This study reviews characteristics and needs of struggling readers from different age groups. It summarizes special needs characterizing english language learners in relation to reading remediation programs and compare such programs relative effectiveness for younger and older elementary students at various levels of English proficiency.

This article is dedicated to Prof. Dr. phil. Adolph Eduard Prölß - a well-known language teacher at the Freiberg Gymnasium Albertinum and the Bergakademie. He can be designated as a poet, translator and orator too.

AbstractThe purpose of the present study is to find out how three high school teachers with different subject skills use interaction and interplay in their teaching. The main part of the study is based on observations of six different class sessions in history, religion, Swedish as a second language and regular Swedish. The study also includes interviews with the sessions’ corresponding teachers. The final analysis focuses on the forms of teaching, where the focus is on interaction and interplay, as well as multimodality in teaching contexts. The result is compared to the Läslyftet modules that relate to interaction and interplay, and also multimodality for the purpose of language development. The results show which interactive and multimodal strategies are used when interacting with students. Furthermore, the results show interest and commitment, as well as learning potential, potential support by applying explanations, clarifications, discussions, conversations, the Think-Pair-Share model part and the Initiate-Response-Feedback pattern (IRF) to enable students to reformulate to written language style and recontextualize their responses. In this way, knowledge and language development have been made visible in ongoing teaching.

The intent of this thesis was to study, in depth, the experiences of four adolescent mothers who underwent a home intervention program. I studied two mothers who did well with teaching their 12-month old children during play, and two mothers who did not do as well. All four mothers received weekly intervention from the time of their child's birth through 12-months of age. I studied the following variables: 1) how much time the home visitors spent on selected child development and parenting topics; 2) the mother's perceived social support; 3) how many community resources the mother used; and 4) if the infant was healthy and within normal developmental range. All of the mothers struggled in their lives, yet varied in the quality and time of most of the variables. It was striking how different each one was from the other. The implications of the study are important for child development specialists who can use the qualitative data within this document to better understand first time adolescent mothers in order to improve the outcomes of the home visitation services that they provide to mothers and infants. After spending time studying these four adolescent mothers, I would recommend that adolescent women not get pregnant. Adolescence is a time that is meant for experiences and self-discovery and should be spent free from a dependent child who critically needs them. Future research and funding should be spent on preventing adolescent pregnancy and ensuring that flexible curriculum be utilized by the home visitors in order to meet the varying needs of adolescent mothers.

This diploma thesis deals with the comparison of adjectives in Russian and English languages from a linguodidactic point of view. The theoretical part is based on the general linguistic knowledge of this particular part of speech and explains the rules for the comparison of adjectives in both languages. Furthermore, the theoretical part also provides linguodidactic context of acquiring this grammatical phenomenon. The practical part is devoted to the analysis of pedagogical documents and textbooks used for teaching Russian and English languages. The last chapter of the thesis shows the results of a research focused on testing pupils attending secondary schools. The aim here is to prove the knowledge of comparative and superlative forms of adjectives in Russian and English languages on the basis of a written test. KEY WORDS: adjectives, comparison, language teaching methodology, grammar acquisition of a foreign language, Russian language, English language, testing of pupils

This diploma thesis with the title Teaching objekts in the Czech language is theoretical work which compares realizations of targets in syntax area at elementaries schools. It observes realization of targets included in basic curriculum document of Czech Republic (the Framework Educational Program, theFEP)in school educational programs. It observes realization of targets included in the General Educational Program, the GEP by didactictextbooks. First part of this diploma thesis compares targets of the FEP and some documents which can inspirate teachers at teaching about syntax. These documents are the best-selling textbooks published at Alter, SPN and Fraus publishers and lessons about syntax published at metodical web by GEP (by web www.ceskeskolstvi.czfrom 1st of October 2012). There is an assumptioncreated on the base of their significance that their targets are the same as GEP's targets. Second part analyses schools educational programs at selected school sat North Bohemia. We talk about 29 schools. Because of competition at municipal and rurals chools we compare documents from both of these areas. Municipalschools are choosenfrom Ústí nad Labem, Liberec and Jablonec nad Nisou. This diploma works on the assumption that the school educational programs fulfill requests of the GEP and they give the same...

