Made available in DSpace on 2016-08-03T16:15:57Z (GMT). No. of bitstreams: 1 Ana Maria Ialago.pdf: 920628 bytes, checksum: 77b04efd2336899017357d4c51d1d74d (MD5) Previous issue date: 2007-12-12 / This research aimed at investigating the social representations of a group of English teachers from a language school about their professional identity, their learning processes for education and their pedagogical knowledge. The theoretical foundations for this study were the concepts of social representations (Serge Moscovici and Denise Jodelet) and of dialogicality (Mikhail Bakhtin and Ivana Marková). It presented considerations on historical, social and economic factors which brought about the current representations that the study subjects have about the English language as well as about its teaching and learning processes. The data were collected through two questionnaires and analyzed using the lexical software ALCESTE. The results revealed that the participants view the fluency in the language as central to their identity as professionals and that daily practice is considered more important than academic experience. A lack of reflection upon social issues related to their pedagogical practices was also observed. The intended contribution of this study was a deeper understanding of English teachers representations about the language itself and its teaching processes, as well as about their roles as professionals, so as to provide some reflections on the current politics and practices of initial and continuing education programs for foreign language teachers.(AU) / Esta pesquisa teve como objetivo investigar as representações sociais de um grupo de professores de inglês em curso livre a respeito de sua identidade profissional, seus processos formativos e seus saberes docentes. A fundamentação teórica do estudo baseou-se nos conceitos de representação social (Serge Moscovici e Denise Jodelet) e de dialogicidade (Mikhail Bakhtin e Ivana Marková). Foram realizadas considerações a respeito de fatores históricos, sociais e econômicos que originaram as atuais representações que os sujeitos do estudo têm a respeito do idioma bem como dos processos de ensino e aprendizagem do mesmo. Os dados foram coletados através de dois questionários e analisados com os recursos de um software para análise lexical, o ALCESTE. Os resultados revelaram que os participantes consideram a fluência no idioma como central para sua identidade profissional e a experiência em sala de aula como mais importante do que a vivência acadêmica. A falta de reflexão acerca de aspectos sociais relacionados à sua prática pedagógica também foi observada. A contribuição pretendida por este estudo foi uma melhor compreensão das representações de professores de inglês a respeito do idioma e dos processos de ensino e aprendizagem do mesmo, bem como de seu papel profissional, de forma a oferecer algumas reflexões sobre as políticas e práticas atuais relacionadas à formação inicial e continuada de professores de língua estrangeira.(AU)

