Made available in DSpace on 2014-07-29T16:18:58Z (GMT). No. of bitstreams: 1 CARLETE FTIMA DA SILVA VICTOR-1.pdf: 901014 bytes, checksum: 8ecd90d6f2b01e543079a3bb0dda35cd (MD5) Previous issue date: 2010-05-20 / In this work, I describe the pedagogical practice of an English teacher in a regular and inclusive public school in Goiania-GO with three deaf students. The research was developed in a classroom in which there were three deaf students and thirty-two hearing students. This study is based on Vygotsky‟s Sociocultural theory, inclusive education, deaf education approaches, and foreign language learning studies. In this case study, the data collection and analysis followed the principles of the qualitative research, according to Spradley (1980), Erickson (1985) and André (1995). Based on the results of the data analysis, it was observed that the pedagogical practice of the participant teacher of this study was based on the traditional approach. The data also shows that the teacher tries to change this pattern and to find new teaching strategies in an attempt to improve the students' cognitive and social skills, focusing on their individual characteristics. This research presents a pedagogical practice that recognizes the differences in the learning process of hearing and deaf students. It is hoped that this reflection may help other teachers to think critically about the inclusive process that is happening in our society and rethink their actions and enhance the learning process of their students. / O presente estudo busca descrever e compreender a prática pedagógica de um professor de língua inglesa em uma escola regular e inclusiva que trabalha com alunos surdos na rede pública de ensino da cidade de Goiânia, Goiás. A pesquisa foi realizada em uma sala de aula da primeira série do Ensino Médio composta por três alunos surdos e trinta e dois ouvintes. Sob o ponto de vista teórico, esta pesquisa tem como base a teoria sociocultural vygotskiana, as abordagens educacionais para alunos surdos e as abordagens de ensino-aprendizagem de língua estrangeira. Baseamo-nos também nos pressupostos teóricos da educação inclusiva. Sob o ponto de vista metodológico, esta pesquisa constituiu-se de um estudo de caso, no qual os dados foram coletados e analisados seguindo os princípios da pesquisa qualitativa e interpretativista de cunho etnográfico, segundo a teoria proposta por Spradley (1980), Erickson (1985) e André (1995). Por meio da análise dos dados, percebemos que a prática pedagógica do professor participante desta pesquisa configura-se dentro de um modelo tradicional, apresentando traços de ruptura e de busca para uma prática que promova o crescimento cognitivo e social de cada educando, respeitando as potencialidades individuais. Nossas considerações finais pretendem contribuir para uma prática pedagógica que reconheça as diferenças e a igualdade de direitos no processo de aprendizagem e participação dos educandos surdos e ouvintes nas atividades educacionais. Por meio de nossas reflexões sobre a atuação pedagógica em uma escola regular e inclusiva com alunos surdos, o professor poderá ponderar criticamente sobre o processo de inclusão que ocorre em nossa sociedade e repensar suas ações, a fim de buscar melhorias para o desenvolvimento do seu alunado.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

This master thesis deals with the teaching of pronunciation in primary schools in the Czech Republic. The theoretical thesis explains the importance of pronunciation, of phonetics and of phonology, because of achieving communication skills. It explains terms, that are related with pronunciation, describes phenomena in the German phonetic system, that are difficult for Czechs, and discusses methods of teaching German pronunciation in the context of primary school. It also points out that the inclusion of teaching German pronunciation is insufficient in RVP and very diverse in the school educational plans. The practical part of the thesis introduces three textbook files and analyses the degree of the inclusion of pronunciation in their concepts. Afterwards, it shows research that took place in five classes in primary school. It conducts observations and interviews with teachers in this research. The mastery of the very difficult German sounds by the pupils was found out. Finally, the results of the research in all classes are compared. The results of the research show that there is some connection between the teacher's teaching skills and the pupil's pronunciation skills. However, pupils don't manage the pronunciation of German sounds after two years of learning German. KEYWORDS German as a foreign...

The diploma thesis deals with CLIL teaching at primary school with a focus on pupils with special educational needs, specifically pupils with learning disabilities and pupils from socially disadvantaged backgrounds. The work aims to compare the work of ordinary pupils in CLIL classes with the work of pupils with special educational needs and to find out whether it is suitable for pupils with special educational needs. The theoretical part deals with CLIL teaching in general with a focus on teaching primary school pupils and briefly characterises some special educational needs. The practical part contains preparations for lessons and their reflections, an analysis of student work and evaluation of the pupils' satisfaction with content and language integrated learning questionnaire. At the end of the thesis, proposals for the modification of educational materials for pupils with special educational needs are attached. The research showed that CLIL teaching has no negative impact on the sample of pupils from socially disadvantaged backgrounds, but at the same time did not confirm, but also refute, the possibility of applying CLIL teaching to students with specific learning disabilities.