Résumé This thesis deals with the personality and also with the work of Frantisek Travnicek, an important Czech linguist living between the years 1888 and 1961. Firstly, his life is briefly outlined, secondly this personality is introduced as an influential linguist of Czech Studies, as well as a long-time university official and teacher. His post-war political activities in the Communist Party are also mentioned. The thesis is focused on the works of Travnicek with a particular respect to his linguodidactic activities. One part is dedicated to his scientific writings and takes the cultural and historical context into account. This part summarises his considerably extensive and thematically varied work. Five essential areas of linguistics were defined (grammar, historical grammar, phonetics, phonology, word-formation and dialectology) which were much enriched by Travnicek. Nevertheless, there is a mention of some work which is of the kind that is impossible to label with any category listed, or the work which is represented in each category just by several writings. Finally, the influence on Travnicek's scientific activity is touched upon. The last and crucial part of the thesis tackles Travnicek's linguodidactic activities with respect to the context of the particular period. Concerning the topics of the...

A presente pesquisa investiga a interação discursiva em quatro atividades de campo junto a estudantes de sexta série do Ensino Fundamental, assumindo as explicações construídas como ferramenta cultural à luz da Teoria da Ação Mediada, de James Wertsch, na perspectiva da construção de significados. Para tal evidenciamos a contribuição do processo interativo, fundamental para uma alfabetização científica. De uma forma mais específica e no escopo do ensino de Biologia, defendemos a tese de que, na atividade de campo a construção de significados se faz pela incorporação do objeto no discurso, quer por sua presença como parte do cenário, quer como representação em gestos. Esta afirmação emerge a partir de nossos dados de pesquisa, organizados em mapas de interatividade, os quais revelam as conexões entre objeto empírico, gestos, modelos conceituais e outros recursos presentes no discurso dos sujeitos em interação, concernentes com o quadro teórico de apoio. Nessa perspectiva, observamos que nas situações de ensino estão presentes diversos modos semióticos, e investigar como os educadores os combinam, contribui para que compreendamos os processos de construção de significados para além da análise verbal nas interações discursivas, ou seja, para construirmos significados precisamos incorporar diversos modos de ação, sejam concretos ou abstratos, mas necessariamente compartilhados entre educadores e estudantes. Portanto, seria insuficiente analisar as interações discursivas apenas do ponto de vista da fala, da linguagem verbal, uma vez que, ao produzir um gesto, o sujeito produz ou altera a interpretação do outro. Observando ainda o contexto de produção dos gestos, apontamos que, nas explicações construídas pelos sujeitos, os gestos apresentaram estreitas relações com práticas epistêmicas, padrões de interações e o objeto empírico. Em termos conclusivos, apontamos como característica do movimento discursivo nas atividades de campo a incorporação do elemento empírico como recurso de negociação de significados, que somente terá sentido se a atenção for dirigida ao que é observável e relevante, função esta cumprida pelos gestos. / This study investigates the interaction of four discursive field activities with students from sixth grade of elementary school, assuming the explanations constructed as a cultural tool to the Theory of Mediated Action by James Wertsch, in view of the construction of meanings. To this evidence the contribution of the interactive process, fundamental to scientific literacy. On a more specific and scope of teaching biology, we defend the thesis that, in the field of activity of meaning making is done by embedding the object in the discourse, either by their presence as part of the scenario, either as representation in gestures. This statement emerges from our survey data, organized in interactive maps, which reveal the connections between empirical object, gestures, conceptual models and other features present in the speech of individuals in interaction, related to the theoretical framework of support. In this perspective, we note that in teaching situations are present different semiotic modes, and investigate how educators combine them, helps us to understand the processes of meaning beyond the verbal analysis in discursive interactions, i.e., to construct meanings need to incorporate different modes of action, whether concrete or abstract, but must be shared between educators and students. Therefore, it would be insufficient to analyze interactions discursive only from the point of view of speech, language verbally, since, in producing a gesture, the subject produces or alters the interpretation of the other. Noting further the production context of gestures, pointed out that the explanations constructed by the subjects, the gestures had close relations with epistemic practices, patterns of interactions and empirical object. In terms conclusive, pointed out as characteristic of motion in the discursive field activities incorporating the empirical element as feature negotiation of meaning, which only make sense if the attention is directed to what is \'observable\' and relevant, this function fulfilled by gestures.

