A educação a distância (EAD) tem sido visualizada pelas universidades públicas como uma modalidade importante para promover a interiorização e democratização do ensino público superior. Nesse sentido, o Governo Federal tem investido fortemente na criação, expansão e manutenção de cursos a distância. No bojo desse desenvolvimento há diversos aspectos que precisam ser considerados na oferta de um curso na modalidade, dentre eles destaca-se os recursos didáticos a serem disponibilizados, em especial, o material didático no formato impresso. Nesse sentido, na presente pesquisa, realiza-se um estudo sobre a produção textual de materiais didáticos para educação a distância, focando, sobretudo, o material didático impresso uma vez que existe uma demanda das instituições pela produção destes. Assim, como objetivo geral, tem-se oferecer aos professores autores subsídios que o auxiliem a realizar a produção textual do recurso pedagógico impresso. Para tanto, foram estabelecidos os seguintes objetivos específicos: identificar a concepção de linguagem dos professores autores; as estratégias lingüísticas utilizadas por eles na produção textual; verificar a receptividade de determinado tipo de material didático junto aos alunos e identificar as principais demandas dos alunos em relação ao material impresso. A pesquisa teve como base a análise de materiais didáticos comumente utilizados em cursos a distância, entrevistas e testes de preferência aplicados com alunos, professores autores e coordenação pedagógica de cursos de EAD da Universidade Federal Rural de Pernambuco. O trabalho contempla, sobretudo, a linguística textual e as perspectivas sociointeracionista e sociocognitivista como base teórica. Ao final da pesquisa, indicam-se algumas possibilidades para a elaboração de textos adequados à modalidade. Os resultados aqui alcançados poderão ampliar os estudos na área de linguagem, em sintonia com as questões atreladas ao contexto tecnológico / Distance learning (ODL) has been seen by public universities as an important modality to promote the internalization and democratization of higher education. In this sense, the Federal Government has invested heavily in creation and maintenance of distance learning courses. In this development there are several aspects that need to be considered in offering a course in modality, among them we highlight the teaching resources to be available, in particular, the teaching material printed. In this sense, in this present research, carried out a study on the production of textual materials for distance education, focusing especially the teaching material printed once a there is a demand for the production of these institutions. Therefore, as a general objective is to offer subsidies to author teachers that the help to make the text production of printed educational resource. Thus, were established the following specific objectives: to identify the author teachers conception of language; the linguistic strategies used by them in textual production and verify the receptivity of a particular type of teaching material next to the students and identify the main demands of the students towards the material printed. The research was based on the analysis of teaching materials commonly used in distance learning courses, interviews, tests preference applied with students, author teachers and pedagogical coordination of courses in ODL of Universidade Federal Rural de Pernambuco. The work includes, above all, the textual linguistics and the prospects sociointeractionists and sociocognitivist as a theoretical basis. At the end of the research, some possibilities are indicated for the elaboration of texts appropriate to the modality. The results achieved can expand our studies in language, in line with the issues linked to the technological context

Fundamentada em pressupostos teóricos como Platão, Vygotsky, Ferdinand de Saussure e Émile Benveniste, esta pesquisa investiga se o Role-playing Game (RPG), também conhecido como Jogo de Representação de Papéis, constitui uma ferramenta favorável, no âmbito escolar, no apoio à constituição da alteridade por parte de alunos. A alteridade diz respeito ao reconhecimento do outro como parte constituinte de si mesmo, que, para Delors (1998), é uma das competências necessárias aos cidadãos do século XXI. O RPG, por ser um jogo falado, no qual os jogadores narram suas ações e constroem, em conjunto, uma história, só funciona por meio da enunciação, e esse é o caráter explorado nesta pesquisa. O estudo desenvolve-se a partir de uma abordagem interacionista, reunindo em seu corpus teórico autores da Linguística, da Filosofia e da Educação, tencionando compreender se as situações enunciativas, proporcionadas pelo RPG, podem ser utilizadas por educadores como forma de auxiliar seus alunos na compreensão do outro e da interdependência que caracteriza as relações pessoais. O RPG apresenta-se como um jogo que não está fundamentado na disputa, como a maioria dos jogos, mas no triunfo coletivo, por meio da cooperação. Essa natureza cooperativa do jogo é o que me permite investigar possíveis aplicações do Role-playing Game, no contexto escolar, de modo a potencializar a constituição da alteridade. