This present thesis is a study of the re-establishment of the Vancouver Japanese Language School (first established in 1906), and the Japanese Canadian community in Vancouver after World War II. Focusing on the reopening of the school in 1952, this study attempts to discuss how the school's reopening influenced the rebuilding of the Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had had a large ethnic community before 1941. B y regarding the Japanese-language school as a means to comprehend trends in the lives of Japanese Canadians, this study seeks to understand how and to what extent the Japanese Canadians in Vancouver were able to reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society after the devastation of their ethnic community; and how differently each successive generation has perceived the significance of ethnic cultural retention, such as the Japanese language. Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese Language School was the largest such school on the Pacific coast of North America, and served the Japanese Canadian community as a transmitter of their ethnic culture and traditions to the next generation. However, after the destruction of the ethnic community by the World War II evacuation of Japanese Canadians in 1942, the leadership of the Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to "more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the demand for English and the anglo-Canadian culture. Despite such a huge change in the community, the Vancouver Japanese Language School was reopened, though reduced in size, and continues to operate to the present. This study draws evidence from several works by a long-time principal and teacher of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the Sato Collection at the University of British Columbia, and the Japanese ethnic press, as well as the author's interviews with six people who have historical connections to the school reopening and management. By using these sources, this study attempts to examine what the meaning of the school reopening was for the Japanese Canadians after the devastation of their pre-war communities; how the school's function and roles changed from the pre-war to the post-war period; how language education and the Japanese language influenced the formation of Japanese Canadians' particularly that of the nisei ethnic identity as heirs to a Japanese tradition in Canada.

This present thesis is a study of the re-establishment of the Vancouver Japanese Language School (first established in 1906), and the Japanese Canadian community in Vancouver after World War II. Focusing on the reopening of the school in 1952, this study attempts to discuss how the school's reopening influenced the rebuilding of the Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had had a large ethnic community before 1941. B y regarding the Japanese-language school as a means to comprehend trends in the lives of Japanese Canadians, this study seeks to understand how and to what extent the Japanese Canadians in Vancouver were able to reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society after the devastation of their ethnic community; and how differently each successive generation has perceived the significance of ethnic cultural retention, such as the Japanese language. Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese Language School was the largest such school on the Pacific coast of North America, and served the Japanese Canadian community as a transmitter of their ethnic culture and traditions to the next generation. However, after the destruction of the ethnic community by the World War II evacuation of Japanese Canadians in 1942, the leadership of the Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to "more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the demand for English and the anglo-Canadian culture. Despite such a huge change in the community, the Vancouver Japanese Language School was reopened, though reduced in size, and continues to operate to the present. This study draws evidence from several works by a long-time principal and teacher of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the Sato Collection at the University of British Columbia, and the Japanese ethnic press, as well as the author's interviews with six people who have historical connections to the school reopening and management. By using these sources, this study attempts to examine what the meaning of the school reopening was for the Japanese Canadians after the devastation of their pre-war communities; how the school's function and roles changed from the pre-war to the post-war period; how language education and the Japanese language influenced the formation of Japanese Canadians' particularly that of the nisei ethnic identity as heirs to a Japanese tradition in Canada. / Arts, Faculty of / History, Department of / Graduate

洪若震. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 273-285). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 273-285). / Hong Ruozhen.