Esta pesquisa tem como principal intuito abrir espaço para os estudos ligados ao ensino- aprendizagem de Português para estudantes estrangeiros em contexto de imersão linguística no Brasil. Para tanto, tomou-se como aporte teórico-metodológico os Estudos Discursivos afetados pela Psicanálise, na medida em que estes possibilitaram perceber como identificações à e na Língua Portuguesa - tomada enquanto objeto de saber -, por parte dos estudantes estrangeiros, podem incidir no ensino-aprendizagem dessa língua. Especificamente, aprofundamos a discussão sobre a relação entre identificação e ensino- aprendizado de línguas em contexto de imersão linguística e discutimos em que medida essas identificações podem ensejar a tomada da Língua Portuguesa enquanto objeto de saber. Parto do pressuposto de que, ao estar imerso no universo discursivo da língua do outro, o estrangeiro se vê diante de uma nova forma de se dizer e se ver no mundo, perspectiva esta que pode ensejar a ele ocupar um lugar nessa língua e querer aprender a mesma. Desse modo, tomo como hipótese o fato de que a imersão de um estudante estrangeiro no Brasil não é garantia de que ele tomará a palavra na língua do país de acolhida, mas instâncias de aprendizagem, em que dele seja demandado fazer uma experiência de si, podem proporcionar a instauração de processos de identificação com e na língua outra que venham a ter desdobramentos na sua constituição identitária. Como perguntas direcionadoras de pesquisa construo as indagações seguintes: 1) em que medida os estudantes estrangeiros se identificam à Língua Portuguesa e ao saber que ela porta? 2) que identificações à Língua Portuguesa são perceptíveis nos dizeres do estudante estrangeiro?; 3) que efeitos as identificações à Língua Portuguesa surtem na entrada do estudante estrangeiro nessa língua? Como objetivos de pesquisa, espero aprofundar as discussões sobre a relação entre identificação e aprendizagem de uma língua em contexto de imersão linguística; indiciar as prováveis identificações instauradas com a língua e a cultura que ela porta em processos de aprendizagem de uma língua não-materna; e discutir em que medida as identificações iniciais a essa língua podem ensejar uma primeira entrada ou tomada dos saberes dessa língua. Com o intuito de desenvolver a pesquisa compus um corpus a partir de entrevistas gravadas com três estudantes estrangeiros e de recortes de diários de bordo de um professor de Português para Estrangeiros de uma universidade pública brasileira. Durante o procedimento de composição do corpus, percebemos que alguns saberes incitados nos dizeres dos estudantes estrangeiros indiciam discursos característicos da Língua Portuguesa, discursos esses não característicos de suas línguas maternas. Para nós, esses traços da Língua Portuguesa parecem ressoar nas enunciações que o estudante estrangeiro faz na tentativa de nomear-se Eu, deixando pistas de possíveis identificações deste à/nessa língua. Assim, recorremos ao conceito de formações e ressonâncias discursivas de Serrani-Infante (1997) como uma ferramenta de análise do nosso corpus. Além disso, tomei como suporte metodológico o conceito de paradigma indiciário proposto por Ginzburg (1979), na medida em que este permite perceber o indivisível-invisível presente nos movimentos metonímicos perceptíveis nos dizeres enunciados pelos participantes da pesquisa. Após analisar o corpus, foi possível perceber que a imersão de estudantes estrangeiros no Brasil pode fazer com que instâncias de aprendizagem do Português ocorram em decorrência das experiências de si - advindas de processos de identificação à e na língua do outro - produzindo efeitos na subjetividade desses estrangeiros, ensejando-os a tomar a Língua Portuguesa e os saberes que ela porta. / This research aims to open debates through the studies directed to the Portuguese teachinglearning for foreign students in context of linguistic immersion. Discursive Studies and Psychoanalysis were used as theoretical and methodological fundaments in a way that they made possible to notice identifications on the Portuguese Language - taken as a knowledge object -, by the foreign students, and how these identifications can contribute to the teachinglearning of this language. Specifically, discussions were made on the relationship between identification and teaching-learning languages in context of immersion. Besides that, discussions were made upon the extent of these identifications and their incidences on the appropriation of this language as a knowledge object. After analyzing the research corpus it was revealed that the immersion of foreign students in Brazil can cause learning Portuguese instances as a result of their own experiences - in the language of the Another - producing effects on their identity constitutions, whereas making foreign students portrays the Portuguese Language and the knowledge that it portrays. / Dissertação (Mestrado)

