Made available in DSpace on 2015-02-24T18:20:51Z (GMT). No. of bitstreams: 1 AffonsoHSRN.pdf: 595224 bytes, checksum: f7e016b071fe94158f32fba9c2fa8d4b (MD5) Previous issue date: 2009-08-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present dissertation aims to an approach of the teaching of Portuguese language on television, trying to find how possible is the contribution of this communication media in the sense to give a higher classroom dynamism and to excite the students for that subject. The TV show Afinando a L?ngua (roughly, putting the language in tune ), a Canal Futura feature, have as one of these main purpose be shown on the classrooms as a tool that could enlarge the possibilities of a subject often took as particularly difficult. Blocked by the traditional grammatical teaching, the Portuguese lessons have been for years pictured as hermetic and far from the Brazilian speakers reality. So, people create myths around the language that earns adjectives as complicate and inaccessible and that Brazilians can t speak the Portuguese really good, because it only happens in Portugal, the original country of the language. These myths start exactly because the teaching orientation take their basis only on the standard language, in fact just one of the language variations by the way, anywhere in the world dictated by ancestral rules, once produced in Portugal. The regular school don t accept the Portuguese variation as a natural fact for a huge country as Brazil, with almost 190 million people, regarding it as a wrong way of talking. The repression that follows the students from the early school days make them repel the language supposedly learned at school. In fact, they normally face it as something unfamiliar, different from the language that they have use to learn at home, from the family and neighbors Instead of giving new possibilities for the language learning, the television, a powerful audiovisual device, only reinforces the idea that everyone, in any life situation, should talk the standard Portuguese, turning its back to the learning acquired much earlier that any person reach the school. This conservative attitude brings almost no changes, between the shows that try to teach the idiom and the traditional Portuguese lessons, wasting valuable tools that could lead to the possibility to open the classroom to the outside world, and to the wider knowledge of the differences from each Brazilian region culture, a positive attitude that could much enlarge the cultural and linguistic students universe / Esta disserta??o trata do ensino da L?ngua Portuguesa na televis?o sobe o vi?s de uma poss?vel contribui??o deste meio de comunica??o no sentido de conferir um maior dinamismo e interesse por parte dos estudantes desta disciplina. O programa Afinando a L?ngua, exibido no Canal Futura, tem como um dos seus objetivos ser exibido na sala de aula como ferramenta que ampliasse o universo das aulas para uma disciplina que ? considerada de dif?cil apreens?o. Confinadas ao ensino gramaticista, as aulas de portugu?s t?m sido, h? muito tempo, encaradas como herm?ticas e pouco condizentes ? realidade do idioma praticado pelos brasileiros. Acaba-se, ent?o, por criar-se mitos que levam os alunos a crer que o idioma portugu?s ? um dos mais complicados e inacess?veis e que, no Brasil, n?o se fala bem o idioma fala-se bem portugu?s, continuam a pregar os mitos, apenas em Portugal. A distor??o come?a exatamente pelo tipo de ensino que se baseia numa norma-padr?o, apenas uma das varia??es lingu?sticas de um idioma em qualquer lugar do mundo, ditada por regras ancestrais, escritas no pa?s de origem do nosso idioma. A escola n?o aceita as diversas outras varia??es lingu?sticas do portugu?s praticado em nosso extenso Pa?s, com quase 190 milh?es de habitantes, taxando-as de formas erradas de falar. A repress?o que persegue o aluno desde os primeiros anos de sua vida escolar o faz se afastar do idioma e a consider?-lo como algo estranho ? sua cultura, aquela que aprendeu em casa, com a fam?lia e os vizinhos. Ao inv?s de oferecer novas possibilidades para o aprendizado do idioma, a televis?o, com seu poder audiovisual, apenas refor?a a id?ia de que todos, em qualquer situa??o de vida, deveriam falar o portugu?s-padr?o, dando as costas para aquilo que aprenderam bem antes de entrar na escola. Com esta postura conservadora, pouco acrescenta ?s tradicionais aulas de portugu?s, desperdi?ando ferramentas valiosas como o poder de trazer o mundo exterior, as diferen?as de cada regi?o do Brasil, para a sala de aula numa atitude que poderia ampliar, e muito, o universo cultural e ling??stico dos alunos

MPhil / The concept of ‘new Englishes’ developed as a result of the relatively new perception of English as an adapting and evolving language within increasingly wider global contexts. According to McArthur (1992:688) the term “new Englishes” refers to "recently emerging and increasingly autonomous variet[ies] of English, especially in a non-western setting, such as India, Nigeria, or Singapore." Such varieties of English develop from an English, traditionally recognised as standard, to become distinctly individual: they retain some cultural and linguistic characteristics of the standard English but additionally represent and include many aspects of the culture and language of the country in which the new English functions. These new Englishes are lexico-grammatically sophisticated and as viable as any of the traditionally recognised standard Englishes. The “new languages” are used intranationally and internationally and so are not only a result of intercultural communication; they also facilitate and enable intercultural communication. This thesis investigates (i) Swazi English (SwE) as a ‘New English’ and (ii) the perceptions that Swazis themselves, as well as speakers from other language communities, have of SwE and its users. Swaziland is a landlocked country in the northeast region of Southern Africa and one of the last remaining monarchies on the African continent. English was introduced to Swaziland during the 1800’s and remained one of the official languages alongside siSwati after Swaziland achieved independence from Britain in 1968. English in Swaziland continued to develop despite increasingly restricted access to input from English first language speakers of British descent thus resulting in SwE developing independently of any external norm. SwE now appears to be a stable variety of English that is not only spoken but also written in newspapers, in government and legal correspondence and in the public relations documents of Swazi companies. The research for this thesis identifies a number of lexical, syntactic and semantic features of SwE that are different from those of standard British or American English. These features of SwE occur frequently and consistently in newspaper articles. Nevertheless, as indicated by the research results of this thesis, SwE continues to be perceived as an error-ridden second language variety rather than as a new English in its own right. Furthermore, the language prejudice is extended to users of SwE as many judge the intelligence, credibility and trustworthiness of writers of SwE negatively on the basis of linguistic features that cannot be indicators of character, skill or competence. This prejudice gives rise to stereotyping which is a barrier to effective intercultural communication.