M.A. / South Africa is a multiracial and multicultural society, and the diversity of languages reflect a complex and differentiated nation. This investigative study attempts to show how South Africans from different cultural and linguistic groups experience the humour in the Madam & Eve comic strips and whether, to some extent, they share a common sense of humour. The study starts with an investigation into the relationship between culture and language through the Sapir and Whorf hypothesis. Furthermore the study discusses the relationship between culture, language and humour to show that humour is in many instances culture specific. In culture-specific humour, the humour tends to be at the cost of people from a different cultural group; thus “we” can laugh at “them”. The study also defines humour and investigates the working of humour through the superiority theory, the relief theory and the incongruence theory. The discussion shows that participants in humour need to share the right context and knowledge before they can enjoy the humour. The study looks at comic strips as a genre and how humour operates in comic strips. The investigation also discusses the background on and the characters in the Madam & Eve comic strips. The discussion shows the humour in the Madam & Eve comic strips depicts social issues, racial relationships, especially the relationship between the white Madam, her elderly mother and the black Eve, crime in South Africa and politics. An empirical survey serves as the vehicle to investigate how respondents from different cultural and linguistic backgrounds experience the humour in Madam & Eve. The different examples were chosen to see if respondents experienced certain types of humour depicted in the comic strips in a negative way. The study includes analysis of the different racial and linguistic groups’ experience of the humour depicted in the comic strips included in the questionnaire to show differences in different groups’ experiences. Although some of the respondents took a more neutral stance to some of the ethnic humour depicted in Madam & Eve, generally speaking the respondents experienced the humour depicted in the comic strips in a positive way.

Orientador: Rozana Aparecida Lopes Messias / Banca: Lucia Regiane Lopes Damásio / Banca: Maisa de Alcântara Zakir / Resumo: O presente trabalho apresenta reflexões acerca da utilização de ferramentas tecnológicas no ensino de Língua Portuguesa, bem como dos conceitos de cultura maker, gamificação e como esses contribuem para práticas multiletradas. O objetivo geral dessa pesquisa foi verificar possibilidades e refletir sobre diferentes maneiras de utilização de aparatos tecnológicos e da utilização da cultura maker no ensino da Língua Portuguesa, por meio do desenvolvimento de propostas de ação baseadas no conceito de cultura maker, gamificação e multiletramento. Para o desenvolvimento dessa proposta, nos embasamos na metodologia de pesquisa qualitativa de caráter exploratório, buscando compreender a necessidade da utilização de diferentes recursos em sala de aula, mediante revisão bibliográfica e análise das propostas de trabalho. Nossa base teórica esteve atrelada a livros e artigos publicados em periódicos nacionais e internacionais a partir de descritores como tecnologia no ambiente escolar, cultura maker, gamificação, multimodalidades e multiletramentos. Nesse ínterim, serviram como base os estudos de autores como Borges (2013) Gavassa (2015) e Vygotsky (1999), Dionísio (2011), Rojo (2012, 2015). A experiência com a pesquisa nos mostrou que há inúmeras possibilidades de práticas que podem ser realizadas em sala de aula com o uso de tecnologias, desde que haja intencionalidade, valorização dos saberes pré-existentes e, ainda, coletividade / Abstract: The present work presents reflections about the use of technological tools in the teaching of Portuguese Language, as well as the concepts of maker culture and gamification, and how these elements contribute to the teaching and learning process, favoring the taste for reading. Because we are inserted in technological spaces, we observe the need for this research, focusing on the use of these resources that are available in the students' daily life and understanding their possible use as a didactic tool. The general objective of this research was to verify the possibility of developing work with the Portuguese Language, focusing on reading and text interpretation activities, through the development of proposals for action based on the concept of maker, gamification and multiliteracies culture mediated by technology and also to investigate and reflect on different ways of using technological devices and the use of the maker culture in the teaching of the Portuguese Language. For the development of this proposal, we used as research methodology the exploratory qualitative research, seeking to understand the need to use different resources in the classroom, through a bibliographical review and analysis of the work proposals. The bibliographic review was carried out through books and articles published in national and international journals from descriptors such as technology in the school environment, culture maker, gamification, multimodalities and multiliteracies. In the meantime, studies by authors such as Borges (2013) Gavassa (2015) and Vygotsky (1999), Dionísio (2011), Rojo (2012, 2015) were used as basis. Because we believe in the importance of a work on this subject, it was possible to consider that there are many possibilities of works with multiliteracies and technologies in the classroom and that their development can be realized, since they are involved in intentionality... / Mestre

ABSTRACT This thesis investigates through theoretical analysis and imperative research, how Sepedi is represented on SABC, especially on SABC 2 in accordance to the Independent Communications Authority of South Africa (ICASA). Looking back Sepedi programming before democracy and after democracy, SABC has gone through a major transition. This thesis visits the transitions that SABC went through and how SABC is transforming to serve public interests. This essay will composed of empirical observations to depict whether these aims are in fact pursued and achieved.