A presente pesquisa investiga a interação discursiva em quatro atividades de campo junto a estudantes de sexta série do Ensino Fundamental, assumindo as explicações construídas como ferramenta cultural à luz da Teoria da Ação Mediada, de James Wertsch, na perspectiva da construção de significados. Para tal evidenciamos a contribuição do processo interativo, fundamental para uma alfabetização científica. De uma forma mais específica e no escopo do ensino de Biologia, defendemos a tese de que, na atividade de campo a construção de significados se faz pela incorporação do objeto no discurso, quer por sua presença como parte do cenário, quer como representação em gestos. Esta afirmação emerge a partir de nossos dados de pesquisa, organizados em mapas de interatividade, os quais revelam as conexões entre objeto empírico, gestos, modelos conceituais e outros recursos presentes no discurso dos sujeitos em interação, concernentes com o quadro teórico de apoio. Nessa perspectiva, observamos que nas situações de ensino estão presentes diversos modos semióticos, e investigar como os educadores os combinam, contribui para que compreendamos os processos de construção de significados para além da análise verbal nas interações discursivas, ou seja, para construirmos significados precisamos incorporar diversos modos de ação, sejam concretos ou abstratos, mas necessariamente compartilhados entre educadores e estudantes. Portanto, seria insuficiente analisar as interações discursivas apenas do ponto de vista da fala, da linguagem verbal, uma vez que, ao produzir um gesto, o sujeito produz ou altera a interpretação do outro. Observando ainda o contexto de produção dos gestos, apontamos que, nas explicações construídas pelos sujeitos, os gestos apresentaram estreitas relações com práticas epistêmicas, padrões de interações e o objeto empírico. Em termos conclusivos, apontamos como característica do movimento discursivo nas atividades de campo a incorporação do elemento empírico como recurso de negociação de significados, que somente terá sentido se a atenção for dirigida ao que é observável e relevante, função esta cumprida pelos gestos. / This study investigates the interaction of four discursive field activities with students from sixth grade of elementary school, assuming the explanations constructed as a cultural tool to the Theory of Mediated Action by James Wertsch, in view of the construction of meanings. To this evidence the contribution of the interactive process, fundamental to scientific literacy. On a more specific and scope of teaching biology, we defend the thesis that, in the field of activity of meaning making is done by embedding the object in the discourse, either by their presence as part of the scenario, either as representation in gestures. This statement emerges from our survey data, organized in interactive maps, which reveal the connections between empirical object, gestures, conceptual models and other features present in the speech of individuals in interaction, related to the theoretical framework of support. In this perspective, we note that in teaching situations are present different semiotic modes, and investigate how educators combine them, helps us to understand the processes of meaning beyond the verbal analysis in discursive interactions, i.e., to construct meanings need to incorporate different modes of action, whether concrete or abstract, but must be shared between educators and students. Therefore, it would be insufficient to analyze interactions discursive only from the point of view of speech, language verbally, since, in producing a gesture, the subject produces or alters the interpretation of the other. Noting further the production context of gestures, pointed out that the explanations constructed by the subjects, the gestures had close relations with epistemic practices, patterns of interactions and empirical object. In terms conclusive, pointed out as characteristic of motion in the discursive field activities incorporating the empirical element as feature negotiation of meaning, which only make sense if the attention is directed to what is \'observable\' and relevant, this function fulfilled by gestures.