindo outro tipo de teorias, as chamadas de senso comum , com fins de comunicação e de elaboração de comportamentos. Com vistas a desvelar as concepções de analfabeto dos alfabetizadores de adultos atuantes em um mesmo espaço institucional, é utilizado o procedimento de análise de conteúdo, com categorias pós definidas, mediante a aplicação de questionários e evocação de palavras a partir do termo indutor adulto analfabeto . A análise dos dados mostrou uma concepção de analfabeto composta pelos elementos centrais: aquele que ignora, apresenta incapacidades, e não consegue ler o mundo e pelos elementos periféricos: pela exclusão, falta de oportunidade e de iniciativa, possuindo bagagem e experiência , apontando uma ancoragem em concepções de mundo e educação, em sua maioria, divergentes daquelas em que se fundamenta a formação desses educadores

Community colleges in Western North Carolina have enrolled many displaced workers who lack basic academic skills and are unable to find jobs. This study focused on the problem of displaced workers with low academic skills who rarely advance beyond Adult Basic Education (ABE) classes for retraining in high-tech job skills. The purpose of this single case study was to determine the barriers that prevent functionally illiterate displaced workers or nontraditional students enrolled in ABE programs from completing ABE classes and advancing to retraining programs. The adult learning styles and learning impediments framework were used to study what prevented student advancement beyond the ABE programs. Eight students were purposefully identified and agreed to participate in the study. The student participants completed open-ended questionnaires, participated in semi-structured individual interviews, and were observed in a classroom environment. The collected data were analyzed using descriptive coding and thematic analysis. The study produced 2 key themes that may help students succeed: (a) ABE instructors should adapt teaching methods to adult learning styles, and (b) the primary focus of ABE programs should be on the improvement of basic English language skills. The results of this study can be used by ABE directors, ABE instructors, and community college administrators as they seek to improve adult learning in ABE programs, increase students' technical skills, and get displaced workers back to work.

本研究源自於McLuhan「媒介就是訊息」的說法。研究者認為，關於媒介與人類心靈間的互動關係，如果真如麥氏所說，不同的媒介使用會造成不同思維及傳播方式的話，那麼或許我們可以反過來進一步提問，未受過文字教育，不使用「文字」做為思維溝通工具的文盲，怎麼思考及口語表達？他們的思考方式又和受過文字教育的人有什麼不同？ 事實上，本文的主要研究問題與目的，並非只在說明文盲的口語表達行為，更重要的是，研究者試圖以媒介使用差異為切入點，建立一套解釋人類口語表達行為的初步架構，而這個解釋架構的完成，則需透過文盲口語表達行為的觀察與說明而來。 在本文中，研究者特別強調報導人所處整體「媒介文化」情境對其思維與行為的影響性，並透過文獻檢閱及十五位報導人田野觀察的過程，研究者將媒介定義為一種「文化工具箱」，研究者並進一步以這兩個概念，延伸McLuhan「媒介就是訊息」的概念，提出本研究的解釋架構： 非單一媒介，而是人們所處的整體「媒介文化」影響人們的口語表達行為。不同的媒介文化會形塑不同的文化工具箱，在日常生活的口語表達行為中，人們即是利用這些文化工具箱，來解決問題及達成目的；但反過來說，這些文化工具箱也會限制和影響人們所思所為。 在此，「媒介文化」一詞，指的是以思維溝通工具為首，所創造出的文化環境，與傳統傳播學中指涉的媒體內部文化意義並不相同。「文化工具箱」指的則是那些經由所處文化形塑而來的各式有形及無形的成套工具。在本文中，研究者調特別強調，文化工具箱是以多重成套的方式共存。亦即，在解決某一問題時，我們腦中同時可能存有多個甚至相互衝突的文化工具箱，人們即是利用這些共存的多重文化工具箱，選擇出適當的問題解決工具。故而我們可以說，在解決問題的過程，人們仍具有相當程度的自主性。 另外，必須強調的是，本文在媒介文化中所提的口語/文字/電子文化分類，並非是個截然二分的概念，而是一種「偏向」。因為現存文化中，大半同時包含了口語、文字和電子文化的作用，只不過不同的媒介文化，在其中所造成的作用力有其大小罷了。故而本文以口語和文字/電子偏向文化稱之，旨在說明口語/文字/電子文化的連續和混合特性。 同樣的，在本文中，文化工具箱也是種「偏向」概念，亦即，文化工具箱的形成與使用，並非處於一種截然二分的狀態，而是種習慣的傾向，故而某些文化工具箱，也許較常在口語文化偏向或口語人身上使用，但並不意謂著文字/電子文化偏向或文字/電子人，就不使用這些文化工具箱，只不過相對上來說，使用的技能和頻次可能少了些。 至於這個文化工具箱使用的選擇偏向，主要與我們的生活/生長環境有關，生活/生長於某媒介文化中人，因為從小到大就身處在一個使用該文化所形塑的文化工具箱的環境中，所以會偏向選用該文化所形塑之工具箱，且使用技能較佳。 / This study tries to establish a media theory to explain the oral expression of people. In this study we propose some ideas through the filed observation of 15 illiterate’s oral expression and the literature review. First, not media only factor but the whole media culture affects people’s thinking way and oral expression. Second, all media are cultural product, so we call them cultural tool-kit. And when people use a media to solve some problems, they must be affected by the culture. Third, sometimes we choose the different cultural tool-kit to solve the same problem, so tool-kit’s use is a kind of people’s actively choice process. Fourth, the choice process of cultural toolkits is a kind of bias behavior. The people growing in a oral media culture bias to use oral media cultural toolkits to solve problems. Fifth, although we actively use cultural toolkit to solve problems in our everyday, but these cultural toolkits also affect our thinking way and oral expression.