Made available in DSpace on 2016-04-18T21:48:50Z (GMT). No. of bitstreams: 3 Vanessa Figueiroa de Mello1.pdf: 1141523 bytes, checksum: c3c05d75d926ef01fd8d12e549ee112b (MD5) Vanessa Figueiroa de Mello2.pdf: 1317314 bytes, checksum: 8f23439e1cda7317e9543f32de4cbade (MD5) Vanessa Figueiroa de Mello3.pdf: 2589689 bytes, checksum: 3265983a1fe978fc91211b64e9ba0b18 (MD5) Previous issue date: 2008-02-21 / Fundo Mackenzie de Pesquisa / Publicity explores the particular universe of desires of each individual person by manipulating, seducing and persuading. The publicity text is a manner of causing desires in the mass communication. Based on this premise, the present work aims at analysing the language used in the publicity discourse from five different language schools that has been selected. It will be consider mainly the linguistics and stylistics resources found in them, showing the seduction, persuasion and production of meaning of the structuring elements. The dissertation will also treat of Rethoric, which has appeared among the Greeks, known as the art of arguing and reacting throughout words. / A publicidade explora o universo dos desejos particulares de cada pessoa, manipulando, seduzindo e convencendo. O texto publicitário é uma forma de despertar o desejo na massa consumidora. Com base nessa premissa, este trabalho tem por objetivo analisar a linguagem usada no discurso publicitário de cinco diferentes escolas de idiomas selecionadas. Consideraremos, sobretudo, os recursos lingüísticos e estilísticos neles encontrados, apontando a sedução, a persuasão e a produção de sentido dos elementos estruturantes. A dissertação tratará, ainda, da Retórica, disciplina que surgiu entre os gregos, conhecida como a arte de argumentar e de levar à ação por meio da palavra.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-06T13:29:07Z No. of bitstreams: 2 Dissertação - Evelyn Cristine Vieira - 2013.pdf: 1326177 bytes, checksum: 39cfe53a07625a0a29eb00b444c39b46 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-06T13:30:42Z (GMT) No. of bitstreams: 2 Dissertação - Evelyn Cristine Vieira - 2013.pdf: 1326177 bytes, checksum: 39cfe53a07625a0a29eb00b444c39b46 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-06T13:30:42Z (GMT). No. of bitstreams: 2 Dissertação - Evelyn Cristine Vieira - 2013.pdf: 1326177 bytes, checksum: 39cfe53a07625a0a29eb00b444c39b46 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-07-25 / This dissertation aimed at investigating how teachers and students from language schools enunciate about fluency related to the teaching and learning process of English language as a foreign language (FL). For this, we used an interface between Applied Linguistics (AL), Dialogical Discourse Analysis (DDA) and French Discourse Analysis (DA) in order to substantiate theoretically our research. In AL area, we discussed the concepts of foreign language, fluency, methodologies and teaching approaches traditionally used. In the scope of DDA, we aimed at verifying, mainly, the dialogical relations which are established in the sequences collected in our research, once we understand that each sequence is a connection in a bigger chain of sequences, in which dialogical relations happen, according to Mikhail Bakhtin and other scholars of Bakhtin Circle. In DA area, we reflected upon the notions of discourse, subject, effects of sense and imaginary formations based on the studies of Michel Pêcheux, and also Michel Foucault with the concepts of knowledge and power. Our path for this research was theoretical investigation, about the authors who compose the interface suggested here, use of AREDA (SERRANI-INFANTE, 1998) as a methodological tool for data collection, transcription of the data and data analysis. It is important to state that people who took part in our research were teachers and students involved in the English language teaching and learning process, as a foreign language, from language schools which use the communicative approach. This particularity of the research allowed us to see, based on the collected corpus, the discursive inscriptions which the subjects do when they enunciate about fluency. It means the subjects, when enunciating about fluency, inscribe themselves in the illusion of completeness, inscription of knowledge-power, inscription in know-how (knowledge and practice). In this way, we present how teachers and students subscribe themselves in grammar, vocabulary, possibility of mastery in a foreign language, the native speaker image or academic and professional status desired by the English language knowledge, and others. It was possible to verify, from this research, that fluency in English language, as a desired object, is represented exclusively related to speaking skill. Thus, there is a discourse, legitimized by language schools, according to which “knowing a foreign language means speaking this language”. From these discourses, others are produced regarding what teaching, learning and knowing the English language represent, and other senses emerge about fluency. / Esta dissertação teve como objetivo inicial verificar como professores e alunos de institutos de línguas enunciam sobre o termo fluência relacionado ao processo de ensino e aprendizagem de língua inglesa como língua estrangeira (LE). Propomos, para tanto, uma interface entre a Linguística Aplicada (LA), a Análise Dialógica do Discurso (ADD) e a Análise do Discurso de linha francesa (ADF) para fundamentar teoricamente nossa pesquisa. No campo da LA, discutimos os conceitos de língua estrangeira, fluência, as metodologias e abordagens de ensino tradicionalmente utilizadas. No âmbito da ADD, propomos verificar, principalmente, as relações dialógicas que se estabelecem nos enunciados coletados em nossa pesquisa, por entendermos que cada enunciado é um elo na cadeia maior de enunciados, na qual se estabelecem relações de diálogo, conforme Mikhail Bakhtin e os estudiosos do Círculo de Bakhtin. No campo da ADF, pensamos a noção de discurso, sujeito, efeitos de sentido e formações imaginárias, tendo por base os estudos de Michel Pêcheux e também Michel Foucault ao pensar as noções de saber e poder. Nosso percurso para essa pesquisa passou pelo campo de investigação teórica, a partir de autores que compõem a interface aqui proposta, utilização da proposta AREDA (Análise de Ressonâncias Discursivas em Depoimentos Abertos, de Serrani-Infante, 1998) para coleta de dados, transcrição dos depoimentos coletados e análise do corpus. Vale pontuar que os participantes da pesquisa são professores e alunos envolvidos no processo de ensino e aprendizagem de língua inglesa, vinculados a institutos de línguas com foco na abordagem comunicativa. Tal recorte nos permitiu verificar, por meio do corpus coletado, os lugares discursivos nos quais os sujeitos se inscrevem ao enunciarem sobre fluência, a citar: inscrição na ilusão de completude, inscrição no saber-poder, inscrição no saber-fazer. Dessa forma, propomos a análise da inscrição na gramática, no vocabulário, na possibilidade de domínio de uma LE, na figura do falante nativo, no status acadêmico e/ou profissional almejado pelo conhecimento da LE, entre outros. Foi possível, a partir desse estudo, verificar que a fluência na língua inglesa, enquanto objeto de desejo dos sujeitos professores e alunos, é relacionada exclusivamente à habilidade da fala. Assim, existe um discurso, legitimado pelos institutos de línguas, segundo o qual saber a LE é falar tal LE. A partir desses discursos, outros são produzidos acerca do que seria ensinar, aprender e saber a língua inglesa, e sentidos outros emergem sobre a fluência.

