Receptive language skills form the foundation for later expressive use and therefore play an important role in language development. The role of receptive language skills in the field of augmentative and alternative communication (AAC) has received limited attention as, historically, the function of AAC has been to enhance the expressive language skills of persons who rely on AAC. While this is an important role and the primary outcome of AAC intervention, the role of AAC intervention on receptive language skills is equally important. The ability of persons who rely on AAC to understand spoken language ranges from age equivalent comprehension to minimal comprehension. AAC interventions that improve comprehension include a variety of strategies, but a synthesis of the effects of these strategies has not occurred. The aim of this scoping review was, therefore, to map and synthesise the research evidence on the effects of AAC interventions on receptive language skills of children with developmental disabilities. A four-pronged search strategy was used to identify studies that met the inclusion criteria. Twenty-three studies were included in the scoping review. The studies were described in terms of number of publications, participant characteristics, research design, AAC interventions, intervention outcomes, intervention effects, and quality appraisal. Furthermore, the studies were described in terms of three groups of effects: (i) the effect of aided AAC interventions, (ii) the effect of unaided AAC interventions, and (iii) a comparison of two types of AAC interventions. The trends and gaps in the literature are highlighted in terms of the use of AAC interventions and the receptive language skills addressed. Directions for future research are posited. Valuable preliminary evidence regarding the effects of AAC interventions on receptive language skills of children with developmental disabilities was obtained in the scoping review. / Mini Dissertation (M(AAC))--University of Pretoria, 2017. / National Research Foundation (NRF) / Centre for Augmentative and Alternative Communication (CAAC) / M(AAC) / Unrestricted

The usage of technology is increasing in our society, and the schools are adapting ICT into education, and the use of mobile devises is increasing in the classrooms. However, there are no clear guidelines for the schools on how these devices should be used nor when and why. Therefore, the aim of this study is to ascertain if mobile devices are being used in the English language classroom to develop the pupils’ different language skills, such as writing, reading, speaking and listening. In the background, the study compares previous research with interviews. The method that was chosen are two semi- structured interviews, the first one was with a teacher in primary school, and the second one was with a former primary teacher who now works in a university to teach future teachers. The results of comparing previous research with interviews showed that mobile device can be used as a tool to develop the different language skills in K-3. The implication that were found are that the mobile devices should be used to an extent in the different lessons because they exist in the pupils’ everyday life, and the educators should take advantage of it to motivate the pupils’, still, these devices should be used for the right purpose; they are tools that the teachers should use to take learning forward.

The purposes of this study were 1) to ascertain the effectiveness of puppets with instructional media in oral language development of culturally disadvantaged first-grade children, and 2) to derive the implications of this effect for instructors, teachers, and volunteers working in programs for the culturally disadvantaged child.

The following study had been developed to demonstrate language behavior in subjects that matched or demonstrated deficient language behavior like Sarah's (Premack, 1971). Two autistic children were selected as subjects. These two subjects demonstrated that children who could not normally fulfill the language behavior requirement of selecting specific words, letters, or colored stones, and arranging them in some good temporal sequence, could in fact be taught to do just that activity. In this manner, language deficient candidates more severely damaged than the subjects used by Premack in his study on language difficulties in persons who were "brain damaged,'" could be taught the parameters of syntax and semantics on a non-vocal level, and thereby fulfill the criterion for language behavior, namely that of arranging specific symbols in good temporal sequence.

This dissertation focuses on exercises contained in textbooks of Czech for foreigners and compares the frequency of each type of exercise in selected textbooks. The first part of this dissertation examines related theoretical approaches, including general pedagogical concepts of textbooks and exercises as well as some possible ways of exercise classification. Where appropriate, the more specific approaches of teaching languages are included. The second part of this dissertation deals with the main topic of this dissertation which is frequency analysis of certain exercise types conducted on seven textbooks of Czech for foreigners. The main analysis criterion was suitability of each type of exercise for practising specific language areas and communicative skills. This part further provides detailed analysis method description (including the method of selection of specific textbooks for analysis) and the analysis results. By way of conclusion this dissertation compares all textbooks and seeks to provide some recommendations for teachers who work with these textbooks.