L’objectif de la présente thèse est de cerner le rôle joué par l’exemple grammatical dans les premières grammaires des langues vernaculaires à l’époque de la Renaissance.<p>C’est à cette époque que la plupart des langues vernaculaires de l’Europe ont été soumises pour la première fois et de façon globale à une codification grammaticale :c’est alors qu’ont été rédigées ou publiées les premières grammaires italiennes (1430-1440), espagnoles (1492), allemandes (1534), portugaises (1536), néerlandaises (1584) et anglaises (1586) (cf. Percival, 1975 ;Padley, 1985 ;Swiggers, 1987). <p>Dans l’Europe romane, jusqu’au XVe siècle, seule la langue latine possédait le triple privilège de disposer d’une forme écrite, de jouir d’une description grammaticale et d’être, de ce fait, l’objet de réflexions scientifiques et d’enseignement. L’apparition de grammaires des langues romanes, langues vernaculaires accédant à un nouveau statut (celui de langue référentielle), est donc un événement majeur dans l’histoire des langues, dans l’histoire des idées, dans l’histoire de la réflexion que l’homme porte sur le langage, c’est-à-dire dans l’histoire de la linguistique et plus généralement dans l’histoire des sciences humaines.<p>Le fait que ces ouvrages appartiennent à une époque passée ne les empêche pas d’être au cœur de problématiques qui sont toujours d’actualité, notamment sur le plan de la didactique. En effet, dans le contexte de la tendance moderne à la standardisation des processus d’apprentissage (non seulement dans le domaine des sciences du langage, mais aussi dans les autres domaines de la science), les premières grammaires peuvent être considérées comme de nouvelles sources des sciences modernes. D’une part, les grammairiens de la Renaissance utilisaient les mêmes normes que les anciens, les scolasticiens et les humanistes ;d’autre part, chaque auteur voulait faire preuve d’originalité dans son ouvrage et c’est ainsi que les « écoles » nationales de langues sont apparues. Les grammaires de la Renaissance ont représenté pour leur époque une étape très importante dans le développement des sciences du langage, qu’elles représentent encore de nos jours. <p>Les auteurs d’études consacrées aux grammaires de cette période sont généralement attentifs au rôle de l’exemple, mais leurs travaux, peu nombreux, ne débouchent pas sur une étude circonstanciée des exemples dans ces grammaires. La question du bon usage et la question de la problématique de l’exemplification dans les ouvrages y sont abordées dans le contexte général de la normalisation des langues nationales dans des pays ou selon la forme de traité, mais les exemples n’y sont pas abordés en tant que tels et n’y constituent pas une problématique centrale.<p>À la lueur de ces différentes observations, nous nous donnerons comme objectif, dans cette thèse, de cerner le rôle joué par l’exemple grammatical dans l’émergence de ces nouvelles sciences que sont les sciences du langage à l’époque de la Renaissance. Notre recherche s’attachera tout particulièrement à observer l’exemple dans les traditions portugaises et françaises, au sein de la Romania, à partir d’un corpus constitué de dix traités.<p>Après le premier chapitre, strictement introductif, le chapitre 2 présentera les approches théoriques de l’exemple dans le contexte des grammaires, en décrivant le positionnement de la recherche par rapport à ces approches. Ensuite, les questions relatives au repérage de l’exemple seront abordées – marquage typographique, formes et fonctions de l’exemple dans le texte grammatical.<p>Le chapitre 3 sera consacré à la présentation de notre corpus. Nous commencerons d’abord par exposer la manière dont nous avons procédé pour le définir, ensuite, pour sélectionner les dix traités qu’il contient, et enfin pour le présenter en tant que tel. Cet exposé méthodologique sera suivi de la présentation des dix grammaires retenues, c’est-à-dire quatre grammaires pour le portugais, quatre grammaires pour le français, auxquelless s’ajoutent une grammaire pour l’italien et une pour l’espagnol qui font office de grammaires de contrôle.<p>Le chapitre 4 présente l’analyse détaillée de l’exemple dans chaque grammaire du corpus. Les grammaires y sont abordées dans l’ordre qui a été suivi dans le chapitre précédent, l’approche différant en ce que l’attention est portée ici exclusivement sur les exemples.<p>Alors que dans les chapitres 3 et 4 l’entrée en matière se fait par le biais des grammaires, dans le chapitre 5, elle se fera par le biais de l’exemple grammatical. Ce chapitre fait la synthèse de toutes les informations collectées dans les chapitres précédents pour les présenter de manière organisée, l’objectif étant d’établir une typologie des caractéristiques des exemples grammaticaux.<p>Le chapitre 6 déterminera les résultats et les conclusions principales de la présente thèse.<p> / Doctorat en philosophie et lettres, Orientation linguistique / info:eu-repo/semantics/nonPublished