This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages.  In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger &amp; Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García &amp; Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education. Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject.  Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014). / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.</p>

The aim of this project is to propose a model for a private English language school in Greece with an emphasis on English for business purposes.

Tato diplomová práce se zabývá vytvořením podnikatelského plánu pro malou společnost, která přichází na trh s novým, technologickým produktem. Společnost, která se již jeden rok pohybuje v oblasti jazykových kurzů vyvíjí software pro reálnou výuku přes internet. Jelikož se jedná o zcela nový koncept, je třeba ověřit, zdali existuje poptávka na trhu ze strany jazykových škol, soukromých lektorů a především samotných studentů. Pro pochopení motivů zákazníků byl použit primární výzkum prostřednictvím dotazníků. Technologický produkt jež je předmětem podnikatelského plánu je již ve vývoji a měl by být uveden na trh v dubnu roku 2012.

This study explored the involvement in school of racial Francophones in a large city in Canada. Specifically, the study investigated the involvement of Black francophone parents in two of Ontario’s publicly funded elementary schools. This study was guided by one main research question: How are Black francophone parents of African origin involved in their children’s formal education in the French-language schools? Five sub-questions stem from the main research question: How do Black francophone parents of African origin understand parental involvement in school? What strategies do these parents employ to become involved in their children’s formal education? What is the nature (i.e., extent, depth) of Black francophone parents’ involvement in their children’s formal education? What inhibits or facilitates the participation of these parents in the school? How is the double-minoritized positioning of these parents implicated in their participation and strategies? Using an anti-racist lens, the study revealed that Black francophone parents of African origin hold differing views regarding involvement in their children’s education. Although these parents treasure education and strive to instill personal values in their children, they express their understanding of involvement in school primarily in terms of cumulative negative experiences they have experienced and in some cases continue to experience with the French-language schools. Understanding of parents’ involvement in school was also encapsulated in terms of the parents’ own schooling experiences. For many, what constitutes involvement in school challenges the discursive meaning given to parental involvement in educational institutions, governments, and by mainstream parents. This study indicated that the extent to which Black francophone parents are involved in school and their strategies for involvement are rather poor. Moreover, the study singled out racism as one of the primary deterrents for Black francophone parents’ involvement in school. Other uncommon but significant barriers to parents’ involvement in school included: the impact of role inversion in the family; parents’ unawareness of the importance of their role in the education of their children; the blind-spot approach of parents to schooling; the absence of spirituality in parents’ lives; and the laissez-faire attitude of families rearing children.

