Os séculos XIX e XX se caracterizaram por um grande afluxo de imigrantes, principalmente europeus, para a América. Nesse contexto histórico, a interação entre o Estado, a sociedade local e os imigrantes passou por diversas tensões, que envolviam preconceitos e intolerâncias manifestadas de diferentes formas (racial, social, lingüística, cultural, econômica etc.). Por estar presente tanto em Estados nacionais, quanto em sociedades, grupos e pessoas, o preconceito e a intolerância têm uma dupla dimensão: privada e pública. Nosso trabalho tem por objetivo analisar o fenômeno da intolerância lingüística na relação entre sociedade e Estado brasileiros e imigrantes. Para a constituição de nosso corpus, efetuamos como recorte histórico o período compreendido entre 1875 a 1945, ou seja, do fim da Monarquia até a Era Vargas. Para analisar a intolerância lingüística em suas duas dimensões, pública e privada, dividimos nosso trabalho em dois capítulos distintos: no primeiro, foram examinados os decretos e as leis que organizavam o processo imigratório e que tratavam da naturalização de estrangeiros; no outro capítulo, foram analisados três textos de autores representativos da sociedade na Monarquia, na Primeira República e na Era Vargas (Menezes e Souza, Silvio Romero e Oliveira Viana, respectivamente); e analisamos também nesse segundo capítulo, depoimentos de imigrantes e uma autobiografia para apresentar a perspectiva daqueles que sofreram a intolerância. Para realizar essas análises, utilizamos a semiótica discursiva de linha francesa. Nessa perspectiva teórica, consideramos o preconceito como um modo de ser passional (ser malevolente) em relação ao outro e a intolerância (e também a intolerância lingüística) como um fazer malevolente (fazer mal a um outro), que pressupõe o preconceito. Para a realização desse fazer são utilizadas estratégias diferentes que se assentam na certeza do intolerante de que seus valores são melhores do que os do outro. Por isso, é possível pensar a língua como um elemento de preconceito e de intolerância, não apenas por estar envolvida na construção da imagem negativa de imigrantes, mas também por ser um elemento de exclusão ou ainda de assimilação de imigrantes por parte da sociedade e do Estado brasileiros / The 19th and 20th centuries had been characterized for a great influx of immigrants to America, mainly from Europe. In this historical context, the interaction among the State, the local society and the immigrants passed through different tensions that involved different types of prejudice and intolerance (racial, social, linguistic, cultural, economic etc.). The prejudice and he intolerance have a double dimension: private and public, present in national tates, society, groups and peoples. Our work aimed to analyze the phenomenon of the linguistic intolerance in the relation among Brazilian society, State and immigrants. For the constitution of our corpus, we selected the period between 1875 and 1945, or either, the end of the Monarchy until the Vargas\' Era. To analyze the linguistic intolerance in its two dimensions, private and public, we divided our work in two distinct chapters: in the first one, we examined the laws that organized the immigration and the naturalization processes of foreigners; and in the other chapter, three texts of representative authors of the society in the Monarchy (Menezes e Souza), the First Republic (Sílvio Romero) and the Vargas\' Era (Oliveira Viana) were analyzed. We also analyzed in this chapter, reports from immigrants and one autobiography to show the perspective from those who had suffered the intolerance. To make these analyses, we used the French\'s discursive semiotics. In this theoretical perspective, we considered the prejudice as a way of to be passionate (to be malevolence) in relation to the other and the intolerance (and also the linguistic intolerance) as one to make malevolence (to make badly to the other), that presuppose the prejudice. The certainty of the intolerants about theirs values (the values of the intolerants are better than of the others) is the responsible for the accomplishment of this to action, using different strategies. Therefore, it is possible to think the language as an element of prejudice and intolerance, not only for being involved in the construction of the negative image of immigrants, but also for being an element of immigrant\'s exclusion or assimilation by the Brazilian society and the State.

