Flertalet av Sveriges skolor är idag mångkulturella, därför ligger det en stor vikt i att eleverna får en undervisning som fokuserar på språk- och kunskapsinlärningen. Studiens undersökningsområde innefattar därmed dels hur lärare arbetar med genrepedagogik som en undervisningsmetod i svenskämnet för andraspråkselever i årskurs 4 - 6, samt vilka för-och nackdelar lärare uppfattar att det finns med användandet av genrepedagogiken i svenskämnet för andraspråkselever i årskurs 4 - 6. För att genomföra denna studie har åtta mellanstadielärare intervjuats där syftet var att få fram deras åsikter kring denna specifika metod. Svaren indikerar att lärarna anser att det finns betydligt fler fördelar än nackdelar. Lärarna anser att genrepedagogiken bidrar till en ökad tydlighet, samt en ökad språk- och kunskapsinlärning för elever, i synnerhet andraspråkselever i undervisningen. Eftersom genrepedagogikens syfte är att eleverna genom en explicit undervisning ska förmedlas kunskaper om en viss genrers specifika språk och uppbyggnad, bidrar detta till att eleverna får en djupare ämnesinlärning. Endast ett fåtal nackdelar genomsyrade de intervjuade lärarnas svar. De menar att genrepedagogiken lätt kan bli för strukturerad för eleverna, vilket bidrar till att deras kreativitet och intresse hämmas. En annan central del som togs upp av lärarna var att metoden kräver mycket tid, eftersom det behövs läggas ner mycket förarbete och planering, detta leder i sin tur till att annat skolarbete kommer i skymundan. Sammanfattningsvis visar resultaten att fördelarna med att använda genrepedagogiken som en undervisningsmetod för andraspråkselever är betydligt fler än nackdelarna. Därmed vill vi med denna studie förmedla kunskaper och ge en inblick i vikten av att andraspråkselever såväl som elever med svenska som modersmål tillägnas den mest givande undervisning.

El objetivo de este estudio de caso es investigar de qué manera la lectura de textos literarios de Bolivia podría contribuir a la comprensión de las condiciones culturales y sociales de Bolivia en alumnos que estudian el paso cuatro de español como lengua extranjera (ELE) en Suecia. La hipótesis es que los alumnos tienen poco conocimiento de Bolivia, y que la lectura de textos literarios de Bolivia y las discusiones grupales sobre ellos en el aula de ELE podrían contribuir a un entendimiento básico de las condiciones culturales y sociales de Bolivia. En este estudio cualitativo, discusiones orales y una encuesta a diecinueve alumnos del paso cuatro de ELE se llevaron a cabo después de la lectura de tres textos literarios de Bolivia. Los resultados se analizaron partiendo de la teoría de la respuesta del lector. Según los resultados, los alumnos tienen muy poco o poco conocimiento de Bolivia antes de leer los textos literarios. En las discusiones, los alumnos hacen asociaciones con sus experiencias, ideologías y conocimientos de la cultura sueca. Eso, a su vez, contribuye a la comprensión de las condiciones culturales y sociales de Bolivia. Es decir, a través del estudio empírico, nuestra hipótesis se ha confirmado. / This case study investigates in which way the reading of literary texts from Bolivia can contribute to an understanding of the cultural and social conditions of Bolivia among students of Spanish as a foreign language (SFL) in Sweden. The hypothesis is that the students have a limited knowledge of Bolivia and that the reading of the Bolivian texts and discussions in groups about the texts can contribute to a basic understanding of the cultural and social conditions of Bolivia. In this qualitative study oral discussions and a survey of nineteen students, who study the fourth course of SFL, were carried out after the reading of three Bolivian literary texts. The results are analysed with the Reader-response theory. According to the results, the students have very limited or limited knowledge of Bolivia before reading the literary texts. In the discussions the students associate the texts with their experiences, ideologies, and knowledge about the Swedish culture. This in turn contributes to the understanding of the cultural and social conditions of Bolivia. In other words, our hypothesis has been confirmed by the empirical study.

In this dissertation, I explore to address the problem of the identity of Paul’s interlocutor(s) in Rom 1–3 and the subsequent issue of whether Paul only includes non-Jewish Gentiles as recipients of his gospel teaching. In order to deal with the research question in a linguistically informed manner, I draw from Systemic Functional Linguistics and use two related notions of cohesive chains and grammatical metaphor (nominalization). By applying both methods to the text, I identify twenty-three active cohesive chains and five most important instances of nominalization in the text. Based on the linguistic data elicited solely by examining the interaction patterns among the chains and by explicating the various textual effects that nominalization brings about, I conclude that the linguistic evidence points to the possibility that the interlocutor is an ethnically Jewish man and Paul thus does not exclude his fellow Jews from his presentation of the gospel in Rom 1–3.