Thesis (M.A (Psychology))--University of the Witwatersrand, Faculty of Humanities, 2016. / The purpose of the research was to explore issues of identity amongst young, English speaking black middle class women focusing on belonging and alienation. Qualitative research using narrative interviews was conducted with 10 middle class women, aged between 20 and 35 years, who were among the first cohort of black children to attend model C schools at the end of the apartheid era and be taught in English. Several themes and findings were identified, starting with the multigenerational influence on the journey into being assimilated into the English language and culture. Grandmothers and parents experienced tensions between loss of indigenous languages and gaining class mobility for their daughters. Participants also unpacked their journeys of being assimilated into the English language and whiteness and the traumatic experiences they went through as their childhoods were racialised and they became positioned as inferior black people. These traumatic experiences of race continued into their adulthood and intersected with gender, class and language, as the women were positioned as ‘cultural clones’ in the workplace. Language also influenced the women’s intimate relationships as they positioned English speaking male partners as providers and therefore potential life partners. Issues of hair and skin colour were also found to be significant identity markers through insertion into western culture through language, and blackness is actively redefined, resisted and reclaimed. This shows how our identities are fragmented and fluid, allowing the women to experience multiple identities and make them work. The women experience tensions between the loss of their mother tongue and culture, and the positive gains of class mobility that they attribute almost solely to their adoption of the English language as their primary (or only) language of communication. They are alienated from their communities because of their immersion into English and western culture but they are actively generating a new sense of belonging and identity within a new imagined community of English speaking black middle class women / GR2017

Language of the Snakes is a biography of Prakrit, one of premodern India’s most important and most neglected literary languages. Prakrit was the language of a literary tradition that flourished roughly from the 1st to the 12th century. During this period, it served as a counterpart to Sanskrit, the preeminent language of literature and learning in India. Together, Sanskrit and Prakrit were the foundation for an enduring “language order” that governed the way that people thought of and used language. Language of the Snakes traces the history of this language order through the historical articulations of Prakrit, which are set out here for the first time: its invention and cultivation among the royal courts of central India around the 1st century, its representation in classical Sanskrit and Prakrit texts, the ways it is made into an object of systematic knowledge, and ultimately its displacement from the language practices of literature. Prakrit is shown to have played a critical role in the establishment of the cultural-political formation now called the “Sanskrit cosmopolis,” as shown through a genealogy of its two key practices, courtly literature (kāvya-) and royal eulogy (praśasti-). It played a similarly critical role in the emergence of vernacular textuality, as it provided a model for language practices that diverged from Sanskrit but nevertheless possessed an identity and regularity of their own. Language of the Snakes thus offers a cultural history of Prakrit in contrast to the natural-history framework of previous studies of the language. It uses Prakrit to formulate a theory of literary language as embedded in an ordered set of cultural practices rather than by contrast to spoken language.