Os séculos XIX e XX se caracterizaram por um grande afluxo de imigrantes, principalmente europeus, para a América. Nesse contexto histórico, a interação entre o Estado, a sociedade local e os imigrantes passou por diversas tensões, que envolviam preconceitos e intolerâncias manifestadas de diferentes formas (racial, social, lingüística, cultural, econômica etc.). Por estar presente tanto em Estados nacionais, quanto em sociedades, grupos e pessoas, o preconceito e a intolerância têm uma dupla dimensão: privada e pública. Nosso trabalho tem por objetivo analisar o fenômeno da intolerância lingüística na relação entre sociedade e Estado brasileiros e imigrantes. Para a constituição de nosso corpus, efetuamos como recorte histórico o período compreendido entre 1875 a 1945, ou seja, do fim da Monarquia até a Era Vargas. Para analisar a intolerância lingüística em suas duas dimensões, pública e privada, dividimos nosso trabalho em dois capítulos distintos: no primeiro, foram examinados os decretos e as leis que organizavam o processo imigratório e que tratavam da naturalização de estrangeiros; no outro capítulo, foram analisados três textos de autores representativos da sociedade na Monarquia, na Primeira República e na Era Vargas (Menezes e Souza, Silvio Romero e Oliveira Viana, respectivamente); e analisamos também nesse segundo capítulo, depoimentos de imigrantes e uma autobiografia para apresentar a perspectiva daqueles que sofreram a intolerância. Para realizar essas análises, utilizamos a semiótica discursiva de linha francesa. Nessa perspectiva teórica, consideramos o preconceito como um modo de ser passional (ser malevolente) em relação ao outro e a intolerância (e também a intolerância lingüística) como um fazer malevolente (fazer mal a um outro), que pressupõe o preconceito. Para a realização desse fazer são utilizadas estratégias diferentes que se assentam na certeza do intolerante de que seus valores são melhores do que os do outro. Por isso, é possível pensar a língua como um elemento de preconceito e de intolerância, não apenas por estar envolvida na construção da imagem negativa de imigrantes, mas também por ser um elemento de exclusão ou ainda de assimilação de imigrantes por parte da sociedade e do Estado brasileiros / The 19th and 20th centuries had been characterized for a great influx of immigrants to America, mainly from Europe. In this historical context, the interaction among the State, the local society and the immigrants passed through different tensions that involved different types of prejudice and intolerance (racial, social, linguistic, cultural, economic etc.). The prejudice and he intolerance have a double dimension: private and public, present in national tates, society, groups and peoples. Our work aimed to analyze the phenomenon of the linguistic intolerance in the relation among Brazilian society, State and immigrants. For the constitution of our corpus, we selected the period between 1875 and 1945, or either, the end of the Monarchy until the Vargas\' Era. To analyze the linguistic intolerance in its two dimensions, private and public, we divided our work in two distinct chapters: in the first one, we examined the laws that organized the immigration and the naturalization processes of foreigners; and in the other chapter, three texts of representative authors of the society in the Monarchy (Menezes e Souza), the First Republic (Sílvio Romero) and the Vargas\' Era (Oliveira Viana) were analyzed. We also analyzed in this chapter, reports from immigrants and one autobiography to show the perspective from those who had suffered the intolerance. To make these analyses, we used the French\'s discursive semiotics. In this theoretical perspective, we considered the prejudice as a way of to be passionate (to be malevolence) in relation to the other and the intolerance (and also the linguistic intolerance) as one to make malevolence (to make badly to the other), that presuppose the prejudice. The certainty of the intolerants about theirs values (the values of the intolerants are better than of the others) is the responsible for the accomplishment of this to action, using different strategies. Therefore, it is possible to think the language as an element of prejudice and intolerance, not only for being involved in the construction of the negative image of immigrants, but also for being an element of immigrant\'s exclusion or assimilation by the Brazilian society and the State.

