The issues and factors which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, a program for training Kwakwaka'wakw people to teach in the Native language programs of their communities, are described and discussed. The study focuses on the five courses oriented toward teaching methods and the development of teaching materials for the local Native language programs. The over-all purpose of the study is to gain understandings of the factors and issues in Native language teacher education. The specific goals are: 1. To gain an understanding of the factors and influences which affected the planning, development and implementation of the Kwak'wala Teacher Training Project, from the perspectives of the students and the instructors. 2. To describe the "planned instructional program" designed for the Kwak'wala Teacher Training Project, and to describe the changes that occurred in the process of developing and implementing the planned courses. Included in this is an exploration of the underlying assumptions made by the instructors in planning the program. 3. To provide a description of the process by which the KTTP program developed, and to map the parameters of the program. 4. To gain insights into: a) the characteristics of the Native students and their learning needs, b) the concerns and issues facing Native people involved in learning to become better teachers of the Kwak'wala language, c) the concerns and issues professionals working in language teachers. facing the KTTP with non-Native Native Data for the study was collected from a number of different sources. These included observations and field notes recorded during the period the program operated, a variety of documents pertaining to the program, and interviews conducted with a representative number of students from the program. A two-part curriculum-design model, proposed by Jarvis (1982), was used as a checklist for exploring various elements of both the planned instructional program and the broader context, as well as the relationship between them, and to help focus the study which showed a wide range of factors and influences affecting the program from both the broader social context in which it occurred, and from within the program itself. This included insights gained by the instructors, regarding the students perception of teaching and learning in a school setting and their orientation toward learning and teaching. Changes occurred in the program, the students, and the instructors understandings as KTTP progressed. A number of cultural value orientations held by the students, which influenced the development of the instructional program, and appear to have significance for future teacher training programs were identified and described. The findings of this study suggest that instructors and others involved in the setting up and teaching of Native language teachers can facilitate the process of Native language teacher education by: 1. working with Native teachers to explore their underlying assumptions about what constitutes teaching and learning in a school setting, 2. designing Native teacher training education programs which facilitate Native social interaction patterns, recognize the learning preferences of Native students, and seek to discover the students' cultural value orientations, 3. emphasizing the relationship of language and culture, and the importance of recognizing that language and culture are interrelated, 4. recognizing and valuing the knowledge and experiences of Native people, and 'the need for them to be involved in the decision-making process by sharing in the processes of planning and assessing the program as it progresses. The approach taken in KTTP to Native language teaching emphasized the interrelatedness of language and culture. It was not expository in nature or verbalistic in its orientation, but was activity-based and experiential. The use of social and cultural activities actually occurring in the community provided the basis for developing materials for the Native language program, and for teaching-learning activities. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Orientador(a): Letícia Marcondes Rezende / Resumo: Nossa hipótese de pesquisa é a de que o ensino, por meio das atividades epilinguísticas, proporciona ao aluno a apropriação da língua e a autonomia diante do seu uso. Desse modo, contrapõe-se ao método pautado na memorização das regras gramaticais e na separação da gramática e da produção textual. Sustentamo-nos teoricamente na Teoria das Operações Predicativas e Enunciativas, formulada pelo linguista francês Antoine Culioli e que prevê a materialidade da língua - o texto oral ou escrito - como unidade de trabalho do linguista, assim, entendemos que é também a unidade de trabalho do ensino de língua. Com essa concepção, não é possível a dissociação entre texto, léxico e gramática, logo o trabalho do professor é propiciar ao aluno a apropriação da linguagem e essa não pode ser confundida com descrição de língua no ensino. Assim, propõe-se a linguagem para a sala de aula por meio das atividades epilinguísticas. São também objetivos da pesquisa: determinar as operações e processos linguísticos desencadeados pela marca como; identificar a ausência do trabalho reflexivo nas atividades tradicionais do ensino das conjunções e do período composto, especificamente no que se refere à marca como; elaborar um modelo de aula que possa servir de parâmetro para o ensino por meio das atividades epilinguísticas. Para o alcance dos objetivos, dividimos nossa pesquisa em duas partes: uma de análise de enunciados sob os pressupostos da TOPE e outra de um trabalho de prática de ensino por meio de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is based on the hypothesis that teaching mother tongue language through epilinguistic activities provides the students with appropriation and autonomy regarding their uses of language. Thus, this method differs from the one based on the memorization of grammar rules and on the separation of grammar and textual