Phonological awareness (PA) can be defined as the ability to recognize that orthographic patterns represent specific phonemic elements of speech (Nitrouer, 1999). Alternatively, some view PA as a purely linguistic skill that involves the ability to recognize and manipulate specific speech sounds (e.g., Catts, 1991). A large body of research indicates the primary problem for children who do not learn to read is a deficit in PA (e.g., Morris et al., 1998; Stanovich, 1988). Far less work has examined what drives the development of PA (Metsala & Walley, 1998). Recently, it has been suggested that oral language skills influence the acquisition of PA (e.g., Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003; Olofsson & Niedersoe 1999). The primary purpose of this study was to examine the development of PA skills in children classified with a reading disability who evidenced either typical or below-average oral language skills based on measures of receptive vocabulary, expressive vocabulary, and listening comprehensions skills. In addition, this study examined whether differing conceptualizations of PA resulted in differential findings concerning the relationship between oral language skills and PA. Finally, this study examined the relationships that exist between different domains of language and different aspects of reading achievement. Elementary school age students participated in the study with 211 students receiving 70 hours of small group reading intervention. Sixty-eight students served as a control group. Children’s PA was assessed at three time points throughout the school year. Repeated measures ANCOVA and HLM analyses were conducted with letter sound knowledge and phonological processing skills as dependent variables. Students with below-average oral language skills evidenced significantly (p < .05) lower scores on both measures compared to students with typical oral language skills. Children with below-average oral language skills did not acquire PA skills at a significantly slower rate than children with typical oral language skills. Analyses also indicated that the relationship between oral language skills and PA skills remains consistent across different conceptualizations of PA. SEM analyses showed that receptive vocabulary and expressive vocabulary knowledge independently contributed to PA skills. Only expressive vocabulary knowledge entered into a relationship with word identification skills.

This diploma thesis is focused on using the interactive whiteboard in English language classes at middle school level. The theoretical part is focused on describing the interactive whiteboard, development and description of particular language skills (listening, speaking, reading, writing) and language subskills (grammar, pronunciation). The practical part deals with a preparation of some English classes. From observation of the classes, from the interviews with teachers and the questionnaire among pupils I will make a conclusion for training which language skills and subskills it is good to use the interactive whiteboard.