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-12-08T16:51:54Z No. of bitstreams: 1 Dissertacao Rafael Ramires Jaques.pdf: 3160481 bytes, checksum: a51f747d1b0a8f1bb7381cf3e2b0dd7f (MD5) / Made available in DSpace on 2016-12-08T16:51:54Z (GMT). No. of bitstreams: 1 Dissertacao Rafael Ramires Jaques.pdf: 3160481 bytes, checksum: a51f747d1b0a8f1bb7381cf3e2b0dd7f (MD5) Previous issue date: 2016-12-08 / Fondée sur des présuppositions théoriques comme Platon, Vygotsky, Ferdinand de Saussure et Émile Benveniste, cette recherche explore si le Role-playing Game (RPG), aussi appelé Jeu de Rôle, constitue un outil favorable, dans un cadre scolaire, en support de la constitution de l’altérité par les étudiants. L’altérité concerne la reconnaissance de l’autre comme partie de soi même et, d’après Delors (1998), est une des compétences nécessaires aux citoyens du XXIème siècle. Le RPG, étant un jeu parlé, dans lequel les joueurs racontent leurs actions et construisent, en groupe, une histoire, ne fonctionne qu’au moyen de l’énonciation, et ceci est le caractère exploré dans cette recherche. L’étude se développe à partir d’une approche interactionnelle, joignant dans son corpus théorique des auteurs de la Linguistique, de la Philosophie et de l’Éducation, tout en essayant de comprendre si les situations énoncées, crées par le RPG, peuvent être utilisées par les éducateurs pour aider leurs élèves à comprendre l’autre et l’interdépendance qui caractérise les relations personnelles. Le RPG se présente comme un jeu qui n’est pas basé sur la dispute, comme la majorité des jeux, mais sur le triomphe collectif, grâce à la coopération. Cette nature coopérative du jeu me permet d’étudier les applications possibles du Role-playing Game, dans un contexte scolaire, afin d’améliorer la constitution de l’altérité.

Fundamentada em pressupostos teóricos como Platão, Vygotsky, Ferdinand de Saussure e Émile Benveniste, esta pesquisa investiga se o Role-playing Game (RPG), também conhecido como Jogo de Representação de Papéis, constitui uma ferramenta favorável, no âmbito escolar, no apoio à constituição da alteridade por parte de alunos. A alteridade diz respeito ao reconhecimento do outro como parte constituinte de si mesmo, que, para Delors (1998), é uma das competências necessárias aos cidadãos do século XXI. O RPG, por ser um jogo falado, no qual os jogadores narram suas ações e constroem, em conjunto, uma história, só funciona por meio da enunciação, e esse é o caráter explorado nesta pesquisa. O estudo desenvolve-se a partir de uma abordagem interacionista, reunindo em seu corpus teórico autores da Linguística, da Filosofia e da Educação, tencionando compreender se as situações enunciativas, proporcionadas pelo RPG, podem ser utilizadas por educadores como forma de auxiliar seus alunos na compreensão do outro e da interdependência que caracteriza as relações pessoais. O RPG apresenta-se como um jogo que não está fundamentado na disputa, como a maioria dos jogos, mas no triunfo coletivo, por meio da cooperação. Essa natureza cooperativa do jogo é o que me permite investigar possíveis aplicações do Role-playing Game, no contexto escolar, de modo a potencializar a constituição da alteridade. / Fondée sur des présuppositions théoriques comme Platon, Vygotsky, Ferdinand de Saussure et Émile Benveniste, cette recherche explore si le Role-playing Game (RPG), aussi appelé Jeu de Rôle, constitue un outil favorable, dans un cadre scolaire, en support de la constitution de l’altérité par les étudiants. L’altérité concerne la reconnaissance de l’autre comme partie de soi même et, d’après Delors (1998), est une des compétences nécessaires aux citoyens du XXIème siècle. Le RPG, étant un jeu parlé, dans lequel les joueurs racontent leurs actions et construisent, en groupe, une histoire, ne fonctionne qu’au moyen de l’énonciation, et ceci est le caractère exploré dans cette recherche. L’étude se développe à partir d’une approche interactionnelle, joignant dans son corpus théorique des auteurs de la Linguistique, de la Philosophie et de l’Éducation, tout en essayant de comprendre si les situations énoncées, crées par le RPG, peuvent être utilisées par les éducateurs pour aider leurs élèves à comprendre l’autre et l’interdépendance qui caractérise les relations personnelles. Le RPG se présente comme un jeu qui n’est pas basé sur la dispute, comme la majorité des jeux, mais sur le triomphe collectif, grâce à la coopération. Cette nature coopérative du jeu me permet d’étudier les applications possibles du Role-playing Game, dans un contexte scolaire, afin d’améliorer la constitution de l’altérité.