University of Macau / Faculty of Arts and Humanities. / Department of English

Verba Vana, or ‘empty words’, are named as among the defining features of London by a late fourteenth-century Anglo-Latin poem which itemises the properties of seven English cities. This thesis examines the implications of this description; it explores, in essence, what it meant to live, work, and especially write, in an urban space notorious for the vacuity of its words. The thesis demonstrates that anxieties concerning the notoriety of empty words can be detected in a wide variety of surviving urban writings produced in the 1380s and 1390s. These include anxieties not only about idle talk – such as janglynge, slander, and other sins of the tongue – but also about the deficiencies of official discourses which are partisan, fragmentary and susceptible to contradiction and revision. This thesis explores these anxieties over the course of four discrete chapters. Chapter one, focusing on Letter-Book H, Richard Maidstone’s Concordia and Geoffrey Chaucer’s Cook’s Tale, considers how writers engaged with the urban power struggles that were played out on Cheapside. Chapter two, examining the 1388 Guild Petitions, considers how the London guilds legitimised their textual endeavours and argues that the famous Mercers’ Petition is a translation of the hitherto-ignored Embroiderers’ Petition. Chapter three, looking at several works by Chaucer, John Gower, the Monk of Westminster and various urban officials, explores the discursive space that emerges following justified and unjustified executions. Chapter four, focusing on Chaucer’s Squire’s Tale and John Clanvowe’s Boke of Cupide, contends that the crises of speech and authority that these poems dramatise can be productively read within the context of the Merciless Parliament of 1388. Through close textual analysis, this thesis analyses specific responses to the prevalence of empty words in the city, while also reflecting more broadly on the remarkable cultural, linguistic, social, and political developments witnessed in this period.

李秀華. / 論文(博士)--香港中文大學藝術學部, 1998. / 附參考文獻. / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Li Xiuhua. / Lun wen (Bo shi)--Xianggang Zhong wen da xue yi shu xue bu, 1998. / Fu can kao wen xian. / Zhong Ying wen zhai yao.

Based on these fragments, this dissertation first makes an attempt to clarify the issues involving the Gu Wen Shang Shu that was discovered in the Kong's wall, as reported in various documents of the Han Dynasty. It then proceeds to discuss the characteristics and the origins of the "archaic scripts" in the Shuo-wen Jie-zi and the Stone Classics in Three Scripts of the Wei Dynasty, as these two texts and the script of Gu Wen Shang Shu are closely related. / Finally, by examining the discrepancies between the quotations of the Shang Shu in the Shuo-wen Jie-zi and the version of Ma Rong and Zheng Xuan, this dissertation constructs the argument that such discrepancies are perhaps the result of the interpretative replacement of characters which was, after all, a common method of teaching employed by gu wen scholars of the Eastern Han. / It further deals with the argument of the "li-shu" transliteration (li gu ding), and through a detailed analysis of the expressions and terms used in the text, it expounds the view that the li-shu transliteration of the Gu Wen Shang Shu was non-existent in the Han Dynasty, let alone a so called li-shu transliterated version. / Seeking to challenge this viewpoint, the author of this dissertation has made a close examination of the Gu Wen Shang Shu and has discovered that it was actually written in "li-shu", rather than in archaic script. Through a survey of relevant philological issues, the arguments are presented in this dissertation. / The controversy surrounding the opposition between the archaic and vernacular scripts (jin gu wen) of the Han Dynasty is one of the most complex issues in Chinese philology. Scholars have yet to come to a consensus on which script the Gu Wen Shang Shu (The Book of History Written in Archaic Script) was written. For a long time, a popular view has been that the difference between "jin wen" (vernacular script: li-shu) and "gu wen" (archaic script) lies in the types of script used, as the so-called Gu Wen Shang Shu is believed to have been written in archaic script. / The issue of script of Gu Wen Shang Shu has been a significant topic in Chinese philology. Moreover, the controversy over the archaic script and the contemporary script of the Han Dynasty is very much about the Shang Shu. An understanding of this issue is crucial in resolving problems confronting other archaic texts. / Though the original text of the Gu Wen Shang Shu is no longer extant, there are a few surviving fragments in the quotations of the Shang Shu in the Shuo-wen Jie-zi, the "archaic scripts" in the Stone Classics in Three Scripts (San-ti Shi-jing), the "li-shu" transliteration (li gu ding) of the Shang Shu and the quotations of the Gu Wen Shang Shu of Ma Bong and Zheng Xuan in the Jin-dian Shi-wen. / 蘇春暉. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. i-xvi). / Adviser: Chan Hung Kan. / Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0198. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. i-xvi). / Su Chunhui.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / Language is foundational to issues of belonging in contemporary South Africa. The country’s colonial and apartheid history facilitated the differential development and privileging of particular languages alongside the project of racial capitalism (Alexander, 1989). Educational arrangements were affected by these developments because of how black South Africans were economically and socially limited by rudimentary exposure to the primary languages of access (English and Afrikaans). This study argues that this history is what currently influences the movement of black South Africans into the schools they were historically excluded from in former coloured, Indian and white areas, and further that this movement is also encouraged by the promise of greater access to and development in the English language (Fataar, 2015). It suggests that the persisting status of English as lingua franca across state, educational and cultural communications and products requires teaching that is sensitive to the historical relationship of the language to the underdevelopment and undervaluation of local linguistic forms. Moreover, the subject English and its embedded values and norms (included in the compulsory texts and textbook) is a critical area of enquiry for thinking through issues of social cohesion and belonging. Through case studies of three Cape Town teachers, this study argues that a range of influences affect how language and meaning are constructed in English classrooms, and that learners experience these influences to their own identities in different and often conflicting ways.