Cette thèse propose d’identifier une catégorie particulière de politiques linguistiques, les politiques linguistiques d’immigration. Nous portons un regard croisé sur quatre contextes francophones. Cette recherche comparative permet de décentrer les débats autour de la langue et de l’immigration du seul cadre national. Nous proposons de situer les dimensions linguistiques, culturelles et éducatives liées à l’intégration des populations migrantes dans une perspective européenne et internationale. L’étude poursuit un double objectif : effectuer une typologie et une évaluation de ces politiques. Il est question de décrire et d’analyser les choix et les actions étatiques menés pour la connaissance et l’apprentissage de la langue par les adultes migrants. Notre recherche identifie le tournant à partir duquel la « maîtrise » de la langue est devenue un enjeu politique et un volet indissociable des politiques d’immigration. D’un côté, la thèse met en relief les idéologies linguistiques qui structurent les imaginaires collectifs nationaux, et leur influence sur les argumentaires et les aménagements des politiques. De l’autre côté, elle met en valeur la circulation des présupposés idéologiques et des pratiques étatiques liés à la langue et à l’immigration. Enfin, la recherche considère l’impact des différents aménagements étudiés sur la production des savoirs scientifiques et sur la formation en didactique des langues. / This thesis proposes to identify the particular category of linguistic policies which deals with immigration. The chosen approach is to perform a cross analysis on four French-speaking contexts. This comparative research allows us to shift the focus on language and immigration away from the national level. We offer to place the linguistic, cultural and educational dimensions linked with the integration of migrants in a European and international perspective. This study has two objectives: perform a typology and an evaluation of these policies. We aim at describing and analysing the choices and actions led by the state to develop knowledge and learning for adult migrants. Our research identifies the turning point from which proficiency of language became a political issue, deeply intertwined with immigration policies. On one side, the thesis emphasizes the linguistic ideologies that shape the collective imaginations, and their influence on political arguments and language planning. On the other side, it highlights the flow of assumed ideologies and state practices related to language and immigration. Finally, the research takes into account the impact of language planning on knowledge production and training in language didactics.

This study examines different aspects of language variation in contemporary Czech television discourse. The modern Czech language is characterised by a specific linguistic situation in which speakers must choose between two varieties – Standard Czech (SC) and Common Czech (CC). This choice depends on a number of linguistic, cultural, social and other factors. Television discourse, which is a mixture of prepared and unprepared speech, provides a good opportunity to study the distribution of these varieties and their function. The aim of the dissertation is to research these issues in talk shows and discussion programmes. The following aspects are analysed in the dissertation: – The frequency of occurrence of a number of phonological and morphological elements of the two varieties. This analysis is conducted in a quantitative study of a corpus of 24,000 words (fifteen television shows). The elements are categorised and analysed statistically. The frequency of these elements is shown on two levels: in the total corpus material and in groups of programmes. The results are compared with previous studies of spoken Czech. – A comparative study of the Communist and post-Communist television discourse, in which television programmes from before and after 1989 are analysed and compared. The study reveals a number of linguistic differences between the two programmes and their relation to such factors as operational roles, the function of media and the frequency of dialogue markers. – A qualitative analysis of the fifteen programmes which comprise the corpus. The aim of this study is to show the function of the two Czech varieties in different types of television discourse. The variables affecting the participants’ choice of variety are analysed. The investigation shows that dialogue form, genre and operational roles are directly related to the choice of SC and CC in the programmes. These results are also connected with language norms and other social factors.