Orientador: Anna Christina Bentes da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T08:41:52Z (GMT). No. of bitstreams: 1 Goulart_Claudia_M.pdf: 1679705 bytes, checksum: 4fd01a7351594a089c92455bc243dd74 (MD5) Previous issue date: 2005 / Resumo: Este trabalho tem como foco de estudo as práticas orais na escola de Ensino Fundamental, mais especificamente, a atividade de seminário e o gênero exposição oral nas aulas de Língua Portuguesa. A motivação para esta pesquisa surgiu ao longo de nossa trajetória como professora de Língua Portuguesa, em escolas públicas, ao observarmos a falta de planejamento e de sistematização das atividades relacionadas à exposição oral na escola, especialmente em atividades como seminários. Começamos, então, a observar em que momentos privilegiava-se o trabalho com esse gênero e verificamos que, na esfera escolar, o espaço dedicado ao desenvolvimento das competências lingüística, textual e comunicativa apropriadas ao domínio do expor era restrito, limitado a atividades como leituras em voz alta e discussões informais sobre temas relacionados aos conteúdos das diversas disciplinas. Percebemos, neste trabalho, que o processo de reflexão sobre a tomada da palavra publicamente pelos alunos como locutores ¿ e não apenas como interlocutores nas diversas práticas sociais ¿ é ainda pouco considerado pela escola e pelo sistema educacional como um todo, porque a prática da exposição oral em seminário não é concebida como um locus que demande reflexão, sistematização e avaliação didática por parte do professor de língua e dos alunos. Isso acontece, provavelmente, devido à antiga tradição de ensino e aprendizagem de língua materna, em que a leitura e a produção de textos escritos eram ¿ e ainda são ¿ consideradas as principais atividades necessárias para o desenvolvimento das competências lingüística e comunicativa dos alunos. Essas reflexões nos possibilitam formular a hipótese de que a exposição oral é um instrumento importante e necessário na escola, porque funciona como um mediador fundamental no desenvolvimento de habilidades de leitura, escrita e produção de fala em contextos formais dentro e fora da escola. Embora os aprendizes passem, em média, oito anos no Ensino Fundamental, a maioria deles - apesar de estar ao longo do processo escolar produzindo a exposição oral em seminários ou debates - não demonstra ter desenvolvido, ao final desse nível, uma competência em relação a esse gênero. A abordagem teórico-metodológica que sustenta a nossa análise está inscrita na sociolingüística interacional, especialmente o conceito de enquadre comunicativo e no sociointeracionismo, sobretudo aquele empreendido pelo Grupo de Genebra, e nas discussões sobre interação, comunicação e práticas de linguagem, na perspectiva de Vion (1992), Bronckart (1997), Dolz & Schneuwly (1996) e Schneuwly & Dolz (1997). Esses conceitos são especialmente importantes quando se trata de estudar as ações de linguagem realizadas por sujeitos inscritos dentro de um quadro social mais amplo e mediadas por uma situação comunicativa específica. Ainda neste estudo, é nosso objetivo examinar como os alunos mobilizam os elementos não-verbais (paralingüísticos e cinésicos) e prosódicos no curso das apresentações de seminário. Esses elementos são essenciais quando se estudam as práticas de linguagem oral, dada sua natureza multimodal. Constatamos, nas análises, que as aulas de Língua Portuguesa não são planejadas com a intenção de desenvolver habilidades relacionadas ao exercício da exposição oral. Por isso, na primeira apresentação de seminário por parte dos alunos, foram constatados três tipos de enquadres comunicativos. O primeiro deles, o Enquadre A, reflete a forma mais comum de realização de seminários na escola hoje, a saber, a leitura em voz alta dos textos resultantes da pesquisa, sem a exploração de outros recursos, tais como o contato visual com a platéia, introdução e fechamento, gestualidade apropriada, texto expositivo que consiga prender a atenção da platéia. O Enquadre B também consistiu de leitura do material escrito da pesquisa, no entanto, apresentou características um pouco diferenciadas, porque os alunos enunciaram textos de introdução e/ou de conclusão, porque houve a mobilização de recursos gestuais e porque houve uma interação mais direta com a audiência por meio do olhar e da expressão facial. Apesar de alguns alunos olharem timidamente para a platéia (na maioria das vezes, desviando os olhos dos colegas), o contato visual com a audiência aconteceu mais vezes do que nas apresentações do enquadre A. O terceiro enquadre (Enquadre C) ¿ muito diferenciado dos dois anteriores ¿ foi produzido por um número restrito de alunas (03 dos 41 alunos), que tentaram assumir o ethos de expositoras, mobilizando a atenção e a participação da platéia para a qual elas estavam expondo. Houve presença de falas de conclusão, as falas foram mais fluentes, com o uso do texto escrito como apoio. As alunas desse enquadre usaram recursos paralingüísticos (risos) para captar a atenção da platéia, recursos cinésicos (gestualidade e olhar) e recursos prosódicos (tom de voz, altura e boa qualidade de voz) de forma mais consciente. No segundo momento, após as intervenções, verificamos que os alunos mobilizaram com mais naturalidade os recursos não-verbais e prosódicos para travar uma interação mais efetiva com a platéia. As principais diferenças entre este