This thesis focuses on teaching Czech language to deaf Czech-signing children in the first five grades of elementary school. It analyses the use of videos with subtitles in language teaching. In the introductory chapters, the legislation regarding the education of deaf children is outlined, together with the terminology delimiting the target group for the thesis. The following part looks at the reasons why subtitles are added to audiovisual works, considering the language learning and the development of communication competence in Czech as a second/foreign language. Here, it is especially the reading competence that is stressed, and the process of reading is therefore also discussed here. Based on these, the thesis then lists the various components of an audiovisual work with subtitles and also the benefits that come from watching such a work. The condition for effective learning from the subtitles is the relevancy of the subtitles for their addressees. The subtitles have to fulfill certain requirements, both on the technical level and the appropriate language demands. Supported by relevant research literature, this thesis explains the time limitations of subtitles (speed of the subtitles aimed at children, minimal and maximal duration of the projection, breaks between the subtitles, etc.) and...

Makala hii inachunguza hali ya somo la isimu ya lugha linalofundishwa katika nyingi ya idara za Kiswahili vyuoni vikuu nchini Kenya. Inaangazia matatizo yanayotinga kufana kwa somo hili. Inahitimiza kwa kupendekeza kwamba iwapo matokeo mazuri yatapatikana na wanafunzi wa somo hili, yafaa matatizo yanayokwamiza somo hili yatatuliwe, hasa kwa upande wa usawazishaji wa istilahi, tafsiri, uzito wa kozi na mengineyo. Makala hii inapendekeza kuwa ni muhimu kila chuo kikuu kiunde kamati ya kuchunguza jambo hili.

Title: Corpus approach to teaching Czech as a foreign language Author: Mgr. Bc. Adrian Jan Zasina Department: Institute of the Czech National Corpus Supervisor: Mgr. Lucie Lukešová, Ph.D. Abstract: Recently, we have experienced a rapid development in information technologies which is closely linked with the development of language corpora. Language corpora provide an indispensable amount of authentic data and information about how the real language works, therefore it is no wonder they deserve our attention in language teaching as well. We have seen a growing interest in the use of corpus resources in teaching Czech as a foreign language, however, the methodological issues dealing with specific applications have so far been rather neglected. Therefore, the present dissertation aims to systematically map the possibilities of incorporating corpora into current language teaching while considering the specific language needs of foreigners based on their typical errors. The emphasis is not only on a coherent methodological framework, but also on a practical demonstration of the work with corpus data, which is intended not only for corpus specialists but especially for teachers and their students. The basis of the work lies in an extensive analysis mapping the most problematic phenomena in teaching Czech...

A Five-pillar conceptual framework -good social environment, focused instruction, well-trained and regularly supervised teachers, family background and language of learning and teaching- is used in this dissertation as a theoretical construct through which to make sense of persistent learner performance disparities between former white and former black schools in the South African public education system. This is a largely qualitative research project which employs a case study approach within a study area comprised of four purposive sample schools. The study is exploratory in nature in that it seeks to investigate why former white schools continue to perform better than former black schools despite massive educational changes made since 1994. I argue in this dissertation that teaching and learning processes between former white and former black schools are still fraught with huge inequalities, hence learner performance disparities. In other words, despite the investment, inputs and strategies since 1994, the education system in historically black schools is not working largely because of issues of classroom practice. A multi-method approach for data collection purposes was used in this study: testing, interviews, observations, intensive literature review and documentary analysis. Learner focus groups, maths teachers, teacher union representatives and school principals formed the backbone of research respondents in this project. The results show immense and unrelenting prevalence of inequalities and variations between former white and former black schools in terms of almost all aspects of teaching and learning processes. The essence of the results is that for the South African education system to achieve equitable learner performance across all schools, it must first achieve equity in terms of teaching and learning processes and needs.

Elever med språkstörning kan ha stora svårigheter att ta till sig undervisningen på grund av bristande språklig förmåga. Detta är något som tydligt kan ses i de samhällsorienterade ämnena då dessa innehåller ett mer abstrakt språk än elevernas vardagsspråk.    Det finns väldigt lite forskning att finna gällande lärares arbete med elever med språkstörning i SO-ämnena. Denna studies syfte är att undersöka just hur lärare kan arbeta med anpassningar och språkutvecklande undervisning för att utveckla ämneskunnandet för elever med språkstörning.  Detta görs genom en kvalitativ metod och semistrukturerade intervjuer med sex lärare på tre olika skolor. De ger sin bild av elever med språkstörningar idag för att arbetet ska kunna besvara hur lärare anpassar undervisningen, hur de ser på sin kompetens samt hur de arbetar språkutvecklande. I deras svar kunde man tydligt se kopplingar till speciellt den sociokulturella teorin och en språkinriktad undervisning, något som sedan arbetet tar upp. Resultatet som blir tydligt i studien är att bildstöd, grupparbete och digitala hjälpmedel är de största anpassningarna som de flesta lärare använder. Dock vill många lärare ha större kompetens kring språkstörningar och flera skulle önska att språkutveckla sin undervisning ännu mer men att de känner att de inte får stöd i detta arbete. Slutsatsen och diskussionen som uppkommer är att det inte finns ett tydligt rätt svar i hur dessa anpassningar påverkar eleverna då det i svenska källor pratas mycket om bildstöd medan internationella källor inte nämner det. Det kan därför vara så att vi överskattar vikten av de anpassningar vi har i Sverige. Det är därför tydligt att det behövs mer forskning likt denna, både nationellt och internationellt, kring språkstörning inom SO-ämnena då det saknas mycket information vilket gör att det som lärare är svårt att veta hur man ska göra för att bäst nå dessa elever.

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