The scientific problem of the dissertation: what attitudes on characteristics of linguistic communication competence dominate among physical education teachers considering their attitudes both on linguistic communication competence, and on communication in social situations? The research object – attitudes on linguistic communication competence and communication in social situations. The scientific solution of the research object that corresponds the research subject is oriented to the detection of verbal communication competence in native (Lithuanian) speech of physical education teachers as well as to the evaluation of their attitude on communication in social situations. The aim of the research was to disclose physical education teachers‘ attitudes on pedagogical communication as the determinants of pupils‘ approach to physical self-education. The following statements substantiate scientific novelty of the research: in theoretical aspect the competences of a physical education teacher in revealing the role of linguistic communication competence in native (Lithuanian) speech were analysed, the peculiarities of the attitude of physical education teachers on communication competence were revealed, the features of the attitude of physical education teachers on communication in social situations were evaluated, the links of the attitude of the components of physical education teachers on linguistic communication competence in native (Lithuanian) speech and the attitude on... [to full text]

Šio darbo objektas – rankos pirštų įvardijimai lietuvių kalbos tarmėse. Darbo tikslas – parodyti rankos pirštų pavadinimų paplitimą lietuvių kalbos tarmėse. Tikslui pasiekti suformuluoti šie uždaviniai: išsirinkti visus atsakymus į leksikos anketos 111 klausimą (a, b, c, d, e dalys), kaip tarmėse vadinami rankos pirštai, gautus duomenis suklasifikuoti, suklasifikuotų atsakymų pagrindu sudaryti žemėlapius, rodančius atskirų rankos pirštų pavadinimų paplitimą lietuvių kalbos tarmėse, visa tai aprašyti komentaruose ir apibendrinti. Darbo tiriamąją medžiagą sudaro Lietuvių kalbos instituto Kalbos istorijos ir dialektologijos skyriaus Tarmių archyve saugomi atsakymai į leksikos anketos 111 klausimą iš 174 skirtingų gyvenamųjų punktų (vietovių) Lietuvoje ir 4 punktų, esančių už jos ribų. Užrašytų atsakymų pagrindu sudaryti penki atskiri kiekvieno rankos piršto pavadinimų paplitimo lietuvių kalbos tarmėse žemėlapiai. Jiems braižyti buvo naudojama Corel Paint Shop Pro Photo XI programa. Darbo metodai – lingvistinės geografijos, lyginamasis ir aprašomasis. Visoje Lietuvoje ir lietuvių kalbos „salelėse“ už jos ribų vartojamas tas pats pirmojo rankos piršto pavadinimas nykštỹs, kuris tarmėse skiriasi tik kamienu: io (nikštỹs), o (nýkštis, nnkštis) arba ()ē (nýkštė). Keliuose punktuose vartojamas morfologinis pirmojo piršto pavadinimo variantas nykštnis. Pavadinimas nykštỹs ir jo variantai siejami su veiksmažodžiu nỹkti „mažėti“. Labiausiai paplitęs antrojo rankos piršto... [toliau žr. visą tekstą] / The object of the thesis is the names of the fingers in Lithuanian dialects. The aim is to show how far and how often the names are spread in Lithuanian dialects. The aim of the thesis consists of the following tasks: to pick up all the answers to question No. 111 (a, b, c, d, e) from a lexical questionnaire and find out the names of the fingers in Lithuanian dialects; to process and classify data, to make up the maps, indicating the most common areas where they are spread and used in everyday life, to describe and summarize it. The research has been done on the basic material found and stored in the archives of the Lithuanian language institute (in the department of the History and Dialectology of the Lithuanian language). The answers to question No. 111 are from 174 different areas and 4 additional locations beyond the borders of Lithuania The 5 maps of the points where the names of the fingers are spread were made with the help of Corel Paint Shop Pro Photo XI program. The methods used: linguistic geography, comparative, and descriptive. The first finger of the hand is called nykštỹs. This name is the most common all over Lithuania, only in some dialects the stem of the word io may differ, as o (nýkštis, nnkštis) or ()ē (nýkštė). Nykštnis can also be found – it is its morphological variant. Nykštys as the word itself contains the meaning of the verb „disappear“ or „gradually becoming less“. The name smlius for the second finger of a hand is widely spread in Higher... [to full text]

Pasirodžius lingvistinio mandagumo teorijai, pasaulyje tokio pobūdžio tyrimai tapo labai populiarūs, tačiau lingvistinė pragmatika tebėra naujas reiškinys lietuvių kalbotyroje, visai mažai dėmesio skiriama pragmatiniams elektroninio diskurso tyrimams, ypač retai lingvistiniu aspektu tiriami interneto komentarai. Tačiau juos tirti verta dėl šio žanro populiarumo ir dėl to, kad jie parodo kasdien vartojamą kalbą bei veikia kalbinius mūsų visuomenės įpročius. Analizuoti interneto komentarus nuspręsta ir dėl jiems būdingo anonimiškumo, kadangi buvo siekiama patikrinti, ar asmens įvaizdžio apsaugos teorija veikia ir tada, kai adresantas slepiasi po pseudonimu. Šiame darbe pristatomas interneto svetainėje dėstytojai.lt esančiuose studentų komentaruose dėstytojams skirtų vertinimų tyrimas. Vertinimai analizuoti leksiniu-gramatiniu, lingvistinio mandagumo ir funkciniu aspektais. Buvo tiriama, kokie žodžiai ir jų junginiai dažniausiai vartojami vertinant dėstytoją, kaip teigiami-neigiami vertinimai sąveikauja tekste, kaip nuo jų sąveikos priklauso bendras komentaro turinio teigiamumas-neigiamumas. Taip pat buvo tiriama, kaip studentų komentaruose veikia lingvistinio mandagumo teorija: kokias strategijas naudoja studentai, pateikdami