We all use our language as one of our main modes of communication. Stan Klipper, the progatonist of Stan in Prague, found himself in a position where language has failed him, yet with the lack of language, his other senses have also failed him. When Stan was sent to Prague on a vague business trip, he decided to hire a translator to help him close the language gap, which in his case was huge. With his translator, Ihar, and Ihar's girlfriend delha, Stan maneuvers his way through the cramped streets of Prague, to open the lands of the Prague suburbs and into his own confusion. / by Justin Waldron. / Thesis (M.F.A.)--Florida Atlantic University, 2012. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Orientador: Rubens Pereira dos Santos / Banca: Gilberto Figueiredo Martins / Banca: Rosangela Costa Araújo / Resumo: Visa-se estudar as cantigas de Capoeira Angola e descobrir um pouco mais sobre seus mitos e ensinamentos que muitas vezes funcionam como instrumento de transmissão de uma tradição ancestral que resiste até hoje, que interage com a cultura e a oralidade brasileiras enriquecendo-as e, que diante dessa interação por meio de conhecimentos que são passados em situações múltiplas de comunicação forma novos capoeiristas angoleiros. Procura-se demonstrar como os cânticos da roda de capoeira denominados "ladainha", "corrido" e "louvação" podem ser analisados como parte da poesia oral afrobrasileira, pois de antemão já se sabe que os mesmos possuem forma e conteúdo essencialmente enraizados na arte poética. Tais cânticos são providos de ritmo, rimas, musicalidades, gestos, olhares e ambiguidades de vários tipos inerentes ao contexto da roda onde se desenvolve o discurso do canto, revelando uma dupla faceta uma poética e outra dinâmica do mesmo fenômeno. Ainda procura-se ilustrar parte da representação que a Capoeira Angola tem no mundo atualmente. Convém destacar a cotidiana relação que se estabelece com o seu universo por meio de treinamentos e trocas coletivas. Experiências de grandes mestres e mestras da Capoeira Angola contribuíram para o desenvolvimento deste trabalho, pois como aqui tratamos de um saber específico, inevitavelmente em muitas etapas debruçamo-nos diante de seus detentores para então se entender pequenos pedaços de sua magia, que como já se sabe de antemão, é simples, porém reflete sentidos profundos / Abstract: : The aim is to study the songs of Capoeira Angola and discover a little more about their myths and teachings which often act as instrument of transmission of an ancestral tradition that endures until today, that interacts with the Brazilian culture and orality and enriching them, interacting through knowledge that are passed in multiple situations of communication creating new players of capoeira angola. It seeks to demonstrate how the chants of wheel called "ladainha", "louvação" and "corridos" can be analyzed as part of the oral poetry: struggling, because beforehand is already known that they have the form and content essentially rooted in the poetic art. Such songs are fitted with pace, rhymes, gestures, looks and ambiguities of various types inherent in the context of the wheel where develops the chant speech, revealing a dual facet a poetic and other dynamics of the same phenomenon. It still seeks to illustrate part of the representation that Capoeira Angola has in the world today. Everyday should highlight the relationship that is established with his universe through collective exchanges and trainings. Experiences of grandmasters and master of Capoeira Angola contributed to the development of this work, because here we treat a specific knowledge, inevitably in many steps focusing on their holders to then understand small pieces of their magic, which as already known beforehand, is simple, but reflects deep meanings / Mestre