Samfällighetsföreningar som förvaltar vissa gemensamhetsanläggningar är skyldiga att fondera medel för att säkerställa gemensamhetsanläggningens underhåll och förnyelse enligt 19 § andra stycket lagen (1973:1150) om förvaltning av samfälligheter. Syftet med arbetet är att systematisk sammanställa och klargöra gällande rätt för att kunna avgöra vilka samfällighetsföreningar som omfattas av fonderingsskyldigheten. Den rättsdogmatiska metoden används. Studien visar att flera rekvisit behöver vara uppfyllda för att undvika att fonderingsskyldigheten träffar samfällighetsföreningar som inte avsågs enligt förarbetena. Förslag som skulle kunna förtydliga lagen diskuteras även. / Joint property associations managing some community facilities are required to fund means for the joint facility’s maintenance and renewal according to 19 § second paragraph Joint Property Units (Management) Act (1973:1150). The purpose of the thesis is to systematically organize and clarify the law to be able to decide which joint property associations are covered by the funding requirement. The legal dogmatic method is used. The study shows that several necessary conditions are to be fulfilled to avoid inclusion of joint property associations that were not intended according to the preparatory works. Suggestions to clarify the law are also discussed.

Made available in DSpace on 2016-04-28T18:24:13Z (GMT). No. of bitstreams: 1 Magda Branco Lohrer.pdf: 1068444 bytes, checksum: 9e789e3e3aa8a0074f8ea3d8a852128f (MD5) Previous issue date: 2009-11-26 / The aim of this research is to study the compositions written by students trying to get into the Administration course of a private university in Curitiba, Paraná. Some of these students will eventually take my courses Personal Development, which is taught in the first semester, and Interpersonal Development, which is taught in the second. Choosing these compositions instead of the ones written by first year undergraduates of the Administration course has to do with my desire to investigate the quality of the texts produced by students who had finished high school in 2007. By doing so we would be able to answer the following question: what kind of text producer has my college been receiving? The answers provided by this research will generate other questions: how can these students be helped? Hasn t the university mistakenly taken for granted that undergraduate students are proficient text writers? Do these students make spelling mistakes? Does their writing lack coherence? What kind of problems are there in these texts in relation to textual cohesion and discourse coherence in terms of the pragmatic context of argumentative/persuasive interaction between writer and reader? This research is grounded on qualitative methodology, for it aims at investigating the argumentative texts written by the students above mentioned. The theoretical approach we will draw upon is the Systemic Functional Linguistics (SFL), by Halliday (1985, 1994, 2004) and his coworkers. SFL sees language as a social process and it develops a methodology which allows a detailed and systematic description of linguistic patterns. The corpus used in this research is made up of 16 compositions whose quality was seen to be good enough for students to be accepted at the Administration course of the private university where I work / O presente estudo tem como objetivo examinar redações de vestibular produzidas por vestibulandos que aspiram ao curso de Administração de uma Faculdade particular sediada na cidade de Curitiba (PR), que futuramente serão meus alunos, na disciplina de Desenvolvimento Pessoal, no primeiro semestre do curso, e Desenvolvimento Interpessoal, no segundo semestre. A escolha das redações de vestibular e não de textos produzidos por alunos do Curso de Administração deveu-se a nossa curiosidade inicial em verificar a qualidade dos textos produzidos por alunos que terminaram o curso médio (2007). Propomos o seguinte questionamento: que tipo de produtor de texto recebe essa faculdade? Diante da realidade que esta pesquisa apontar, o que se deve proporcionar a esses alunos? Não haveria, da parte da faculdade, a tendência a julgar que o aluno universitário já tenha completa proficiência na escrita? Este aluno comente erros ortográficos? Incorre em incoerência, propondo um tema e desenvolvendo outro? Que tipo de falhas esses textos apresentam em termos de coesão textual e coerência discursiva, tendo em vista o contexto pragmático de interação argumentativa/persuasiva entre escritor e leitor? Metodologicamente, esta pesquisa está pautada na metodologia qualitativa, por se tratar de um estudo de textos argumentativos produzidos por alunos. O estudo fundamentou-se basicamente na Linguística Sistêmico-Funcional (LSF), de Halliday (1985, 1994, 2004) e seus colaboradores. A LSF procura desenvolver uma teoria sobre a língua como um processo social e uma metodologia que permita uma descrição detalhada e sistemática dos padrões linguísticos. O corpus desta pesquisa é composto de 16 redações, avaliadas como satisfatórias para fins de permitir o ingresso dos referidos alunos ao curso de Administração de Empresas na faculdade mencionada