neigiamus vertinimus (kurie iš esmės yra asmens įvaizdžiui grėsmingi šnekos aktai), kokiais būdais jie yra švelninami. Išanalizuotas ir funkcinis neigiamų vertinimų aspektas – nustatyti šnekos aktai, kuriais realizuojami neigiami vertinimai, ištirta jų... [toliau žr. visą tekstą] / When linguistic politeness theory has emerged, it became very popular all over the world, but it’s still a new phenomenon in Lithuanian linguistics. Little attention from pragmatic point of view is paid to the electronic discourse, especially to the interactive internet commentaries. However, they are worth analyzing because of the popularity of their genre and because they reflect the everyday language, also they are affecting the speech habits of our society. It was also decided to analyze interactive commentaries because of their anonymity factor, as it was expected to verify if the politeness theory works when the addressers are hiding behind their pseudonyms. Therefore, this study aims to represent the analysis of the assessments of lecturers in the interactive student commentaries on the website dėstytojai.lt. The analysis includes research of what words and phrases are commonly used for the assessment of lecturers, and research of how do positive and negative assessments interact in texts – how the negativity-positivity of the overall content of the commentary depends on their interaction. It has also been analyzed how the linguistic theory of politeness manifests itself in these commentaries: what strategies are used for the negative assessments (that are considered as face threatening speech acts), what criticism mitigating devices are used in them. It has been analyzed what the speech acts are used to actualize negative assessments in researched commentaries and how... [to full text]

Thesis (M.A.)--Miami University, Dept. of Communication, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 64-70).

Notre recherche porte sur l’analyse comparative de ce que nous appelons les Gestes Professionnels d’Adaptation Linguistique (GPAL), dans l'Enseignement d'une Matière Intégré à une Langue Étrangère (EMILE), à l’œuvre en France, notamment dans les sections internationales du primaire. Son but est de comprendre comment les professeurs des écoles exerçant en contexte multilingue s’adaptent à l’hétérogénéité des élèves en Langue de Scolarisation (LSco). Le terrain de notre étude est constitué de classes ordinaires (enseignement en français et section anglaise) et de groupes de français langue étrangère et d’anglais langue seconde, des écoles maternelle et élémentaire d’un établissement international public de la région PACA. À travers une approche comparative, nous cherchons à comprendre dans quelle mesure le statut de la LSco (vernaculaire ou véhiculaire), l'âge des élèves et le degré d’hétérogénéité linguistique, influencent les GPAL utilisés par les enseignants. Pour chacun de ces trois facteurs nous comparons deux séances de classe ordinaire et deux séances des dispositifs d’aide à l'apprentissage des LSco, pour dégager également l’impact du type d’enseignement (ordinaire ou spécialisé) sur le recours des professeurs aux GPAL. Nous comparons le nombre, les catégories et les types de GPAL utilisés par les enseignants, mais aussi les formes qu’ils prennent à travers les ‘préoccupations des enseignants structurant le milieu didactique’ (Bucheton, 2011), les moments où les professeurs y ont recours via ‘le quadruplet de la structure de l’action de l’enseignant’ (Sensevy & Mercier, 2007) et les buts qu’ils poursuivent en y faisant appel en fonction des ‘4 Cs’ (Coyle, 2002). / Our research is based on a comparative analysis of what we call the Professional Skills of Linguistic Adaptation (PSLA) in Content and Language Integrated Learning (CLIL) employed in France, and in particular, in international sections at primary school. It is aimed at understanding how primary school teachers, working in a multilingual context, adapt themselves to pupils’ heterogeneity in the language of instruction. Our study focuses on ordinary classes (classes taught in French and English section classes) and groups of French as a foreign language and English as a second language, in the nursery and elementary schools of a state-run International School in PACA. Through a comparative approach, we wish to understand how the status of the language of instruction (vernacular or vehicular), the pupils’ ages and the level of linguistic heterogeneity influence the PSLA teachers use. For each of these three factors, we compare two sessions in ordinary classes and two sessions conducted in support schemes aimed at facilitating pupils’ integration to the language of instruction, in order to illustrate also the impact of the type of teaching (ordinary or specialised) on the primary school teachers’ use of PSLA. We compare the number, category and type of PSLA used by teachers and also the forms they take through “the teachers’ concerns structuring the didactic environment” (Bucheton, 2011), the instances when teachers employ them through “the quadruplet of the structure of the teacher's action” (Sensevy & Mercier, 2007), and for what purposes through the “4 Cs” (Coyle, 2002).