Cette thèse présente des propositions pour les professeurs concernés par la formation des traducteurs de l'arabe en français et vice-versa. Elle suggère un cadre de référence qui fournit une conception globale de la formation des traducteurs dès le plus bas niveau jusqu'au niveau le plus élevé. Le cadre de référence sert de base pour une étude de terrain de la formation des traducteurs à Lyon 2, au Centre Culturel Français de Damas et à l'Université de Damas. / This thesis presents suggestions for teachers involved in the training of translators from Arabic into French and vice versa. It suggests a framework that provides a comprehensive approach to the training of translators from the lowest to the highest level. The framework provides the basis for a field study of the formation of two translators in Lyon, the French Cultural Center in Damascus and Damascus University.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-12T11:30:50Z No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:47:11Z (GMT) No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:47:25Z (GMT) No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) / Made available in DSpace on 2016-07-13T16:47:25Z (GMT). No. of bitstreams: 1 terezinhatoledomelquiadesdemelo.pdf: 1393809 bytes, checksum: a5c89003a45e7a8e52da5a4efb18f84a (MD5) Previous issue date: 2012-03-20 / Atualmente, defende-se um trabalho pedagógico nos anos iniciais que envolva tanto o alfabetizar quanto o letrar. Esta é a nova e desafiadora tarefa que se apresenta aos professores. No entanto, o que isto significa em termos pedagógicos? Ou seja, o que a professora faz em sala de aula, no ensino da língua escrita, na perspectiva do alfabetizar letrando? A alfabetização, em determinado momento histórico, era compreendida como mera aquisição de um código linguístico. Em momento posterior, devido ao entendimento equivocado dos estudos construtivistas, passou a ser concebida como a inserção do aluno no mundo dos textos, desprestigiando assim, os aspectos específicos do sistema de escrita. Atualmente, busca-se um equilíbrio destes dois aspectos. É fundamental que as crianças adquiram capacidades inerentes ao sistema, mas ao mesmo tempo essa aquisição deve ser feita por meio dos usos sociais que se faz da leitura e da escrita. Para compreender este processo, investigamos a prática pedagógica de uma professora em uma turma do 2º ano do Ensino Fundamental, numa escola da Rede Pública de Ensino de Juiz de Fora/MG, que afirma alfabetizar letrando. Analisamos, por meio das atividades realizadas em sala de aula, como a referida professora desenvolve as capacidades linguísticas (BRASIL, 2007) junto aos seus alunos. Buscamos em Soares (2004, 2006, 2008), Kleiman (1995), Rojo (1998, 2009), Ferreiro e Teberosky (1991), Ferreiro (1996), Bakhtin (2003, 2004) e Vigostski (2007, 2009) construtos teóricos para subsidiar nossas reflexões. A metodologia utilizada foi a pesquisa interpretativista de cunho etnográfico. Como instrumentos de geração de dados optou-se pela observação, entrevista e notas de campo. A análise foi realizada com base em cinco eixos: Apropriação do sistema de escrita, Compreensão e Valorização da Cultura Escrita, Leitura, Produção de texto e Desenvolvimento da Oralidade. Selecionamos, a partir das atividades realizadas pela professora, capacidades inerentes a cada um dos eixos citados para serem analisadas na concepção do alfabetizar letrando. No eixo Apropriação do sistema de escrita utiliza de um gênero textual, a escrita da data e da rotina do dia, para desenvolver aspectos inerentes ao sistema alfabético. No que concerne ao eixo Compreensão e Valorização da Cultura Escrita a professora envolve os alunos em situações significativas de leitura e de escrita, de modo que eles possam perceber a função do aprendizado de ler e escrever. O trabalho com o eixo Leitura baseia-se no uso de estratégias leitoras que possibilitem o entendimento de textos que circulam socialmente. Ao tratar do eixo Produção de textos propõe a escrita coletiva de uma carta aos colegas do ano seguinte. Por fim, no eixo Desenvolvimento da Oralidade possibilita aos alunos vivenciarem um momento em que confeccionam um cartaz e o apresentam oralmente à turma. A professora no trabalho desenvolvido com todos os eixos busca inserir os alunos em vivências letradas. Entretanto, percebemos uma menor ênfase nos aspectos do eixo Apropriação do sistema de escrita. Por fim, destacamos a possibilidade de organização e sistematização do trabalho na alfabetização por meio dos eixos e capacidades linguísticas. / Currently, it is argued a teaching job in the early years involving both the reading instruction and literacy. This is the new and challenging task that is presented to teachers. However, what does this mean in terms of teaching? Is that, what the teacher does in the classroom, the teaching of writing, from the perspective of reading instruction literacy? Literacy, in a particular historical moment, was understood as a mere acquisition of a language code. Thereafter, due to misunderstanding of constructivist studies, came to be conceived as the inclusion of students in the world of texts, giving no credits so, to the specific aspects of the writing system. Presently, we seek to balance these two aspects. It is essential that children acquire skills inherent in the system, but at the same time the acquisition must be made through the social uses of reading and writing. To understand this process, we investigated the pedagogical practices of a teacher in a class of 2nd year of elementary school, in the Public School System in Juiz de Fora / MG, which states practicing reading instructions literacy. We analyzed it through activities in the classroom, how the teacher develops language skills (BRAZIL, 2007) along with their students. We sought in Smith (2004, 2006, 2008), Kleiman (1995), Rojo (1998, 2009), Smith and Teberosky (1991), Smith (1996), Bakhtin (2003, 2004) and Vigostski (2007, 2009) theoretical constructs to subsidize our reflections. The methodology used was an interpretative research with ethnographic characteristics. For data generation instruments were chosen observation, interview and field notes. The analysis was performed on the basis of these five axes: Writing System Ownership, Understanding and Valuing Culture Writing, Reading, Text Production and Development of Orality. We selected from the activities carried out by the teacher, inherent capabilities in each of the referred axes for being considered in the reading instruction literacy conception.In Writing System Ownership axis uses a genre, the writing of the date and the daily routine, to develop aspects inherent to the alphabetic system. Concerning to Understanding and Valuing Culture Writing the teacher engages students in significant situations of reading and writing, so that they can realize the function of learning how to read and write. The work with the axis Reading is based on the use of reading strategies which enable the readers’ understanding of socially circulating texts. By treating the Text Production axis, proposed by the collective writing of a letter to the following year colleagues. Finally, the axis of Orality Development enables students to experience a moment in which they make a poster and present it orally to the class. A teacher at work with all axes attempts to insert students into literate experiences. However, we see a lower emphasis on ownership of the axis of the writing system. Finally, we highlight the possibility of organization and systematization of work in literacy through the axes and language skills.

