Cette thèse vise d’une part à déterminer la place qu’occupe la langue française dans la formation des élites d’aujourd’hui et d’autre part à essayer de saisir le rôle que jouent respectivement l'enseignement familial et la formation scolaire s’agissant de l’acquisition du capital linguistique. Pour ce faire, des enquêtes qualitatives ont été menées notamment auprès d’anciens élèves des grandes écoles, de leurs parents, ainsi que de professeurs de classes préparatoires. Ce travail débouche sur la mise en évidence de deux types de capital linguistique : l’un de nature plutôt culturelle, principalement développé dans le cadre familial ; l’autre de nature davantage technique, largement lié aux apprentissages scolaires. Les deux se révèlent essentiels pour la réussite aux concours d’entrée des grandes écoles et donc dans la formation des élites. / This thesis aims to study the importance of the French language within the training of contemporary elites in France. It also endeavours to determine how linguistic capital is acquired through family education and the school system respectively. Qualitative investigations have been conducted principally among former students of grandes écoles, their parents, as well as teachers working in post-secondary schools elitist sections. This study identifies two types of linguistic capital : one of a rather cultural nature, largely developed within the family sphere, and the other – more technical – acquired mainly through high-level school education. Both of them prove essential when it comes to entering the major grandes écoles. Both consequently contribute to the training of elites.

While conceived to examine key factors affecting post-retirement career advancement of retired elite athletes in South Korea, the purpose of this paper is to report how English, as a de facto global lingua franca, functions as a powerful gatekeeper in the sports administration field.

This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital.  Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.

This ethnographically informed, qualitative study aims to investigate English teacher candidates’ attitudes towards multilingualism and translanguaging in English as a foreign language (EFL) classrooms and in the school environment. More specifically, the study intends to identify potential contributing factors to the formation of said attitudes, such as the influence of policy documents and of the teacher training program on the perception of the future working environment. The data was collected with semi-structured interviews; the participants were four teacher candidates, two females and two males, enrolled in the teacher education program in a Swedish university. In addition, at the time of data collection, all participants had completed most of the teacher education program, an aspect that increased the relevance of their responses, since they would soon be active teachers in the Swedish school system. Overall, the participants expressed positive attitudes towards multilingualism and translanguaging in a school environment. However, some hesitation in their answers was detected when they are asked how they would work with multilingual students in their future practice. These findings suggest that, if teacher candidates receive adequate education to approach their future working environment with confidence they would be better equipped to provide adequate pedagogical support to students whose L1 is other than Swedish. This would foster positive attitudes towards multilingualism and translanguaging and would, consequently, lead to an improvement in the academic results of multilingual students. The teacher candidates’ increased awareness of the benefits and challenges of multilingualism and their ability to put into practice the general principles they learn at university would benefit from changes in the teacher training program, in the curriculum compiled by the National Agency of Education, and in the national pedagogical approach to language learning.

No description available.