momento e o anterior são: (i) a seleção dos conteúdos efetuada pelos alunos consegue produzir uma exposição sobre o tema escolhido com um sentido global. (ii) a emergência dos papéis sociais do expositor e da platéia; (iii) a estruturação composicional da exposição oral, que revela uma progressão textual mais adequada, resultando um número bem menor de incoerências locais. Com isso, fica evidenciado o papel central que as intervenções didáticas e as discussões avaliativas podem ter na construção de uma mudança significativa das práticas de linguagem oral na escola / Abstract: This work has as study focus the oral practices in Basic Education School, more specifically, on the seminar activity and the oral exposition genre in the classes of Portuguese Language. The motivation for this research appeared along our path as teacher of Portuguese in public schools. We¿ve observed the lack of planning and systemization of the activities related to the oral exposition in school, especially in activities such as seminars. We start, then, to observe in what moments the work with that genre was privileged and we verified that, in the pertaining to scholar sphere, the space dedicated to the development of linguistics, textual and communicative abilities appropriate to the domain of oral exposition was restricted, limited to activities such as reading aloud and informal discussions on themes related to the contents of the various disciplines. We noticed, in this work, that the reflection process on the taking of public word for the students as announcers - and we don't just mean interlocutors, but speakers in several social practices - is still little considered by the school and by the educational system as a whole because the practice of oral exposition in a seminar is not conceived as a locus that demands reflection, systemization and didactic evaluation on the part of the language teacher and of the students. That happens, probably, due to the old teaching tradition and learning of mother tongue, in that the reading and the production of writing texts were - and they are still - considered the main activities necessary for the development of linguistics and communicative competence of the students. These reflections made it possible for us to formulate the hypothesis that the oral exposition is an important and necessary instrument in school, because it works as a fundamental mediator in the development of reading abilities, writing and speech production in formal contexts inside and out of school. Although the students spend, on average, eight years in Basic Education, most of them - in spite of being, during the school process, producing oral exposition in seminars or debates ¿ do not demonstrate having developed, at the end of this level, a competence in relation to that genre. The theoretical-methodological approach that sustains our analysis is enrolled in the interactional sociolinguistics, especially the concept of communicative frames (on the perspective of Goffman, 1979) and in the sociointeracionism, over all that one undertaken by the Group of Geneva, and in the discussions on interaction, communication and language practices, in the perspective of Vion (1992), Bronckart (1997), Dolz & Schneuwly (1996) and Schneuwly & Dolz (1997). These concepts are especially important when we are studying language actions accomplished by subjects enrolled inside a wider social picture and mediated by a specific communicative situation. Still, in this study, it is our objective to examine how students mobilize the non-verbal elements (paralinguistics and kinesics) and prosodic elements in the course of seminar presentations. These elements are essential when oral language practices are studied, considering its multimodal nature. In the analysis we verified that the classes of Portuguese are not planned with the intention of developing abilities related to the exercise of the verbal exposition. Therefore, when we analyzed the data of this research, in the first seminar presentation on the part of the students, three types of communicative frames had been evidenced. The first of them, we called Frame A, reflects the more common form of accomplishment of seminars in school today, that is, the reading aloud of the resulting texts of the information looked for by students on a certain subject, without the exploration of other resources, such as visual contact with the audience, introduction and conclusion, appropriate gestures, expository texts that arrest the attention of the audience. The second frame, we called Frame B. It also consisted of reading the writing material of the research made by the pupils; however, it presented characteristics a little differentiated, because the students had enunciated introduction and/or conclusion texts, and because they had mobilized gesture resources and they had more direct interaction with the audience through the glance and facial expression. Although some students look timidly at the audience (most of the time, avoiding friends' eyes), the visual contact with the audience happened more times than in the presentations of the first frame (A). The third party frame (called Frame C) ¿ was much different from the previous two ¿ it was produced by a restricted number of students (03 of the 41 students). In this frame, we noticed that the students tried to assume the ethos of expositors, mobilizing the attention