Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 31, 2006. Dissertation Committee: Janice Neuleib (chair), Douglas Hesse, Kenneth Lindblom. Includes bibliographical references (leaves 202-209) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: Patricia Monoson, George Padavil (co-chairs), Ronald Halinski, Larry McNeal. Includes bibliographical references (leaves 85-94) and abstract. Also available in print.

The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.

The work presented below is a contrastive analysis of Spanish, Russian, and Czech verbal systems, with an emphasis on past tenses and their usage. The study begins by analyzing the concept of aspectuality, which will be proven to be essential in order to understand how tenses are used in Slavic languages, particularly in Russian and Czech. Following this introduction, the above-mentioned verbal systems are described, with special attention given to past tenses. Subsequently, the work presents two independent practical studies, which try to determine the main difficulties for Russian and Czech students when using past tenses in Spanish. In order to achieve this goal, the study has been carried out among students with different levels and backgrounds. Finally, the data collected in this study is used to design a didactic proposal, which aims to cover the main difficulties for these students regarding the use of past tenses in Spanish.

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-06T13:16:39Z No. of bitstreams: 1 PDF - Jaqueline Souza dos Santos Silva.pdf: 54192018 bytes, checksum: af7c39f3134571f6b7ef2a85087c9da0 (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-06T15:14:25Z (GMT) No. of bitstreams: 1 PDF - Jaqueline Souza dos Santos Silva.pdf: 54192018 bytes, checksum: af7c39f3134571f6b7ef2a85087c9da0 (MD5) / Made available in DSpace on 2018-06-06T15:14:25Z (GMT). No. of bitstreams: 1 PDF - Jaqueline Souza dos Santos Silva.pdf: 54192018 bytes, checksum: af7c39f3134571f6b7ef2a85087c9da0 (MD5) Previous issue date: 2015-08-13 / CAPES / The technology has transformed society in all aspects (cultural, media, scientific, academic, and others); and it advances to the school space gradually, breaking traditional pedagogical models. This technological inclusion meets the demands of the information society that requires an able person to act autonomously and literacy skills increasingly diversified. Therefore, It is necessary to think about how the new information and communication technologies can transform our institutional habits of teaching and learning (MORAN, 2013). For that reason, our goal in this research is to investigate the possibilities of using new technologies in Portuguese language classes at elementary school in Orobó/PE, including students in a virtual learning space through reading and writing practices of digital genres, besides socialization of these productions in a social network. In order to happen the research, we applied a questionnaire with students, as well as we carried out the intervention by proposing a didactic sequence with short-short stories genre. The accomplishment of the didactic sequence helps during the final work of this research which is implemented with a booklet about virtual learning environments (VLE) during Portuguese language school practices. The guiding principle of our research arises from the problematic use of Information and Communication Technologies (ICT), especially the Internet and the computer, in that school space, whose use is often restricted to the tool that transfers information. Therefore, we wanted to present it not as a collection of information, but as objects of learning and knowledge building, that contribute to the proposition of an open education, collaborative, decentralized, interactive and humanizing. Furthermore, this theoretical research presents the interactional language, discursive and dialogical approach (ANTUNES, 2003; 2009; BAKHTIN, 2003; LEAL and BRANDÃO, 2007; MARCUSCHI, 2008; PCN 1998; 1999; and others); of (multi) literacy according to scholars as Roxane Rojo, Angela Kleiman and Magda Soares; of the methodological guidance of Didactic Sequence itinerary with textual genres presented by Schneuwly and Dolz (2004), Swinderski and Costa Hübes (2009); and Cosson (2014), in case of working with short-short stories as literary text. We achieved a significant result in working with the group of students who participated in the intervention, perceiving that it is possible to promote initial reading instruction and digital literacy at school and the limits we impose regarding the use of ICT can be overcome in order to contribute significantly to the inclusion of apprentices in practicing (multi) literacy. / A tecnologia vem transformando a sociedade em todos os âmbitos (culturais, midiáticos, científicos, acadêmicos, dentre outros); e, aos poucos, avança para o ambiente escolar, rompendo com modelos pedagógicos tradicionais. Essa inserção da tecnologia atende às solicitações da sociedade informacional que requer um sujeito apto a agir com autonomia e habilidades letradas cada vez mais diversificadas. É preciso, pois, pensarmos em como as novas tecnologias da informação e comunicação podem transformar nossos hábitos institucionais de ensinar e aprender (MORAN, 2013). À vista disso, nosso objetivo nesta pesquisa é investigar as possibilidades de uso das novas tecnologias nas aulas de língua portuguesa do ensino fundamental no município de Orobó/PE, incluindo os alunos em um ambiente virtual de aprendizagem por meio de práticas de leitura e escrita de gêneros digitais, com socialização dessas produções em uma rede social. Para dar suporte à investigação, aplicamos um questionário com os alunos, além de realizarmos a intervenção por meio da proposição de uma sequência didática com o gênero miniconto. A realização da sequência didática auxilia na condução do trabalho final dessa investigação que se concretiza na produção de uma cartilha sobre a temática de inclusão de ambientes virtuais de aprendizagem (AVA) nas práticas escolares de língua portuguesa. O princípio norteador da nossa investigação surge a partir da problematização de uso das Tecnologias da Informação e Comunicação (TIC), em especial a internet e o computador, no ambiente escolar, cuja utilização se restringe, muitas vezes, a concepção de ferramenta que transfere informações. Sendo assim, buscamos apresentá-la não como um acervo de informações, mas como objetos de aprendizagem e construção do conhecimento, que colaboram para a proposição de uma educação aberta, colaborativa, descentralizada, interativa e humanizadora. Outrossim, a investigação teórica apresenta a abordagem da concepção de linguagem interacional, discursiva e dialógica (ANTUNES, 2003; 2009; BAKHTIN, 2003; LEAL e BRANDÃO, 2007; MARCUSCHI, 2008; PCN 1998; 1999; entre outros); de (multi)letramento à luz de estudiosos como Roxane Rojo, Ângela Kleiman e Mágda Soares; da orientação metodológica do roteiro de Sequência Didática com os gêneros do discurso apresentadas por Schneuwly e Dolz (2004), Swinderski e Costa-Hübes (2009); e Cosson (2014), em se tratando do trabalho com o miniconto enquanto texto literário. Obtivemos um resultado significativo no trabalho realizado com o grupo de alunos que participou da intervenção, constatando que é possível promover a alfabetização e o letramento digital no ambiente escolar e que os limites que impomos em relação ao uso das TIC podem ser superados, contribuindo significativamente para a inclusão dos sujeitos aprendizes em práticas de multiletramento.