Cette recherche porte sur la situation sociolinguistique en Algérie et sur les conflits linguistiques qu’elle a connus de 1962 à nos jours. L’objet de notre thèse se situe au croisement des facteurs historiques, politiques, socioculturels et des enjeux éducatifs. Il s’agit de développer une approche sociolinguistique afin d’analyser un conflit dialectique devenu permanent. Une première partie de ce travail met en évidence des aspects de ce conflit générés par l’opposition binaire entre le colonisateur et le colonisé. Nous proposons un aperçu historique remontant à 1830, en nous basant sur des témoignages historiques relatifs à la naissance de ce conflit identitaire, socioculturel et linguistique. Une deuxième partie analyse la situation sociolinguistique de 1962 à nos jours, une nouvelle période qui a vu apparaître un autre type de conflit. Il s’agit là d’un conflit tripartite, cette fois entre trois communautés linguistiques (arabophone, francophone, berbérophone) et leurs relations complexes et ambiguës. Après avoir présenté et étudié la situation dans le Maghreb en général et en Algérie en particulier, nous cherchons à comprendre les phénomènes et les pratiques sociolinguistiques que l’on peut observer actuellement auprès de la population algérienne. Une troisième partie comporte une étude empirique des comportements linguistiques et de la perception des différentes langues sur le terrain. Nous l’avons effectuée à l’aide d’un questionnaire destiné aux trois communautés linguistiques qui nous a permis d’évaluer le paysage sociolinguistique de la société algérienne dans des situations formelles et informelles et dans le rapport entre la sphère privée et la sphère publique. Au travers de cette recherche nous nous interrogeons sur la tension instaurée par ce conflit dialectique d’ordre sociolinguistique, dans un pays en proie à des divergences historiques, politiques et socioculturelles, mis face aux conséquences des politiques éducatives controversés de ces dernières décennies. Notre recherche soulève la question des enjeux de l’idéologisation et de la politisation de la question linguistique, mettant au jour ses effets sur l’image des langues en présence dans les perspectives des locuteurs algériens. / The research undertaken in this thesis is centred on the conflictive sociolinguistic situation in Algeria from 1962 until the present day. The main focus of this study can be found at the crossroads of historical factors with political and sociocultural ones as well as with questions pertaining to education. The aim is to develop a sociolinguistic approach of a permanent dialectic conflict. The first part of the study puts to the fore elements that characterise this conflict in its binary dimension between coloniser and colonised. We propose a historical vision of events that go back to 1830, basing our work on historical accounts pertinent to the origins of a sociocultural and linguistic conflict of identity. The second part analyses the sociolinguistic situation from 1962 until the present, a new period that has witnessed the arrival of new forms of conflict of a threefold type in accordance to three components related to the three linguistic communities (Arab-speaking, French-speaking and Berber-speaking) and to the complex and ambiguous relationships they entertain with one another. After the presentation of this question as regards the wider field of North Africa, we centre our study specifically on Algeria and seek to understand the sociolinguistic phenomena and practices developed by Algerians. A third part is devoted to an empirical field study based on a questionnaire aimed at the three linguistic communities. This work has enabled us to evaluate the sociolinguistic landscape of Algerian society in formal and informal situations, and in the relationship between private and public space. This study questions the tensions arising from a sociolinguistic situation that evolved from historical, political, socio-cultural an educational reasons. It brings to light questions pertaining to a certain ideological and political use of the linguistic aspects of the country, highlighting the effects on the image of the languages concerned as regards the perspectives of Algerian speakers.