Orientadores: Oswaldo Giacoia Junior, Werner Stegmaier / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-18T06:01:54Z (GMT). No. of bitstreams: 1 Garcia_AndreLuisMuniz_D.pdf: 2437067 bytes, checksum: 95ef4f5157b106b69df3f1b8e0e7a5f1 (MD5) Previous issue date: 2011 / Resumo: Esta tese de doutoramento tem como principal objetivo rediscutir e reavaliar o estatuto da linguagem na crítica nietzscheana da moral a partir da análise e interpretação de dois conceitos-diretores: Vermoralisirung e Entmoralisirung, ambos tomados para intitular, em uma anotação póstuma, um não executado projeto de uma história da moral. Partindo de uma discussão sobre a função do Nachlass no pensamento global de Nietzsche, pretende-se mostrar em que medida esses dois conceitos-diretores fornecem as condições para se conduzir o debate sobre o papel da linguagem no tratamento nietzscheano da moral a um novo percurso. Para tanto, o presente trabalho propõe a divisão de sua tarefa em três grandes partes: (i) problematizar o ponto de partida e oferecer uma metodologia plausível para a utilização do material póstumo e dos livros de aforismos, imprescindíveis para o esclarecimento desse novo percurso ao qual pretendemos conduzir a perspectiva nietzscheana; (ii) discusão das linhas fundamentais de seu projeto de uma história da moral do ponto de vista do que denomina Vermoralisirung, com vistas a demonstrar o direcionamento semântico e semiótico de seu tratamento e, (iii) desse contexto geral, traçar as diretrizes centrais da história que descreve sua mais importante tentativa de colapsar, pelos fundamentos, o sistêmico processo de moralização do pensamento filosófico como tal, projeto ao qual Nietzsche denominou de Geschichte der Entmoralisirung / Abstract: The present doctoral thesis has as its main goal the re-discussion and re-evaluation of the status of language in the nietzschean critique of morals. Such a task is carried forth through the analysis and interpretation of two directive concepts: Vermoralisirung and Entmoralisirung, both used in order to entitle, in a posthume text, a never-executed project of a history of morals. Departing from a discussion concerning the function of the Nachlass in Nietzsche's global thinking, we intended to show how far these two directive-concepts provide the conditions to lead onto unexplored paths the debate concerning the role of language in Nietzsche's treatment of morals. In order to do so, the present work suggests the division of the task into three main parts: (i) the problematizing of the departing point and the suggestion of a plausible methodology for using the posthume material and the aphorism books, which are necessary for the clarification of the new path onto which we intend to lead the nietzschean perspective; (ii) the discussion of the fundamental lines of Nietzsche's project of a history of morals from the point of view of what is called Vermoralisirung, with the goal of demonstrating the semantic and semiotic direction of his treatment; and (iii), from this general context, the setting down of the main guide-lines of the history of Nietzche's most important attempt at collapsing, from the foundations, the systemic process of moralisation of the philosophical thinking as such, a project that Nietzsche himself named the Geschichte der Entmoralisirung / Doutorado / Historia da Filosofia Contemporanea / Doutor em Filosofia