and the participation of the audience for whom they were exposing. There was the presence of conclusions; the speeches were fluent, with the use of written text as support. The students of that frame used paralinguistic resources (laughter) to capture the attention of the audience, kinesic resources (gestures and glances) and prosodic resources (voice tone, height and good voice quality) in a more conscious way. In the second moment of this research, after the interventions that were made with the teacher and the students, we verified that the students mobilized with more naturalness the non-verbal and prosodic resources to obtain a more effective interaction with the audience. The analysis of the data allows us to conclude that the main differences between this moment and the previous one are: (i) the selection of the contents made by the students get to produce an exhibition on the chosen theme with a global sense. (ii) the emergence of the social papers of the expositor and of the audience; (iii) the compositional structure of the oral exposition, that reveals a more appropriate textual progression, resulting in a much smaller number of local incoherencies. With that, the central role that the didactic interventions and the evaluating discussions can have in the construction of a significant change of the oral language practices in the school is evidenced. / Mestrado / Sociolinguistica / Mestre em Linguística

Orientador: Anna Regina Lanner de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T20:02:25Z (GMT). No. of bitstreams: 1 Pedrini_AdrianoLuiz_M.pdf: 1280329 bytes, checksum: ef4cf42f4abe8a6b2d1b1c08098ace21 (MD5) Previous issue date: 2013 / Quais os usos que fazemos dos constructos práticas socioculturais e problematização? Como podemos acionar nossos rastros de significações para pensarmos uma educação indisciplinar1? São perguntas como estas que mobilizam o estudo investigativo desta dissertação tendo como base discursiva as narrativas e vídeos contendo apresentações e orientações, produzidos em uma turma de estagiários/futuros professores que cursaram a disciplina de estágio supervisionado - EL774 - da Faculdade de Educação no ano de 2011. Nesta disciplina, o projeto de estágio denominado "Desconstruindo a educação escolar disciplinar", teve como propósito pensar a educação escolar a partir da problematização de práticas socioculturais indisciplinares desenvolvidas em diferentes campos de atividade humana, tal qual preparada e problematizada pelos seis grupos participantes, com alunos provenientes dos cursos de licenciatura dos diferentes institutos da Unicamp. Com base nas ideias de Wittgenstein e Derrida desenvolvemos uma maneira de "ampliar nosso campo de significação", desconstruindo os conceitos de prática e problematização, dialogando com os diferentes autores no campo da Filosofia, Educação e Linguagem, tendo como princípio wittgensteiniano de que aprender é aprender a ver de outras maneiras. A partir disso, e aliado às perspectivas pós-estruturalistas no campo da filosofia e linguagem, tal pesquisa buscou problematizar, pelo aspecto da terapia filosófica de Wittgenstein, quais os usos que os estagiários/futuros professores fizeram enquanto se apropriavam dos termos práticas socioculturais e problematização, nos três momentos estabelecidos ao longo da disciplina, a saber: o momento das orientações, o momento das problematizações das práticas socioculturais e o momento das discussões e debate coletivo dos projetos. / Abstract: What are the uses we make of constructs sociocultural practices and problematization? How can we engage our tracks of meanings to think an education indisciplinar?2 It's questions like these that mobilize the investigative study of this dissertation based on discursive narratives and videos containing presentations and orientations, produced in a class of interns / student teachers in the discipline supervised internship - EL774 - the College of Education in the year in 2011. In this course, the internship project called "Deconstructing education school discipline", aimed to think school education from the questioning of cultural practices indisciplinares developed in different fields of human activity, like prepared and problematized by the six participating groups, with students from the graduate courses of different institutes of Unicamp. Based on the ideas of Wittgenstein and Derrida have developed a way to "expand our field of meaning", deconstructing the concepts of practice and problematization, dialoguing with different writers in the field of Philosophy, Education and Language, based on the principle Wittgensteinian that learn is to see other ways. From this, and coupled with the post-structuralist perspectives in the field of philosophy and language, this research sought to problematize the aspect of Wittgenstein's philosophical therapy, which uses the trainees / student teachers did while appropriated terms of socio-cultural practices and problematization in three stages set along the course, namely the time of the guidelines, the moment of contextualizing socio-cultural practices and timing of discussions and debate of collective projects. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