Ce projet de maîtrise se consacre à l’apprentissage des prépositions espagnoles chez les élèves francophones. L’identification et l’analyse des erreurs les plus fréquentes dans l’usage des prépositions par des francophones nous permettrons d’élaborer des exercices pratiques qui rendraient leur apprentissage moins difficile. Nous croyons que la difficulté dans l’utilisation des prépositions chez les étudiants réside en partie dans le fait de ne pas connaître leur emploi exact. Nous commencerons donc par présenter l’emploi des principales prépositions en espagnol à partir du Manual de la Nueva gramática de la lengua española et d’autres études. L’enseignement de la grammaire dans les cours d’espagnol comme langue étrangère (ELE) au Québec suit les règles établies par le Cadre européen commun et le Plan curricular de l’Institut Cervantès. Les étudiants développent leur compétence grammaticale de manière inductive; ils sont amenés à comprendre les règles par eux-mêmes et à créer leurs propres hypothèses qu’ils confirment ou réfutent après grâce à quelques explications formelles de l’enseignant et des exercices de pratique. Par contre, cette tendance à laisser l’apprentissage de la grammaire entre les mains des étudiants peut aussi amener à la fossilisation de leurs erreurs si les explications et la pratique ne sont pas suffisantes. Les erreurs sont perçues comme un point de départ pour comprendre où résident les difficultés des étudiants et permettent aux enseignants d’apporter les changements nécessaires à leurs méthodes d’enseignement. Notre révision de quelques investigations réalisées avec la méthode de l’analyse des erreurs, nous permet de cerner les raisons pour lesquelles les francophones commettent autant d’erreurs dans l’utilisation des prépositions espagnoles. Notre analyse de l’enseignement et de la pratique des prépositions dans trois manuels qui s’utilisent actuellement dans les cégeps et les universités du Québec nous permet de voir que les prépositions ne se pratiquent pas assez, surtout au niveau intermédiaire. Nous proposons donc des exercices pratiques qui permettront aux étudiants de pratiquer les prépositions de manière plus efficace. / This MA thesis is dedicated to the learning of the Spanish prepositions by French-speakers. We are interested in identifying and analyzing the most frequent errors in the use of the prepositions by French-speakers, which will bring us to create activities that will help them make fewer mistakes. We believe that the difficulty partly lies in the fact that students don’t know how to use them correctly. Therefore, we find it important to present the uses of the main prepositions in Spanish given by the Manual of Nueva gramática de la lengua española and other studies. The teaching of grammar in classes of Spanish as a foreign language (SFL) in Quebec follows the guidelines established by the Common European Framework and the Plan curricular of the Cervantes Institute. The students develop their grammatical competence in an inductive way; they try to understand the rules by themselves and create their own hypotheses which they will later confirm or refute thanks to some formal explanations from the teacher and practice. On the other hand, this tendency to leave the learning of the grammar mostly in the hands of the students can also bring about the fossilization of certain errors if there aren’t enough explanations or practice. The method of Error Analysis is the most effective to analyze the process of Spanish learning as a foreign language. The errors are a starting point to understand where the difficulties of the students lie and allow the teachers to bring the necessary changes in their teaching methods. Our revision of some investigations made with this method of analysis will allow us to better understand the causes of the most frequent errors French-Speakers make using Spanish prepositions. Our analysis of three textbooks used today in the classrooms of cégeps and universities of Quebec will prove that the prepositions are not practiced enough, especially in the intermediate level. We will consequently propose activities that will allow the students to practice the Spanish prepositions in a more effective way. / Este trabajo de Maestría se centra en el aprendizaje de las preposiciones españolas en alumnos francófonos. La identificación y el análisis de los errores más frecuentes nos llevarán a elaborar actividades que permitan un aprendizaje menos difícil de las preposiciones. Primero, creemos que la dificultad reside en parte en el hecho de no conocer los usos exactos de las preposiciones. Nos parece entonces importante empezar por la presentación de los usos de las principales preposiciones