Orientador: Nildicéia Aparecida Rocha / Banca: María Teresa Celada / Banca: Cibele Cecílio de Faria Rozenfeld / Resumo: O discurso doutrinário produzido e veiculado nas sociedades disciplinares do século XVIII permitiu a instauração tanto das dicotomias quanto dos paradigmas que norteiam, até o presente século, a maneira como as instituições escolares devem atuar e refletir sobre o âmbito educacional, condicionando, consequentemente, não apenas as metodologias e as práticas adotadas nessas instituições, como também a crença que envolve o pensar e o fazer educacional na nossa sociedade contemporânea. Com isso, as escolas passaram a adotar algumas tendências mercadológicas e fabris as quais visam legitimar diretrizes autoritárias e ratificar uma hierarquia pré-estabelecida de poder nas instituições de ensino. De maneira contrária, Dewey (1959), Freire (1967 e 1979) e Morin (2000 e 2007) propõem outras maneiras de compreender a educação, enfatizando o papel primordial dessa para o desenvolvimento tanto do caráter quanto da personalidade "autênticos" do indivíduo, permitindo o despertar da singularidade e da ética nos alunos e nos professores. De acordo com essa perspectiva que visa construir uma educação singular, a nossa intenção neste trabalho é analisar e compreender de que forma se estabelecem as relações de poder (FOUCAULT, 1987 e 1989) nas práticas de língua estrangeira em uma escola, situada no interior de São Paulo, que segue os princípios da singularidade como fio condutor de sua prática. Dentro dessa abordagem, pretendemos depreender os discursos e as práticas referentes às singularidades e à democracia, a fim de refletir sobre a maneira como as relações verticais e horizontais se constroem nesse processo peculiar de ensino-aprendizagem de língua estrangeira. Para isso, realizamos uma pesquisa qualitativa de base etnográfica, com o intuito de observar como se estabelecem essas relações nas práticas de idioma e coletar os dados. / Abstract: The doctrinal speech produced and conveyed in the disciplinary societies from 18th century consented the instauration both of the dichotomies and of the paradigms which guide, until the present century, the way how educational institutions must act and reflect on the educational field, hence conditioning not only the methodologies and practices in these institutions, as well as the belief that involves thinking and doing education in our contemporary society. The schools have adopted some trends similar to marketing and manufacturing procedures which legitimate authoritarian directives and ratify a pre-established hierarchy of power within and also outside the educational institution. Conversely, Dewey (1959), Freire (1967 and 1979) and Morin (2000 and 2007) present alternative ways to comprehend the education emphasizing its essential role to the development of both the authentic character and personality of the individual, enabling the arousal of singularity and ethic in students and educators. In accordance with this perspective that aims to erect an education based on humanity and singularity, this paper intents to analyze and comprehend how the power relantionships (FOUCAULT, 1987 and 1989) are established during the classes of foreign language at a specific school, situated in a city in the state of São Paulo, which follows the principles of singularity as a guideline to its practice. Within this approach, we intend to understand the discourse and practice with regard to singularities and democracy in education to reflect on how the vertical and horizontal relationships are built in this peculiar process of foreign language teaching and learning. To achieve this, we conducted a qualitative ethnographic research in order to observe how these relationships are established in foreign language classes and collect data. / Mestre

M.Ed. (Education Linguistics) / Researchers generally agree that second languages are vitally important to diverse groups of people across the world today. The teaching of second languages in classrooms around the world alone constitutes a formidable undertaking. Their general importance in and out of the classroom is perhaps best expressed by Larsen-Freeman and Long (1991:2): •••not only do second languages have a place in school, they also affect many other aspects of people's lives. In the interdependent world of today, second language acquisition and use are ubiquitous. English alone, for example, is used by almost 1.5 billion people as their official second language (Crystal, 1985). The remarkable spread and use of the language has become an uncontested fact: it has become the international language for science and technology, with more than half of all the world's scientific and technical journals published in English. It is the medium for 80% of the information stored in the world's computers at present, while three quarters of the world's mail arid other correspondence are also in English (Peirce, 1989). This is just one example of second language use that has contributed to the general importance of second languages across the globe today. There are many others. So, for instance, is second language learning and use closely linked with the huge migrant worker force of Europe and other parts of the world, where there is a need amongst the people to be able to understand and speak the language of their new environment. Another such issue is the arrival and assimilation of immigrants who permanently resettle in a new country. The large entry of Indochinese refugees into many different countries around the world in the 1980's is a case in point (Larsen-Freeman and Long, 1991). Second languages also often play an important role in the affairs of state, especially in societies where there is a diversity of cultures and languages (Larsen-Freeman and Long, 1991). Which language or languages should receive official recognition and which should not? In our own country, for example, this is currently a much debated issue, following the socio-political changes and events of recent years. It appears that English has become the language people favour best in a post-apartheid South Africa.

Although education in South Africa has undergone several changes since 1994, it is still in a phase of transition and development. Educational policy is continually being improved upon. With the introduction of the new education policies, there will be a greater need for trained learning support specialists to observe, test, diagnose and intervene with an appropriate assessment and programme as early as possible in the learners’ school career. Structure of Intellect (SOI) is a tool that can be used by these support specialists, who will be qualified to assess and intervene when learners are experiencing difficulties with learning. The SOI assessment and programme form a unit and are interrelated. At the time of this study, the Minister of Education, Naledi Pandor, is advocating that learners should be able to learn in their choice of home language, that is, any one of the eleven official ones in South Africa. In the meantime, many of the learners are learning in English as the main language of learning. This poses difficulties for many learners, who may be experiencing other, but related learning barriers. There is a need for a programme that will be able to develop the intellectual abilities of learners so that they can be successful in their learning. The SOI programme, designed in America and used successfully in many countries, is available for use in South Africa and has the potential to make a contribution to the educational sphere in this country. The focus of this study is the possible adaptation of this programme for use with English second-language learners. The design is one of evaluation research, emphasising process evaluation, with an overlap into programme monitoring. This research is predominantly qualitative in nature, with some quantitative information in the form of graphs and statistics. From four themes extrapolated from the data, answers to the research question were fully discussed and were reported in a qualitative approach. The themes of socio-economic influences, the learning environment, affective influences on the learner, and language and literacy were all found to be inextricably interwoven in the learners’ lives and affect them in many ways. Socio-economic influences are particularly relevant to the South African context, as there is still widespread poverty amongst a large part of the population. The learning environments in which children develop influence their interest in and ability to learn. Affective views of learners about themselves have profound effects on their motivation to learn. Language and literacy are currently at the heart of many difficulties experienced within the field of education. Erhman (1996:137) emphasises the importance of emotions and language learning in the following statement: “Every imaginable feeling accompanies learning, especially learning that is as closely related to who we are as language learning is.” Although many challenges face learners in South Africa today, one of the major ones being learning in a second and sometimes even a third language, findings from this research reflect that the SOI programme should and can be adapted for use with English second-language learners in urban South African schools. The study concludes with recommendations relating to changes to the SOI programme as it relates to vocabulary, diagrams, and the way in which instructions are given in the South African setting. The results indicate that there is scope for further research using other SOI materials, which could be suitably adapted for the South African context. / Mrs. J.V. Fourie

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This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.

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published_or_final_version / Language Studies / Master / Master of Arts

M.A. (Applied Linguistics) / Please refer to full text to view abstract