Il existe un nombre croissant de tests de langues sur le marché. Ces derniers se répartissent en plusieurs catégories selon leur forme et leur fonction: tests de positionnement, d’acquisition et de progrès, de compétence, de certification, tests diagnostiques et enfin tests d’aptitude. La conception du test de positionnement POSILANG, entièrement adossé au Cadre européen commun de référence pour les langues (CECRL), force à s’interroger sur le processus général d’évaluation des compétences en LVE, à définir ce que sont les bonnes pratiques, à explorer la compatibilité de l’approche communicative-actionnelle prônée par le Cadre avec le format automatisé. Les atouts visés par le dispositif sont la gratuité, la praticité, la fiabilité, l’accessibilité, l’interactivité ainsi que l’authenticité. L’élaboration des items doit tenir compte des usages situés de la langue dans des situations de communication réelles. Conçu localement, en intégrant la situation particulière du site universitaire bordelais, le test est prévu pour évaluer le niveau de compétences des bacheliers en anglais, accédant à l’Enseignement Supérieur. L’évaluation de la version pilote de POSILANG, menée dans le cadre de la présente recherche, montre que POSILANG permet bien de déterminer à la fois le niveau en langue global de candidats et leur niveau par domaine de compétence. Le test remplit aussi une fonction diagnostique, en pointant les lacunes des candidats. Le positionnement par domaines de compétences permet de créer différents groupes de niveaux aussi homogènes que possible pour les enseignements obligatoires d’anglais et pour remédier aux difficultés langagières repérées. / In education today, a great number of language tests are available. These tests can be divided into different categories according to their features and function: placement tests, acquisition and progress tests, certification tests and aptitude tests. The POSILANG placement test offers many advantages. The test is conceived in accordance with the Common European framework of reference for languages (CEFR). It therefore complies with the majority of the parameters laid down in this official document and adheres to an action-oriented approach. POSILANG also benefits from being free of charge, readily available, reliable, interactive and authentic. The latter is achieved by using language taken from real life situations for the conception of items. The test has been designed for local use on the campus of Bordeaux University and takes into account the specificities of this environment. Its aim is to assess the competence level of secondary school leavers as they enter the higher education system. POSILANG is able not only to assess the overall language level of participants, but also the level in three separate areas of competence. It has a diagnostic function centered on pinpointing the weaknesses of students. The placement of students according to the different areas of competence enables teachers to form student groups with similar language levels, so as to address the specific instructional needs identified by the test.