The study critically explored the language of reportage of the Zimbabwe Land Reform programme as presented in selected Shona and English newspapers in Zimbabwe. The study focused on Kwayedza, The Herald, The Daily News and The Daily Mirror. The objective was to find out whether or not the verbal and visual languages used in reporting the Land Reform programme left readers more knowledgeable about the programme, and then adopt a critical attitude towards the Land Reform exercise. The study used qualitative textual analysis to unpack the language frames used in representing Land Reform in the selected newspapers. Some relevant critical voices from readers were also enlisted in order to support or complicate interpretations of how Land Reform was portrayed in the selected stories. Kwayedza and The Herald unequivocally supported the Land Reform. This official stance was contested in Chapter Four in which The Daily News adopted an ideological position opposed to both the idea of the Land Reform and the confiscatory way the land was repossessed. The Daily News’ extremely negative criticism of the Land Reform was challenged and then modified in The Daily Mirror. The Daily Mirror criticised both the government’s extremely supportive view of the Land Reform. The Daily Mirror also openly criticised The Daily News for refusing to acknowledge the historical inevitability and necessity of the Land Reform. The Daily Mirror advanced a perspective that suggested that Land Reform programme should benefit the masses more than the elites. It was argued that in contexts of political change such as that of Zimbabwe, newspapers take a stance and support particular ideological interests. / African Languages / D. Litt. et Phil. (African Languages)

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Made available in DSpace on 2016-04-28T18:24:00Z (GMT). No. of bitstreams: 1 Milena Quinto Marchiori.pdf: 551623 bytes, checksum: 657b0613e602188f680e35237e7543cf (MD5) Previous issue date: 2009-02-13 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study focuses on a specific kind of symptomatic speech occurrence widely known as articulatory disorders as points relative to the used in the clinical speechlanguage pathologists descriptive the instrument apllied in the clinical field of speech therapy. In order to discuss this issue, recent literature in speech-language pathologists was discussed, followed by a retrospective analysis of the projects Language, Acquisition, and Language Pathology The manner through which instrumentation based on different theoretical perspectives leads to unique ways of leading the patient to the clinic was also discussed. To assess the clinical issues in this dissertation, two children were submitted to a stimulability test and, after the test, their speech was evaluated in a dialogue situation. This movement allowed me to observe that tests hinder speech and fade the speaker. After discussing the clinical material, I specially pointed out the importance of a linguistic reflection which would not operate stratification of speech in levels and systems, nor fade the speaker and the function of speech. I was thus able to establish a differentiated analysis of speech in these children and apprehend in discursive situations, singular movements which fade in directed/directioned activities. Finally, I problematized the nosographic categories through which language clinics operate and pointed towards the need to discuss them under a structural point of view thought. The reflections throughout this dissertation are theoretically based on the fundaments that guide the CNPq sponsored project Language, Acquisition, and Language Pathology, supervised by Profa. Dra. Maria Francisca Lier-DeVitto and by Profa. Dra. Lucia Arantes, (at the LAEL/PUC-SP). In this perspective, speech and the subject are intertwined, and the relation which the subject maintains with his or her own speech and the other s speech is articulated by linguistic functions; in essence, it is a commitment with the significant density of speech which does not fade the speaker / Esta dissertação trata de questões relativas aos instrumentais utilizados na Clínica Fonoaudiológica que privilegiam o nível fonético-fonológico utilizados no processo de avaliação de linguagem, especialmente, para caracterizar os quadros dos ditos distúrbios articulatórios . Para tratar essa questão, discuti a literatura recente sobre o tema no campo da Fonoaudiologia e, em seguida, fiz uma retrospectiva dos trabalhos realizados no interior do Projeto Aquisição Patologias e Clínica de Linguagem. Pude problematizar o modo como instrumentais baseados em diferentes perspectivas teóricas levam a um modo particular de encaminhar a clínica. Para encaminhar as questões clínicas desta dissertação, submeti duas crianças a um teste de estimulabilidade e após a aplicação, a fala dessas mesmas crianças foi avaliada em situação dialógica. Esse movimento me fez ver que provas e testes engessam a fala e apagam o falante. Após a discussão do material clínico destaquei a importância de uma reflexão lingüística que não operasse a estratificação da língua em níveis e sistemas e nem apagasse o falante e a função da fala. Pude com isso estabelecer uma análise diferenciada da fala dessas crianças e apreender, nas situações discursivas, movimentos singulares que ficam apagados em atividades dirigidas/direcionadas. Finalmente, problematizei as categorias nosográficas com as quais opera a clínica de linguagem e apontei para a necessidade de colocá-las em discussão à luz de um pensamento estrutural. As reflexões tecidas nesta dissertação partem de reflexões que tem como pano de fundo teórico os fundamentos que orientam o Grupo de Pesquisa Aquisição, Patologia e Clínica de Linguagem, coordenado pela Profa. Dra. Maria Francisca Lier-DeVitto e pela Profa. Dra Lúcia Arantes, no LAEL/PUC-SP. Nessa perspectiva fala e sujeito estão imbricados e a relação que o sujeito entretém com a própria fala e a fala do outro, é articulado pelo funcionamento da língua; trata-se de um compromisso com a densidade significante da fala que não apaga o falante