Sfi är en skolform inom vuxenutbildningen där det bedrivs undervisning i svenska som andraspråk. Eleverna kan gå tre olika studievägar beroende på skolbakgrund från hemlandet där studieväg 1 är anpassad för elever med ingen eller maximalt fem års skolbakgrund från sitt hemland. Det innebär att i gruppen finns elever som lär sig läsa och skriva för första gången på ett nytt språk. Enlig Skollagen (SFS: 2010:800) har eleven som påbörjar studier på Sfi rätt att avsluta kursen med stöd men vuxenutbildningen där Sfi ingår är undantagna de delar i Skollagen (SFS: 2010:800) som anger särskilt stöd. Läs- och skrivinlärningen ska enligt Kursplanen för Sfi (2018) ske under hela studietiden parallellt med den kurs som eleven studerar. Syftet med studien är att undersöka rektorers uppfattning om vad de anser krävs för att elever med minder än fem års skolbakgrund från hemlandet ska kunna fullfölja sina studier på Sfi. Tidigare forskning har visat att framgångsrik läs- och skrivinlärning för analfabeter bygger på modersmålet, för eleven känt kulturellt och socialt kontexts som gör undervisningen förståelig, meningsfull och motiverande. Metoden som använts för insamling av data är semistrukturerade intervjuer med rektorer från sju olika kommunala Sfi. Intervjuerna har analyserats induktivt med stöd av innehållsanalys. Resultatet visar att rektorerna upplevde att samverkan mellan Sfi, Arbetsförmedling och socialtjänst störs av de olika uppdrag verksamheterna har gentemot individen som försvårar för eleverna att uppnå målen i kurserna. Rektorerna angav att specialpedagogiskt perspektiv och utvecklingsarbete var viktigt för att stödja elevens utveckling. Rektorerna tog även upp det formativa arbetssättet som ett medel att synliggöra elevens progression och kartläggning av behov. För att stödja elevers lärande behöver Sfi, Arbetsförmedlingen och socialtjänsten samverka för att eleven ska uppleva den röda tråden mellan studierna på Sfi och den aktivitet som sker övrig tid. En sådan aktivitet kan vara språkpraktik där eleven utvecklar språket samtidigt med förståelse för olika kulturella och sociala kontext som den möter. För att möta elever olika behov är det önskvärt att Sfi utvecklar inkluderande specialpedagogik enligt Hornbys (2015) teori där eleven får stöd både i grupp och enskilt utifrån elevens behov. / Swedish for immigrants (Sfi) is a school form in adult education where teaching is conducted in Swedish as a second language (L2). Students can take three different study paths depending on the school background from their home country where study path 1 is adapted for students with none or a maximum of five years of school background from their home country. This means that in the group there are students who learn to read and write for the first time in a new language. According to the Education Act (SFS: 2010: 800), the student who commences studies at Sfi has the right to terminate the course with support, but the adult education where Sfi is included is exempt from the parts in the School Act (SFS: 2010: 800) that state special support. Reading and writing learning, according to the syllabus for Sfi (2018), must take place during the entire study period in parallel with the course the student is studying. The purpose of the study is to investigate the principals' perception of what they consider necessary for students with less than five years of school background from their home country to be able to complete their studies at Sfi. Previous research has shown that successful learning of reading and writing for illiterates is based on their first language (L1), for the student a known cultural and