This study explored the involvement in school of racial Francophones in a large city in Canada. Specifically, the study investigated the involvement of Black francophone parents in two of Ontario’s publicly funded elementary schools. This study was guided by one main research question: How are Black francophone parents of African origin involved in their children’s formal education in the French-language schools? Five sub-questions stem from the main research question: How do Black francophone parents of African origin understand parental involvement in school? What strategies do these parents employ to become involved in their children’s formal education? What is the nature (i.e., extent, depth) of Black francophone parents’ involvement in their children’s formal education? What inhibits or facilitates the participation of these parents in the school? How is the double-minoritized positioning of these parents implicated in their participation and strategies? Using an anti-racist lens, the study revealed that Black francophone parents of African origin hold differing views regarding involvement in their children’s education. Although these parents treasure education and strive to instill personal values in their children, they express their understanding of involvement in school primarily in terms of cumulative negative experiences they have experienced and in some cases continue to experience with the French-language schools. Understanding of parents’ involvement in school was also encapsulated in terms of the parents’ own schooling experiences. For many, what constitutes involvement in school challenges the discursive meaning given to parental involvement in educational institutions, governments, and by mainstream parents. This study indicated that the extent to which Black francophone parents are involved in school and their strategies for involvement are rather poor. Moreover, the study singled out racism as one of the primary deterrents for Black francophone parents’ involvement in school. Other uncommon but significant barriers to parents’ involvement in school included: the impact of role inversion in the family; parents’ unawareness of the importance of their role in the education of their children; the blind-spot approach of parents to schooling; the absence of spirituality in parents’ lives; and the laissez-faire attitude of families rearing children.

Alors que les gouvernements cherchent à améliorer le rendement des systèmes scolaires qu’ils financent, l’intérêt des dirigeants porte sur les résultats des élèves mais aussi sur le rendement des professionnels de l’éducation, dont les directions d’école. Cette étude a pour but de contribuer au développement de la connaissance sur l’évaluation du rendement de ces dernières en répondant à la question : Comment les directions d’école perçoivent-elles la pratique réflexive dans leur processus d’évaluation? La recension des écrits montre que les directions qui ont le plus de succès jouent un rôle actif dans leur amélioration et que la pratique réflexive accroît la pertinence du perfectionnement professionnel et par conséquent le rendement de la direction. L’étude propose un cadre conceptuel qui tient compte du perfectionnement professionnel, de l’évaluation axée sur l’apprentissage et de la pratique réflexive. Cette recherche suit une méthodologie mixte afin de déceler les tendances et les perceptions quant aux pratiques à l’étude. D’abord, un questionnaire à choix de réponses a été administré sur Internet et les réponses de 65 directions d’écoles de langue française de l’Ontario ont été traitées de façon quantitative. Ensuite, des entrevues semi-structurées avec dix des répondants ont permis d’approfondir le sujet par une méthode qualitative en offrant l’occasion aux participants de partager leur vécu. Les résultats dévoilent que le perfectionnement professionnel occupe peu de place dans l’évaluation du rendement bien que les participants se servent d’objectifs de croissance professionnelle. La pratique réflexive est souvent déclenchée par un inconfort, par un succès ou par une occasion de perfectionnement ou est provoquée par des situations extérieures transposées à la situation de l’école du participant. Les échanges structurés et les discussions franches entre collègues et avec le superviseur favorisent la pratique réflexive. La rétroaction spécifique du superviseur donne des pistes d’amélioration appuyées d’un soutien. Les participants reconnaissent qu’ils jouent un rôle actif dans leur évaluation et recherchent un encadrement orienté vers l’amélioration. Les participants perçoivent que la pratique réflexive occupe une grande place dans leur processus d’évaluation, qu’ils soient encadrés par le superviseur dans un processus axé sur leur amélioration ou qu’ils s’auto-évaluent quand le processus est flou.

Approved for public release, distribution is unlimited / This thesis analyzes factors related to academic, military and personal backgrounds that affect graduation of students enrolled at the Defense Language Institute Foreign Language Center (DLIFLC). The data in this thesis were taken from DLIFLC and only students from the four principal services with valid DLAB scores were considered for this study. Also, as DLI is concerned with students who do not make the grade academically, entries having administrative attritions were not considered. Four logistic regression models were analyzed for the purposes of this study: Graduation of students across all four categories of languages taught at DLIFLC, graduation of students in Category I languages, graduation of students in Category III languages and graduation of students in Category IV languages. The results of this study can assist DLIFLC in investing its resources in students with the best chances of success and assist the staff in identifying the weaker students from the onset of the course. / Major, Republic of Singapore Air Force