production. Theoretically, the study is based on the Theory of Predicative and Enunciative Operations, created by Antoine Culioli. This theory considers the materiality of language, which means oral or written texts, as the unit of work for linguists, so we also understand that it should be the unit of work for teaching the language. From this conception, the dissociation between text, lexical, and grammar is not possible. The teacher's job is to propitiate intimacy with language to the students. Thereby language is brought into the classroom by epilinguistic activities. The aims of this research are: to determine the language operations and linguistics processes unleashed by the mark como ; to identify the absence of reflexive work in traditional activities of teaching of conjunction and subordinate clauses, specifically regarding the mark como; to elaborate a model of class that serve as parameter for teaching by epilinguistic activities. To reach out these aims, our research was divided into two parts: one of analysis of statements according to the theoretical and methodological assumptions of TOPE and another of a practical work of teaching by epilingu... (Complete abstract click electronic access below) / Doutor

Orientadora: Giovanna Longo / Banca: Fabiana Bigaton Tonin / Banca: Odilon Helou Fleury Curado / Resumo: A docência em língua materna nos permitiu perceber a centralidade do ensino na modalidade escrita da língua e, em contrapartida, a relativa negligência no que se refere ao estudo da modalidade oral, a despeito de sua relevância no cotidiano social. Junto dessa problemática, verificamos também que o ensino da leitura literária no ensino fundamental II é relegado a segundo plano. Assim, tanto o ensino da oralidade quanto da leitura literária são efetuados de forma assistemática. A posterior constatação referente à carência de trabalhos que abordem o ensino e aprendizagem da leitura literária e da modalidade oral da língua materna nos levou ao seguinte questionamento: Como proceder, na prática docente, para tentar minimizar o problema? Pressupomos que há a possibilidade de propor o ensino da oralidade partindo de situações comunicativas emergidas da leitura do texto literário. Dessa forma, partindo da problemática e da hipótese acima descritas, passamos a buscar fundamentos teóricos para a proposição de uma sequência didática que se mostre adequada ao ensino conjunto da modalidade oral da língua portuguesa e da leitura de um texto literário, visando à ampliação da capacidade comunicativa oral dos estudantes. O recorte necessário nos fez pensar em um trabalho voltado para turmas de nono ano do ensino fundamental e com o gênero discursivo debate de opinião, uma vez que este faz parte do conteúdo curricular do referido ano/série. Para a leitura literária selecionamos uma adaptação... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Teaching in the mother tongue allowed us to perceive the centrality of teaching in the written form of the language and, on the other hand, the relative negligence regarding the study of the oral modality, despite its relevance in everyday social life. Alongside this problem, we also find that the teaching of literary reading in elementary school II is relegated to the background. Thus, both the teaching of orality and literary reading are carried out in an unsystematic way. The subsequent verification regarding the lack of studies that address the teaching and learning of literary reading and the oral modality of the mother tongue led us to the following question: How to proceed, in the teaching practice, to try to minimize the problem? We assume that there is the possibility of proposing the teaching of orality starting from communicative situations emerged from reading the literary text. Thus, starting from the problematic and the hypothesis described above, we start to seek theoretical foundations for the proposition of a didactic sequence that is adequate to the joint teaching of the oral modality of the Portuguese language and the reading of a literary text, aiming at the expansion of the capacity communication. The necessary cut made us think of a work aimed at ninth grade elementary school classes and with the discursive genre opinion debate, since this is part of the curricular content of the referred year / series. For the literary reading we selected an adaptation of the novel "The Miserables" of Victor Hugo. Since we aim to raise knowledge for practical application, we opted for the qualitative methodology of applied nature. We are interested in studies on mother-tongue and orallanguage teaching conducted by Antunes (2003), Bakhtin (2003), Marchuschi (2010), Neves (2015), Freire (2011), Travaglia (2008), Ramos (1997)... (Complete abstract click electronic access below) / Mestre

Submitted in partial fulfillment for the requirements of the Degree of Master of Arts in the Department of Linguistics in the Faculty of Arts at the University of Zululand, 2005. / In 1994 South Africa gained democracy. A new dispensation had to emerge in almost all spheres of life. The constitution that was drawn does not only guarantee, but also promotes and celebrates a South African linguistic diversity - a different approach of the apartheid years. Every educational institution in the country is expected to be engaged in rethinking policy on all aspects of learning. It is, therefore, proper to consider possibilities for and the limitations of language learning in South African schools. The main aim of this research was to look at the role the indigenous languages may play in early education and that of English as a complementary language, along with other languages in public life in South Africa. School governing bodies (SGBs) were and still are expected to know the pedagogical implications of language learning and acquisition, that is; if children are denied their first language during their formative early years and are not yet fluent enough in their home language, their second language learning and acquisition is bound to