social context, which makes the teaching understandable, meaningful and motivating. The method used for collecting data is semi-structured interviews with principals from seven different municipal Sfi. The interviews have been analyzed inductively with the help of content analysis. The results show that the principals felt that the collaboration between Sfi, the employment agency and social services is disrupted by the various assignments the different actors have towards the individual which makes it difficult for the pupils to achieve the goals in the courses. The principals stated that special educational perspective and development work were important to support the pupil's development. The principals also addressed the formative approach as a means of highlighting the student's progression and mapping of needs. In order to support pupils' learning, Sfi, the employment agency and the social services need to collaborate for the student to understand the relationships between the studies at Sfi and the activity that takes place at other times. Such activity can be language practice where the student develops the language at the same time as understanding of different cultural and social contexts. In order to meet students' different needs, it is desirable that Sfi develops inclusive special education according to Hornby's (2015) theory where the student receives support both in group and individually based on the student's needs.

Syftet med denna studie är att undersöka vilka digitala verktyg som används i SFI-undervisningen av vuxna elever utan skolbakgrund och hur dessa verktyg används, vilka förmågor eleverna övar samt vilken betydelse digitala verktyg har i dessa elevers språkinlärning. För att undersöka det har jag använt mig av en metodkombination av strukturerade observationer i två A-grupper samt semistrukturerade intervjuer med två undervisande lärare i dessa grupper.  Studiens resultat visar att de digitala verktyg som används i A-kurs är Ipad och appar, Smart Notebook/Smartboard, Dator, Lunis och Powerpoint. Dessa verktyg används mestadels för individuellt arbete men det finns tillfällen då vissa av dessa verktyg används i helklass. Eleverna övar med stöd av dessa verktyg förmågan att lyssna och förstå, tala (uttal), läsa och förstå, skriva och arbeta självständigt. Studiens resultat visar även en tämligen liten interaktion mellan elever under tiden de arbetar med digitala verktyg.  Lärarnas uppfattningar är att digitala verktyg har en stor betydelse i språkinlärningen hos vuxna elever utan skolbakgrund. Enligt lärarna erbjuder digitala verktyg en mängd olika möjligheter för dessa elever att öva och utveckla samtliga språkfärdigheter. Studien visar även att det finns vissa områden som kan utvecklas. / The purpose of this study is to investigate which digital tools are used in SFI teaching of adult students without school background and how these tools are used, what abilities the students practice and what significance digital tools have in these students language learning. To investigate this, I have used a method combination of structured observations in two A-groups as well as semi-structured interviews with two teachers in these groups. The results show that the digital tools used in the A-course are Ipad and apps, Smart Notebook/Smartboard, Computer, Lunis and Powerpoint. These tools are mostly used for individual work, but there are times when some of these tools are used in full class. With the help of these tools, students practice the ability to listen and understand, speak (pronounce), read and understand, write and work independently. The results also show a fairly small interaction between students while working with digital tools. Teachers’ perceptions are that digital tools are of great importance in the language learning of adult learners without a school background. According to the teachers, digital tools offer a wide variety of opportunities for these students to practice and develop all language skills. The study also shows that there are certain areas that can be developed.