<p>U našem radu reč je o elementima frankofone civilizacije u nastavi francuskog jezika. Tokom rada sa učenicima i studentima nivoa znanja A1-B2 francuskog, primetili smo da su manje senzibilizovani za frankofonu kulturu, i da su više upoznati sa elementima francuske kulture, u ovom slučaju mislimo na teritoriju današnje Francuske. To nas je navelo da uradimo analizu frankofonih elemenata u udžbenicima francuskog kao stranog jezika, korišćenim na prostoru Srbije. Naš korpus ekscerpiran je iz sto dvadeset čitanki i metoda francuskog jezika, od Drugog svetskog rata do 2013. g., reč je o metodama koje su objavljene na teritoriji bivše Jugoslavije, današnje Srbije i Francuske.<br />U prvom delu rada objašnjeni su razlozi izbora teme, ciljevi rada kao i sama njegova struktura. Takođe je prikazano mesto koje zauzima učenje francuskog kao stranog jezika u obrazovnom sistemu aktuelne Srbije.<br />Nakon toga izložen je teorijski pregled stavova kada su u pitanju pojmovi civilizacija, kultura i jezik, neodvojivi u učenju stranog jezika, kao i pojam interkulturalnosti, koja je jedna od nezaobilaznih kompetencija u nastavi stranih jezika danas. Potom je dato viđenje francuske i frankofone civilizacije u nastavi francuskog iz perspektive bivše i sadašnje teritorije naše države.<br />U trećem delu rada objašnjen je pojam Frankofonije, razlozi zašto je značajna u nastavi francuskog, koja je njena uloga i šta ona zapravo danas predstavlja. Takođe je definisan pojam frankofonog elementa i dat opis udžbenika francuskog jezika, korišćenih od Drugog svetskog rata na prostoru današnje Srbije, kao i tematske kategorije prema kojima su klasifikovani frankofoni elementi.<br />Četvrto poglavlje posvećeno je analizi korpusa koji je prethodno podeljen u sledeće tematske kategorije: &bdquo;jezički varijeteti&ldquo;, &bdquo;geografija&ldquo;, &bdquo;slavne ličnosti, kulturni spomenici, istorija&ldquo;, &bdquo;grafičke umetnosti, skulptura i arhitektura&ldquo;, &bdquo;književnost&ldquo;, &bdquo;muzika&ldquo;, &bdquo;film&ldquo;, &bdquo;štampa i dokumentarni tekstovi&ldquo; i &bdquo;stripovi&ldquo;. U ovom delu rada prikazani su frankofoni elementi kroz osnovni pedagoški materijal, njihova upotreba, kao i jezičke kompetencije za koje su predviđeni.<br />U poslednjoj fazi rada predložen je dodatni pedagoški materijal, nekoliko autentičnih frankofonih dokumenata, kao i njihova primena u nastavi francuskog kao stranog jezika, sve u cilju njihove bolje iskorišćenosti.<br />VIII<br />Na osnovu urađene analize izvodi se zaključak da frankofoni elementi nisu dovoljno zastupljeni u nastavi francuskog jezika i da bi trebalo da budu više prisutni, kroz različit i raznovrstan pedagoški materijal, pogotovo s obzirom na to da ih je moguće uklopiti u već postojeće udžbenike, za šta dajemo primere na samom kraju rada.<br />U našem svetu višejezičnosti, mulitkulturalnosti i interkulturalnosti, budućnost francuskog jezika jeste u prihvatanju svih njegovih raznovrsnosti i različitosti.</p> / <p>Our dissertation deals with elements of the Francophone civilization in teaching the French language. While teaching students with the French language knowledge (level A1-B2), we noticed that they are less familiar with elements of Francophone culture, and more familiar with elements of French culture, meaning the culture of the territory of present-day France. That led us to perform an analysis of Francophone elements in textbooks used for teaching French as a foreign language which are used on the territory of Serbia. Our corpus was extracted from a hundred and twenty textbooks and methods used for teaching the French language, starting from the period of World War Two up to 2013. These methods were published on the territory of former Yugoslavia, present-day Serbia, and present-day France.<br />The first part of the dissertation explains the reasons behind the choice of the topic, the aims of dissertation and its structure. This part also indicates the position of learning French as a foreign language in the current educational system of Serbia.<br />This is followed by a theoretical overview of perspectives on the notions of civilization, culture, and language which are inseparable in learning a foreign language, including the notion of interculturality which is one of the mandatory competencies in teaching foreign languages today. After that, a look at the French and Francophone civilization in teaching the French language from the perspectives of the former and present-day territory of our country is provided.<br />The third part of the dissertation explains the notion of Francophony, provides the reasons why it is significant in teaching the French language, what its role is and what it represents today. The notion of a Francophone element is also defined with a description of French language textbooks used from the period of World War Two on the territory of present-day Serbia, including thematic categories according to which the Francophone elements are classified.