Studien sökte besvara hur det kompensatoriska uppdraget uppfattades, vad som kompenserades, vilka strategier som användes samt förutsättningar för det. Social bakgrund i relation till det kompensatoriska uppdraget har genomsyrat skolans utveckling över tid och därav låg studiens fokus på det. Tidigare forskning visade att social bakgrund samt språknivå korrelerar väl med skolprestation. Data samlades in med hjälp av 18 semistrukturerade intervjuer med lärare, specialpedagoger, rektorer och skolchef från förskola till gymnasiet, mejlkonversation med tre statliga skolmyndigheter samt personliga samtal med två statstjänstemän. Studiens teoretiska utgångspunkter inbegrep intersektionalitet, specialpedagogiska perspektiv, sociokulturellt och salutogent perspektiv samt habitus. Enligt Skollagen ska skolan kompensera för elevers olika behov och förutsättningar. Trots att informanterna kompenserade för många saker, framförallt neuropsykiatriska funktionsnedsättningar, framkom en viss osäkerhet kring uppdraget då det var relativt okänt och dels uppfattades tolkningsbart. Förutsättningarna för uppdraget varierade. De största hindren tycktes vara brist på kommunikation kring uppdraget samt resurser. Statstjänstemännen var tydliga med att det är språket som ska kompenseras. De flesta av informanterna ansåg inte att kopplingen mellan social bakgrund samt språknivå och kompensatoriska insatser är tydlig. Många uttryckte att de kopplar social bakgrund till föräldrars förmåga att stötta sina barn med läxläsning eller ekonomiska förutsättningar. En av studiens slutsatser var att det kompensatoriska uppdraget behöver förtydligas och diskuteras i större omfattning. / This study sought to show how the compensatory mission is perceived, what is being compensated as well as which strategies are used and finally the prerequisites for the mission. Social context in relation to the compensatory mission has throughout the history of school been of importance and it is therefore a focal point in this study. Previous research showed that social context as well as language skills corresponds well to a student's school performance. The data collection method was semi structured interviews with a total of 18 teachers, special educators, headmasters and a headmaster of education, from nursery and preschool to high school. Data were also collected from three national school authorities and two officials. The theoretical framework included different perspectives such as intersectional, special education, sociocultural, salutogenic and habitus. According to the school law, the school ought to compensate for the different needs and prerequisites of the students. Despite the fact that the informants compensated for many things, in particular neuropsychiatric disabilities, an uncertainty concerning the mission arose since it was relatively unknown and was apprehended as interpretable. The prerequisites for the mission varied. The mayor obstacles for the mission seemed to be lack of communication regarding the mission and resources. The two officials were explicit concerning that it is the language that should be compensated for. The informants did not find the connections between social background and compensatory input or language clear. Nevertheless, they saw a coupling between social background and parents´ ability to support their children with homework or economic preconditions. One of the conclusions of the study was that the compensatory mission needs to be clarified and be discussed to a greater extent.

Studiens syfte var att undersöka hur tillägnandet av skriftspråk kan bidra till kulturellt kapital med fokus på vad den processen innebär för individen. Urvalet har varit målstyrt och vänt sig till personer som har förändrat sin egen situation och uppnått akademiska eller yrkesrelaterade framsteg. Studien visar att när tillägnandet av skriftspråk bidrar till kulturellt kapital och social rörlighet resulterar det i att individen upplever en förändring i sitt habitus. En process som kan utmana individens möjlighet till att utifrån ett socialt- och psykologiskt perspektiv uppleva tillhörighet i de nya medelklassammanhangen. Det påverkar även individens tidigare familj- och vänskapsrelationer. Studien visar därtill att tillägnandet av skriftspråk kan ha en terapeutisk funktion för ett barn som har ett socialt problem och befinner sig i en utsatt situation. Studien visar att ett kulturellt kapital utvecklas av individens exponering för litteratur, behov av att uttrycka sig och tillfredsställelse i att skriva. Att tillägna sig skriftspråket bidrar till en upplevelse av att vidhålla egenmakt och förmågan att medverka i och påverka samhället. / The purpose of the study was to investigate how the acquisition of written language can contribute to cultural capital with a focus on what that process means for the individual. The selection has been goal-oriented and aimed at people who have created change for themselves and achieved academic and/or professional progress. The study shows that when the acquisition of written language contributes to cultural capital and social mobility, it results in the individual experiencing a change in their habitus. A process that can challenge the individual's ability to experience belonging in the new middle-class contexts from a social and psychological perspective. It also affects the individual's previous relationships to family and friends. The study also shows that the acquisition of written language can have a therapeutic function for a child who has a social problem and is socially vulnerable. The study shows that cultural capital is developed by the individual's exposure to literature, need for expression and satisfaction in writing. Acquiring the written language contributes to an experience of maintaining autonomy and the ability to participate in and influence society.