[ES] En el sistema de educación superior de los Estados Unidos, es muy común enseñar clases de idiomas a nivel elemental de manera híbrida (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) principalmente por su flexibilidad, individualidad, énfasis en la comunicación y el aprendizaje colaborativo (Rubio, 2014). Sin embargo, los estudios comparativos de clases tradicionales e híbridas han producido resultados pequeños o estadísticamente insignificantes con respecto a la competencia oral (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Por lo tanto, Rubio (2008) anima a los investigadores a ir más allá de contrastar y más bien evaluar "qué" enseñamos y "cómo" enseñamos. Este estudio longitudinal tuvo como objetivo mostrar cómo se desarrolló la competencia oral a través de un enfoque de métodos mixtos mediante la observación de cuatro secciones de español elemental en un centro de estudios superiores de EE. UU. durante dos semestres. A través de la triangulación de fuentes de datos, se analizaron observaciones de clase, contenido del curso, cuestionarios y evaluaciones orales de los estudiantes. Contrariamente a lo esperado, la modalidad híbrida no tuvo los resultados esperados en las habilidades orales de los estudiantes. Al final del segundo semestre, los estudiantes no pudieron alcanzar los niveles esperados lo que podría estar relacionado con el tipo de instrucción tradicional. El análisis de errores reveló áreas que los estudiantes aún tenían dificultades para comprender, como el uso de artículos, la concordancia de género y número de sustantivos y la semántica, entre otras. Aunque estos errores son comunes en estudiantes de primer año de lengua española, el estudio muestra la necesidad de un reciclaje sistemático de determinadas estructuras del lenguaje para que sean plenamente asimiladas. Por lo tanto, el estudio genera información sobre lo que ocurre en los cursos híbridos que adoptan un enfoque tradicional de enseñanza de idiomas en lugar de cambiar pedagógicamente para incluir actividades más comunicativas. / [CA] En el sistema d'educació superior dels Estats Units, és molt comú ensenyar classes d'idiomes a nivell elemental de manera híbrida (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) principalment per la seua flexibilitat, individualitat, émfasis en la comunicació i l'aprenentage colaboratiu (Rubio, 2014). No obstant, els estudis comparatius de classes tradicionals i híbrides han produït resultats menuts o estadísticament insignificants sobre la competència oral (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Per lo tant, Rubio (2008) anima als investigadors a anar més allà de contrastar i més be evaluar "què" ensenyem i "cóm" ensenyem. Este estudi llongitudinal va tindre com a objectiu mostrar cóm es va desenrollar la competència oral a través d'un enfocament de métodos mixts per mig de l'observació de quatre seccions d'espanyol elemental en un centre d'estudis superiors dels EE. UU. durant dos semestres. A través de la triangulació de fonts de senyes, es varen analisar observacions de classe, contingut del curs, qüestionaris i evaluacions orals dels estudiants. Contràriament a lo esperat, la modalitat híbrida no va tindre els resultats esperats en les habilitats orals dels estudiants. Al final del segon semestre, els estudiants no varen poder alcançar els nivells esperats lo que podria estar relacionat en el tipo d'instrucció tradicional. L'anàlisis d'errors va revelar àrees que els estudiants encara tenien dificultats per a comprendre, com l'us d'artículs, la concordancia de gènero i número de sustantius i la semàntica, entre unes atres. Encara que estos errors són comuns en estudiants de primer any de llengua espanyola, l'estudi mostra la necessitat d'un reciclage sistemàtic de determinades estructures del llenguage per a que siguen plenament assimilades. Per lo tant, l'estudi genera informació sobre lo que ocorre en els cursos híbrits que adopten un enfocament tradicional d'ensenyança d'idiomes en lloc de canviar pedagógicamente per a incloure activitats més comunicatives. / [EN] Teaching elementary-level language classes in a hybrid environment has become the trend in the United States higher education system (Blake et al., 2008; Hampel & Stickler, 2015; Meskill & Anthony, 2015; Mizza & Rubio, 2020; Seaman et al., 2018) primarily due to its flexibility, individuality, with emphasis on communication and collaborative learning (Rubio, 2014). However, comparative studies of traditional and hybrid classes have produced small or statistically insignificant results regarding speaking proficiency (Blake 2008, Chenoweth et al., 2006, Scida & Jones, 2016; Thoms, 2012). Therefore, Rubio (2008) encourages researchers to go beyond contrasting and rather assess "what" we teach and "how" we teach. This longitudinal study aimed to show how speaking proficiency was developed through a mixed-methods approach by observing four sections of Elementary Spanish at a US community college during the fall and spring semesters. Through data-source triangulation, class observations, course content, questionnaires, and oral assessments were analyzed. Contrary to expectations, the hybrid modality did not have the expected results in students' speaking skills. By the end of the second semester, students were not able to reach the novice-high to intermediate-low levels expected at the end of the first year of Spanish, which could be linked to the form-focused type of instruction students received. The error analysis revealed areas that students still struggled to understand, such as article use, noun agreement in gender and number, and semantics, among others. Although these errors are common in first-year Spanish language learners, the study shows the need for systematic recycling of certain language structures for them to be fully assimilated by students. Therefore, the study generates insight into what occurs in hybrid courses that adopt a traditional language teaching approach rather than changing pedagogically to include more communicative activities. / Ortiz, D. (2023). Speaking Proficiency in a Hybrid Environment. A Mixed-Method Study of Spanish Beginner Learners [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/200582