Syftet med denna uppsats var att undersöka hur elevernas progression ser ut gällande begreppskunskap i historieundervisningen, samt ifall deras tolkningar skiljer sig åt av begreppen mellan olika årskurser. För att genomföra denna undersökning har jag använt mig av kvalitativ metod, då med hjälp av en enkätundersökning. Enkäten genomfördes med hjälp av elever i årskurs 7 och årskurs 9. Elevernas tolkningar av begrepp i ämnet historia skiljer sig åt mellan årskurserna 7 och 9, framförallt gällande förstahandsbegrepp. Eleverna i årskurs 9 har en genomgående bredare begreppsförståelse och kan använda sin historiska referensram på ett mer allomfattande sätt än eleverna i årskurs 7 för att tolka begrepp i historieundervisningen. Det är viktigt att läraren arbetar aktivt med begrepp i sin undervisning för att elevernas kunskapsinhämtning ska bli så stor som möjligt och för att de ska kunna tänka historiskt ur ett mer vetenskapligt perspektiv. / The purpose of this study was to examine how student’s progression about conceptual knowledge is in history teaching, and if their interpretation differs about concepts between the grade 7 to 9. To carry out this study I used qualitative method, using a survey. The poll was made by students in the seventh grade and the ninth grade. The student’s interpretations of the concepts in history teaching differ between the grades, especially first order concepts. The students in the ninth grade have a wider conceptual knowledge and can use their historical frame of reference in a more inclusive way than the students in the seventh grade to interpret concepts in history teaching. It is important that the teacher works actively with concept in teaching in order to the student’s knowledge acquisition should be as wide as possible and for them to think historic from one more scientifically perspective.