Submitted by Virgílio Silva Neto (virgilio_simoes@hotmail.com) on 2018-12-12T16:19:31Z No. of bitstreams: 4 Um Dabakuri Literario.pdf: 2999533 bytes, checksum: 61fe09bb4749ae088990c74572f9a9a2 (MD5) Carta de encaminhamento para autodepósito 1.pdf: 566488 bytes, checksum: 3c694e7843d969804ffb765fd7376b1c (MD5) Ata de defesa pública de dissertação 3.pdf: 1021169 bytes, checksum: 14c8a0ae93057b49e264df49668f9ae0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Letras PPGL (ppgl@ufam.edu.br) on 2018-12-14T20:28:32Z (GMT) No. of bitstreams: 4 Um Dabakuri Literario.pdf: 2999533 bytes, checksum: 61fe09bb4749ae088990c74572f9a9a2 (MD5) Carta de encaminhamento para autodepósito 1.pdf: 566488 bytes, checksum: 3c694e7843d969804ffb765fd7376b1c (MD5) Ata de defesa pública de dissertação 3.pdf: 1021169 bytes, checksum: 14c8a0ae93057b49e264df49668f9ae0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-12-17T12:35:14Z (GMT) No. of bitstreams: 4 Um Dabakuri Literario.pdf: 2999533 bytes, checksum: 61fe09bb4749ae088990c74572f9a9a2 (MD5) Carta de encaminhamento para autodepósito 1.pdf: 566488 bytes, checksum: 3c694e7843d969804ffb765fd7376b1c (MD5) Ata de defesa pública de dissertação 3.pdf: 1021169 bytes, checksum: 14c8a0ae93057b49e264df49668f9ae0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-12-17T12:35:14Z (GMT). No. of bitstreams: 4 Um Dabakuri Literario.pdf: 2999533 bytes, checksum: 61fe09bb4749ae088990c74572f9a9a2 (MD5) Carta de encaminhamento para autodepósito 1.pdf: 566488 bytes, checksum: 3c694e7843d969804ffb765fd7376b1c (MD5) Ata de defesa pública de dissertação 3.pdf: 1021169 bytes, checksum: 14c8a0ae93057b49e264df49668f9ae0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-17 / The “Coleção Narradores do Rio Negro” is published by FOIRN in partnership with ISA since 1995 and has eight volumes released. These literary works represent a new moment in the struggles and disputes of the Indians of the Upper Rio Negro for the preservation of their culture, political participation in governmental decisions, demarcation of their traditional lands and appreciation of their collective identity. Incorporating such literary texts into the educational context is an urgent task to ensure that the new generations know and understand the ancestral wisdom of such peoples. In this work we seek to analyze ideological, performative, symbolic and identity aspects involving this literature, and the linguistic uses of literature for the formation of a symbolic capital in favor of the indigenous groups of Rio Negro. / A “Coleção Narradores do Rio Negro” é publicada pela FOIRN em parceria com o ISA desde 1995 e conta com oito volumes lançados. Essas obras literárias representam novo momento nas lutas e disputas dos indígenas do Alto Rio Negro pela preservação de sua cultura, participação política nas decisões governamentais, demarcação de suas terras tradicionais e valorização de sua identidade coletiva. Incorporar tais textos literários ao contexto educacional é tarefa urgente para garantir que as novas gerações conheçam e compreendam a sabedoria ancestral de tais povos. Neste trabalho buscamos analisar aspectos ideológicos, performáticos, simbólicos e identitários envolvendo essa literatura, e os usos linguísticos da literatura para a formação de um capital simbólico em prol dos grupos indígenas rionegrinos. / O ponto negativo é que foram muitas páginas a navegar, mas o ponto positivo é que as páginas são autoexplicativas, de fácil navegação e carregamento rápido. No saldo, o sistema é muito bom. / No momento, acho que todas as informações importantes foram prestadas.