D.Litt. et Phil. / This study focuses on disadvantaged learners and educators in primary schools in Eldorado Park. It focuses, from a critical-linguistic perspective, on the injustice through language that occurs in some communities in South Africa that affects both learners and educators. The research is confined to the primary schools of Eldorado Park to elucidate the specific problems related to the disadvantage that is experienced by the community. Integration is a reality in most South African schools. Implementation of the integration and transformation in schools is the responsibility of the education authorities, but in practice especially that of the educators who are directly involved with the education of every learner irrespective of the language- or cultural background. Educators need help and assistance with this. Presently educators in many areas of our country are struggling on their own to address hindering factors in integrated classrooms, with very little assistance from the authorities. The scenario in some schools in Eldorado Park is described and some hindering factors identified and discussed. The role of language in education will be looked at through a descriptive study. The researcher will also look at lessons to be learnt from existing research. The implications of how some officials employed by the Department of Education interpret and implement education policies, cannot be separated from this. Eldorado Park is a former “Coloured township” in the south west of Johannesburg, a product of the former government’s apartheid policy, more specifically the Group Areas Act. The area, including Klipspruit-West, has eighteen primary schools with approximately 18 000 learners enroled in the primary schools. Some of the schools are parallel medium schools with English or Afrikaans as the medium of instruction and first additional language. Many schools are changing, or have done so already, to English medium schools. Learners from almost all language and cultural backgrounds have been admitted to schools in the area. Learners from the informal settlements next to Eldorado Park, have flocked to the schools over the past years. These learners usually have English as their medium of instruction with Afrikaans as their first addisional language at school. English is not the home language of many learners, but their second-, third- or even fourth language. Findings and recommendations from this research could help to address the special needs of integrated classrooms and to improve conditions for both learners and educators.

M.Ed. / Despite the many changes socially and politically in our country, particularly in the educational sphere, large numbers of learners in further education still face disadvantages like a legacy of inferior education and studying in a language other that their primary language, all of which impact on their learning. Recent literature on the experiences of Adult Basic Education and Training (ABET) learner’s experiences of learning in language other than their primary language identifies a number of problems that impact negatively on students’ performance and learning. The research explores the experiences of ABET learners, learning in a language other than their primary language in order to interprete and arrive at an informed understanding of such experiences. The research strategy in this study is grounded within the interpretative paradigm as the aim is to understand how participants make sense of their realities. i.e. how students make sense of their experiences from their own perspectives. For the purposes of the study, a sample of ABET learners were interviewed. Purposive sampling was used to select participants from diverse languages to serve as “information-rich cases”. Semi- structured interviews aimed at encouraging the respondent’ to engage in conversation intended to elicit respondents’ construction were conducted. The data were analysed using the constant comperative method of data analysis. The main findings of the research is that the ABET learners experience problems when taught in a language which is not their primary language. They feared that they ran a greater risk of labelled as underachievers. They also cited that they have difficulty in manipulating the language in an academic situation. The choice of teacher pedagogy and pace of teaching which exaccebates difficulty in using English was also mentioned by the learners. Another challenge was that they find it easy to use the language in informal context, but struggle with the level of sophistication required for an academic level. There is a need for closer links to be made between learners’ life experiences and lesson content and structure. The curriculum must address the real experiences that adult learners bring with them into the classroom and offer to learners the conceptual tools which they need to make sense of and interprete their experiences in the society. Awareness of students’ experiences could enable educators to exceed guidelines for creating an environment which fosters language learning and to choose relevant course materials and select appropriate teaching methods as well as introduce measures to redress the impact of the legacy of inferior schooling in order to enhance quality learning. / Mrs. N.F. Petersen