<br />The fourth chapter is dedicated to analyzing the corpus which has previously been divided into the following thematic categories: &ldquo;language varieties&rdquo;, &ldquo;geography&rdquo;, &ldquo;famous persons, cultural monuments, history&rdquo;, &ldquo;graphic arts, sculpting, and architecture&rdquo;, &ldquo;literature&rdquo;, &ldquo;music&rdquo;, &ldquo;film&rdquo;, &ldquo;press and documentary texts&rdquo;, and &ldquo;comic books&rdquo;. This part of the dissertation displays Francophone elements through basic pedagogical material, their use, as well as language competencies they are prescribed for.<br />The last phase of the dissertation suggests additional pedagogical material, several authentic Francophone documents, as well as their application in teaching French as a foreign language, all with the aim of maximizing their use.<br />X<br />Based on the performed analysis, a conclusion can be made that the Francophone elements are underrepresented in teaching the French language and that their presence should be increased through various and diverse pedagogical material, especially when it is taken into consideration that they can be fitted into already existing textbooks which is displayed by examples at the very end of the dissertation.</p>

Thesis (M.A. (African Languages)) --University of Limpopo, 2005 / This study explores the use of nonverbal communication in Northern Sotho discourse. The paper serves as an introduction to the study of nonverbal communication in African languages. The concept of nonverbal communication is as equally important in a communication system as verbal communication . Therefore, this paper focuses onsome of the various forms of nonverbal communication such as facial expressions, proxemics, haptics, personal appearance, and most importantly, the concept of time. This study is done mainly in comparison with the Western way of doing things and how the social changes affect the use of these cues

One key debate in the critical reception of Shakespearean late romance concerns how best to approach the functionality of the dramatised worlds that constitute it. What I call ‘containment’ readings of late romance argue that the alternative realities explored in the plays – realities of miraculous revivals, pastoral escapes and divine interventions, – serve to affirm the inevitable return of extant power structures. Utopian readings dispute this, making the case that the political and existential destructurations exposed in these plays point toward a new orientation for the dramatic subjects they produce. With the aim of contributing to the debate between containment and utopian readings, I explore in this thesis how late romance produces its subjects. I interrogate the plays’ structures with the help of the anthropological model of the limen, which is shown to be a useful category through which to educe the meaningfulness of certain ritual sequences. The limen’s three phases – separation; limen; aggregation – are employed to make sense of the transitions that subjects undergo in the four plays studied: Pericles, Cymbeline, The Winter’s Tale, and The Tempest. To study the liminality of these plays is, I argue, to study how dramatic subjects are produced therein, guided by the fact that their language shares properties with ritual discourse. When studying this discourse the focus falls on that class of language which impinges most lastingly on subjects: performatives. How performatives function in late romance will show us how real the changes induced in liminal subjects are. I examine the four plays in turn and find that their performative language produces subjects in a limen-consistent fashion. Aristocratic subjects are first of all estranged from those discursive practices that nourish their identity; their subjectivities are then glued back together in the ritualised, emblematising language of the limen. The conclusion I draw from my interrogation of the liminal patterns uncovered is that the functionality of late romance is broadly consistent with containment readings; I claim to have extended such readings, however, in showing that Shakespeare’s dramatisation of the state’s return to power usefully exposes its logic and symbolic grammar.