Made available in DSpace on 2016-03-15T19:42:58Z (GMT). No. of bitstreams: 1 Marcia de Oliveira Regis.pdf: 591363 bytes, checksum: 86e7c7d31de7bbf18233f4091659eb79 (MD5) Previous issue date: 2015-02-13 / The goal of this dissertation was explore the relation between speech and writing in the literacy process of children from basic education teacher s perspective. Three teachers who work on infant Language code teaching were subject on this research. They have on average 30 years of professional life and work on the same middle class school in Sao Paulo city. Their theoretical grounding were compounded by the following authors. The educator Magda Soares regarding literacy: it is over of code learning; it exceed the instrumental character of language knowledge for a more significant knowledge of reading and writing, and providing functionality for that. The linguist Marcuschi s proposal shown a distinctiveness between spoken and written language featuring the orality and literacy as social practices, and the speaking and writing as a language uses modality; knowledge that encourages the reflection on issues which investigate the work with oral language of this research. Câmara Cascudo s oral literature concerning the use of playful and cultural pedagogical strategy for intentional and speculative mode of orality development while enrich the student cultural repertory. The research had a qualitative approach following Ludke and André guidelines (2008) to do a data collection through interviews and an effort gathered in research aims to compose solutions that can be hereafter proposed for referrals to new situations. The data collection happened by individual interviews made from motivator´s questions about teaching and literacy. The teachers exposed their thoughts regarding appreciation of oral language in the classroom and describing the used strategies to reach this purpose. The analysis of data showed: similarities and differences in the pedagogical practices of each one of them; different modes as the teachers organized the oral and written language of their students; the use of pedagogical tools, which strengthened the oral development on classroom. This study sought to leave a reflection on the importance of pedagogical work which aims at intentional oral development, from children s speech recognition and upgrading for a success literacy. / O objetivo desta dissertação foi investigar a relação entre fala e escrita no processo de letramento de crianças na perspectiva de professoras que trabalham com séries iniciais do Ensino Fundamental da Educação Básica. Foram sujeitos desta pesquisa três professoras que trabalham com alfabetização de crianças, que têm em média 30 anos de vida profissional e trabalham em uma mesma escola de classe média na cidade de São Paulo. Compuseram a fundamentação teórica ideias dos autores que seguem. Da educadora Magda Soares, sobre letramento: que está para além da aprendizagem do código; extrapola o caráter instrumental, para um conhecimento mais significativo da leitura e da escrita. Do linguista Marcuschi, a distinção entre a língua falada e escrita, caracterizando a oralidade e o letramento como práticas sociais, e a fala e a escrita como modalidades de uso da língua; conhecimento que favorece a reflexão sobre as questões que investigam o trabalho com a linguagem oral desta pesquisa. De Câmara Cascudo, a literatura oral referente ao uso de estratégias pedagógicas lúdicas e culturais para o desenvolvimento da oralidade de modo intencional e reflexivo, enquanto enriquece o repertório cultural do aluno. A pesquisa seguiu a abordagem qualitativa das diretrizes de Ludke e André (2008) referente à coleta de dados por meio de entrevista e ao esforço na investigação de compor soluções que posteriormente possam ser propostas para encaminhamentos a novas situações sobre o tema. A coleta de dados ocorreu por meio de entrevistas individuais, a partir de perguntas dinamizadoras sobre alfabetização e letramento. As professoras expuseram seus posicionamentos sobre a valorização da linguagem oral na sala de aula e as estratégias que costumavam utilizar para alcançarem esse objetivo. A análise dos dados evidenciou semelhanças e diferenças na prática pedagógica de cada uma delas, o que possibilitou elencar os diferentes modos como as professoras organizavam a linguagem oral e escrita dos alunos e identificar o uso de instrumentos pedagógicos que favoreceram o desenvolvimento da oralidade em sala de aula. Este estudo procurou deixar uma reflexão sobre a importância de um trabalho pedagógico a partir do reconhecimento e aprimoramento da fala da criança para um letramento bem-sucedido.

No description available.

This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes. / Department of English

The purpose of this study was to examine how teachers conduct their teaching to be language developing, and how they in a practical way work with semi-speaking students who have language deficits in the Swedish language and / or their native language. To carry out this study, I used qualitative interviews as a method and I have interviewed six teachers working at a high school. The school that these teachers work at execute a language developing teaching throughout all the courses in the school. All teachers have a similar idea of what language developing work is, however, how they go about and what is emphasized most in the teaching differs. The reason for this is because these teachers have different experiences with the language developing teaching. These professionals agree that this approach is very important and that all teachers, regardless of subject, should work in a language developing way, in parallel with the rest of their subjects. They also agree that this approach benefits both immigrant students and ethnic Swedish students. Another way for these teachers to work language developing has been to work with genres. Since the teachings of genres include language and subject content integration, this has been a way to expand their language developing teachings. One clear approach in their teaching has been to support their pupils, which is a central point within the genre-based pedagogy. The reason for the support is to stimulate the pupils and to make their education easier and more approachable, without lowering the standards of the content being taught. Thus making the teaching more adapted to the needs of every individual.