The research explores the relationship between language and education, and motivates for the intellectualisation of African languages, isiXhosa in particular, and for their use in education. The main rationale behind this is that access to, and success in education can largely be realised if that education is mediated in one’s first language. The thesis discusses works of prominent scholars who have written on the subject - relating cognitive abilities and achievement in education to language in which that education is offered. The lack of terminology in new domains in African languages as barrier to mother tongue education is laid bare by looking specifically at the history of intellectualisation of isiXhosa, from the missionaries in the 1820s up to the new endeavours as recently as 2008. Terminologies that were developed during the Bantu Education era, where development of isiXhosa and other indigenous African languages was accelerated in order to respond to the demands of moedertaal-onderwys (mother tongue education) are surveyed, and the process of their development analysed. Three main terminology lists developed during this period are analysed against terminology development principles, approaches and methods that are seen as a measure to ensure quality terminology development. The efforts of the development of isiXhosa during the post-apartheid South Africa, especially the government-driven initiatives, are also critiqued even though these are not as effective and as extensive, especially in education. The result of this analysis is that African languages and isiXhosa in particular, can be used in scientific disciplines and at the highest levels of education. Its grammar is advanced, and its lexicon is extensive such that new concepts that need to be named can be named, using appropriate term creation strategies. There are also technological tools such as WordSmith tools that can be used that can advance its development, ensuring that the concept represented in the newly-created term is precise, concise and appropriate in terms of its discipline. Therefore it is argued that, in the interim, terminologies should be developed, in various subjects, to support learning, which at this stage is mediated in English, for those students who have other languages as mother tongue. Those terminologies that have been developed in the various historical periods should be collated, revised and brought into the classrooms. The thesis argues that real intellectualisation of isiXhosa and other African languages rests on the use of these languages in classrooms and lecture halls, and in the value that all role players place on these languages.

South Tyrol, which is situated on the border between Austria and Italy, has been considered a 'peace model' by many nation-states since the creation of the province's autonomy statutes. The objective of these statutes was to allow for minority protection of the German- and Ladin-speaking communities while also permitting Austria to be the 'protector' of South Tyrol even though the province is situated in Italy. Another bi-product of these statutes was the creation of the 'separate but equal' education system, which allowed the German-, Italian- and Ladin-speaking communities to have individual schools in order to protect their culture and language identity. In the past several decades, there has been an increase in 'mixed' marriages with members of differing language groups producing bilingual children. Additionally, civil service positions now require that all applicants have a mandatory comprehension of the L2, or in some cases L3, in order to apply for certain posts. As the education system tries to adjust to local concerns regarding the insufficient teaching of the L2 in monolingual education, the concept of South Tyrol as a 'peace model' is brought into question. In this thesis, I examine how the South Tyrolean school system is reflective of society at large as its divided education mirrors the current fissures existent amongst the language communities. With parents looking for alternative measures to instruct their children in the L2, some residents would prefer a bilingual schooling option to encourage inter-group assimilation. Furthermore, I discuss, outside of education, external social factors in the region which impact L2 learning creating language learning 'blocks' and 'victim' versus 'conqueror' mentalities. The objective of this research is to try and understand how South Tyrol continues to be in transition as the province adjusts to more bilingualism despite the historical need to preserve the language minorities.

M.A. / South Africa's new political dispensation has brought language issues to the fore. The focus of this study is language attitudes and languages usage both within and outside the school environment, in the greater Johannesburg area. In order to achieve the task a 'triangulation approach' was adopted. This approach embraced theoretical principles, indepth interviews with ten leading figures in education in Gauteng and interviews with primary pupils', parents' and teachers' using appropriate questionnaires. The objectives of the study were threefold, firstly to provide a linguistic description of pupils, parents and teachers choice of languages in different situations. Secondly, to describe and explain the ambivalent, polyvalent language attitudes of some of the respondents. Lastly, to make recommendations for language teaching from the data. The findings of the study highlighted the need for the development of suitable bilingual programmes in schools and underscored the educational difficulties experienced by English second language students.