suffer and that in the long run thus rendering their cognitive development irretrievably inhibited. The development of these children's additional language/s becomes hampered and negatively affected. For young linguistically developing children the language taught and the language used daily or at home must be the same for a number of years until a firm grounding in the first language is achieved. It is after this firm grounding then that a gradual introduction of another language should take place. Since South Africa belongs to a wider family, the global technological world; it needs to accept the hegemony and usefulness of English as an international language. Access to English has to be facilitated for all learners in this country. Mastery of English in particular or any other additional language in general depends on a firm mastery of one's home language. It is therefore quite disturbing to witness that the majority of school governing bodies (SGBs) are not informed about this responsibility of ensuring that their children learn in the language that has a potential for their cognitive development. In practice very few schools have taken this language responsibility seriously. In fact one doubts whether school governing bodies (SGBs) know of this responsibility. Languages taught and learnt currently were taught and learnt during the apartheid years. This is due to the fact that the majority of schools do not have an informed democratic language policy. The findings * of the present investigation present a number of recommendations and educational implications. The major findings include: 1. Awareness campaigns about the sensitive issue of languages to be embarked upon by the state and all its departments led by the Department of Education both nationally and provincially. 2. In all schools, learners should have access to, and be required to learn, at least a minimum of three (major) languages as subjects and/or as languages of learning. One of these languages should be an African language used in that particular province (e.g. IsiZulu in KwaZulu-Natal). 3. Languages chosen by the schools to reflect the language spoken by the institutional community (staff and learners) as well as the broader community within which the institution is located. 4. Curriculum designers to seriously consider improving both the content and the methodologies of teaching languages, particularly the indigenous languages, which still suffer from marginalisation. 5. The state to provide and allocate resources to ensure the equal development of all the (major) languages of South Africa. 6. No learner to be refused admission on the basis of a lack of language proficiency. 7. Schools to draw and publicise their language polices for everyone to see in their respective premises. 8. Cultural groups, institutions of higher learning as well as non¬governmental organisations, with diversity in mind, should pursue, promote, market and uplift all major South African languages to a level where even foreign countries are interested in studying these languages. These are the crucial recommendations the present investigation came up with. It is hoped that these recommendations would go a long way in ensuring a smooth transition of our learners from their home languages to additional languages, particularly English. The adherence to these recommendations may also help the majority of South African citizens to participate fully in their society and their economy through equitable and meaningful access to education. This study concludes by stating that the primacy of the mother-tongue in early education is a base for language transfer and hence, successful education in higher education. The mastery of English in particular or any other additional language in general, depends on a firm mastery of one's home language.

M.A. (Applied Linguistics) / Language is dynamic. It must keep pace with new experiences and developments in the growth of a nation. otherwise it cannot be used as a means of communication. According to Chomsky (Lyons: 1980. Derwing: 1973. Klein: 1986) and other linguists who believe in the innatist hypothesis. every normal human being has an inborn ability to acquire his mother tongue in a relatively short space of time. However. research seems to indicate that unless the child is in a normal environment at the critical stage for language acquisition. he will not acquire his mother tongue. The innate ability thus requires stimulation from the environment: plenty of exposure to the language in informal social situations in a supportive atmosphere. Research into mother-tongue acquisition has distinct implications for second language acquisition in early childhood. The second-language teacher can take advantage of the language-acquisition ability of the child and re-create in the classroom the conditions described above under which the child acquires his mother tongue

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Presently(2002) South Africa finds itself in the centre of a transformation process as far as the provision of education is concerned. Curriculum restructuring is an ongoing process. An exciting development which is coupled herewith is the dissemination of curriculum information, in order to implement outcomes directed curriculum development successfully. This implies that educators must be able to handle these challenges; it demands that they have to be empowered in respect of appropriate curriculum knowledge and skills. In the concept document "Revised National Curriculum Statement for gr. R-9" specific mention is made of the fact that pupils should in future become familiar with the process of writing, which includes prewriting, concept writing, revision, editing and publishing. Indeed a great challenge for educators, acting as facilitators. When learners write, they must follow the aforesaid process. The fact that language, oral as well as written, assists pupils in brightening their thoughts and conveying their observations while they are forming and testing ideas, researcher is of the opinion that more time should be spent on the purposeful teaching of writing in the intermediate phase (gr. 4-6). In the light of the aforesaid the aim of this thesis was to establish, by means of a questionnaire, whether primary schools, and more specific the intermediate phase (gr. 4- 6), are implementing a writing development programme in which the process approach to writing forms an integral part of the teaching. The gathered information was used to suggest strategies for the implementation of a process approach to writing development. / AFRIKAANSE OPSOMMING: Tans (2002) IS Suid-Afrika midde-in 'n transformasieproses In soverre dit onderwysvoorsiening betref. Kurrikulumherstrukturering vind voortdurend plaas. 'n Opwindende ontwikkeling wat met hierdie herstrukturering gepaard gaan, is die disseminering van kurrikulurninligting om uitkomsgerigte kurrikulumontwikkeling suksesvol te implementeer. Dit impliseer dat onderwysers in staat moet wees om hierdie uitdagings te kan hanteer; dit vereis dat hulle ten opsigte van toepaslike kurrikulumkennis en vaardighede bemagtig moet word. In die konsepdokument "Revised National Curriculum Statement for gr. R-9" word spesifiek daarna verwys dat leerders moet leer dat skryfwerk 'n proses is wat die volgende insluit: preskryf, konsepskryf, hersiening, redigering en publisering. Wanneer leerders dus skryf, moet hulle dié skryfproses volg. Omdat die gebruik van taal, mondeling sowel as skriftelik, leerders help om hulle denke te verhelder en hul waarnemings oor te dra terwyl hul idees vorm en toets, is navorser van mening dat meer tyd aan skryfonderrig in die intermediêre fase (gr.4-6) afgestaan moet word. Die probleem wat in hierdie tesis ondersoek is, is of 'n prosesbenadering tot skryfonderrig, waarin die onderwyser sy onderrig aan die hand van die kurrikulum en leerderkennis en - insette uitbou met doelbewuste onderrig van die skryfproses, en 'n daarmee gepaardgaande geleide komponent waaronder verstaan word die onderrig van skryfvaardighede, 'n bruikbare metode vir skryfonderrig in die intermediêre fase (gr.2-6) is. 'n Empiriese vraelysondersoek is by laerskole gedoen, en die verkreë inligting is gebruik om voorstelle aan die hand te doen waarvolgens 'n prosesgerigte skryfontwikkelingsprogram geïmplementeer kan word.

Orientador: Marina Célia Mendonça / Banca: Luciane de Paula / Banca: Maria Isabel de Moura / Resumo: Os avanços tecnológicos observados na contemporaneidade modificaram as formas de interação, produção, configuração e interpretação de enunciados. Essas modificações atingem diferentes campos de atividade, como o didático-pedagógico, que, hoje, possui fronteiras além do espaço físico escolar. Neste cenário, esta pesquisa de mestrado coloca em foco "novas" modalidades de ensino/aprendizagem praticadas na internet, nas quais estão presentes gêneros discursivos incomuns na esfera didático-pedagógica. O corpus selecionado são posts com fins didáticos do blog do Cursinho Pré-Vestibular Descomplica. A análise é centralizada na presença de gêneros que produzem humor - em especial, o meme - nestas práticas de ensino/aprendizagem. Interessa-nos a presença do humor como recurso didático nas relações de ensino e as modificações possíveis desta presença pensando em um histórico sobre as relações em ambientes de ensino/aprendizagem. Neste contexto, outras discussões foram suscitadas, como o próprio entendimento do meme como gênero do discurso, como memórias discursivas do espaço escolar, da imagem de aluno e de professor e o "uso" de gêneros do discurso no ensino de língua materna. O que pôde ser percebido, por meio das análises, é que os materiais disponíveis e suas respectivas formas de apresentação dialogam com o que temos tido, nas últimas décadas, nas salas de aula dos cursinhos presenciais do país: docentes que utilizam piadas e outros recursos humorísticos em seus discursos. No blog... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The technological advances observed in contemporaneity modified the ways of interaction, production, configuration and interpretation of utterances. These modifications reach different activity fields, like the didactic-pedagogical, which has boundaries beyond the physical school space. In this scenario, this research focuses on "new" modalities of teaching/learning practiced on the internet, in which are present discourse genres that are uncommon in the didactic-pedagogical sphere. The selected corpus are didactical posts from the vestibular preparation course Descomplica. The analysis is centered on the presence of humor generating genres, especially the meme, in these teaching/learning practices. It is of our interest the presence of humor as a didactical resource in the teaching relations and possible modifications of this presence when we think about the history of the relations in teaching/learning environments. In this context, other discussions were raised, like the own understanding of meme as a discourse genre; the discursive memory of school space, student and teacher; and the "use" of discourse genres in mother tongue teaching. What could be perceived, through the analysis, is that available resources, and their respective ways of presentation, dialogue with what we had, in the last few decades, in the face-to-face vestibular preparation courses in Brazil: teachers who use jokes and other humor resources in their discourse. In the blog, this humor discourse takes ... (Complete abstract click electronic access below) / Mestre

Indiana University-Purdue University Indianapolis (IUPUI) / A causa de la falta de acceso al español formal y al español escrito, es típico que después de dos generaciones de inmigrantes, los hispanos pierdan su competencia en español. La lectura voluntaria, cuando uno lee porque quiere, es utilizada como método de impedir la pérdida del español como lengua de herencia. El propósito de este estudio es investigar cómo la lectura voluntaria facilita la adquisición y el mantenimiento del español como lengua materna.