en español a partir del Manual de la Nueva gramática española y de otros estudios. La enseñanza de la gramática en clases de español como lengua extranjera (ELE) en Quebec sigue las mismas pautas establecidas por el Marco común europeo y el Plan curricular del Instituto Cervantes. Los estudiantes desarrollan su competencia gramatical de manera inductiva, creando hipótesis que luego confirman o refutan a partir de explicaciones formales del profesor y de práctica. Sin embargo, el hecho de dejar el aprendizaje de la gramática en las manos de los estudiantes puede causar una fosilización de los errores si no hay suficientes explicaciones y práctica. El método de análisis de los errores se reveló el más eficaz para analizar el proceso de aprendizaje de ELE. Los errores son un punto de partida para comprender dónde residen las dificultades de los estudiantes y permiten a los profesores aportar los cambios necesarios en sus métodos de enseñanza. Nuestro estudio de los errores preposicionales en la interlengua de los hablantes francófonos a partir de estudios realizados con el método de análisis de errores nos permitirá comprender mejor las causas de esos errores. Nuestro análisis de tres manuales que se utilizan actualmente en clases de ELE en los cégeps y universidades quebequenses nos permitirá ver que las preposiciones no se practican bastante en los manuales, sobre todo en el nivel intermedio, lo que podría explicar la fosilización de algunos errores. Propondremos entonces algunas actividades para que los estudiantes puedan practicar las preposiciones de una manera más eficaz.

Le présent travail est encadré dans le domaine de la linguistique appliquée de l'espagnol comme langue étrangère (ELE), et plus spécifiquement dans l'enseignement du genre grammatical en ELE. Notre intérêt en tant que enseignants c’est de pouvoir établir une méthode fiable selon les critères du Plan curricular de l'Institut Cervantès et la technique du consciousness-raising, ainsi que élaborer des activités destinées à l'enseignement du genre grammatical dans la classe d’ELE. L'enseignement d'ELE au Québec suit les mêmes méthodes qu'en Europe. En ce qui concerne l'enseignement du genre grammatical, les études consultées ratifient le manque d'instruction pertinente à propos du genre grammatical, ainsi que la difficulté dans la concordance même dans des niveaux avancés. Cependant, l'analyse de manuels d'ELE utilisés dans les diverses institutions de Montréal permet de conclure que ceux-ci ne suivent pas les règles établies par le Plan curricular en ce qui concerne l'enseignement du genre. Pour vérifier ces faits un travail de champ a été mis en place avec 84 étudiants et étudiantes de six institutions de Montréal pendant deux mois et deux semaines. Les résultats de la recherche et l'analyse d'erreurs nous montrent qu’il y a des problèmes avec le genre grammatical chez les étudiants de niveau intermédiaire et que les erreurs ne disparaissent pas avec les activités de renfort créées. Il est donc nécessaire d’adopter une méthode plus appropriée à l'apprentissage du genre grammatical dans une classe d’ELE et la présence du professeur pour la présenter. En effet, l'exécution d'activités créées n'est pas suffisant, car bien que les résultats montrent un léger progrès dans le cas du groupe B, ou d’expérience, en comparaison au groupe A, ou de control, on a constaté qu’une instruction formelle aurait entrainé un meilleur et plus complet apprentissage du genre grammatical dans le cas de nos étudiants; de là la nécessité d'établir une méthode fiable pour son enseignement. / The present work is part of the applied linguistics area; it particularly focuses on the methodology of teaching the grammatical gender in TSFL. Our interest as a teacher is to put together a reliable method, under the criteria of the Plan curricular of the Cervantes Institute and the technique of the consciousness-raising, also to elaborate activities for the teaching of the grammatical gender in Spanish as a Foreign Language SFL class. SFL is thought in Quebec with the same methods as those used in Europe. In regards to the grammatical gender, the consulted studies show the lack of pertinent instruction of the grammatical gender, as well as the difficulty in the assignment of the concordance in advanced levels. The analysis of SFL's manuals used in the diverse institutions of Montreal confirms that they do not follow the guidelines established by the Plan curricular. To verify these facts a two months and two weeks long fieldwork was carried out with 84 students. The students came from six different institutions of Montreal and were, therefore, divided in groups. The research’s results and the Errors’ Analysis confirm the existence of the grammatical gender problems in the students of intermediate level. Furthermore, the research shows that these mistakes do not disappear with reinforcement activities designed. In fact, it is necessary to adopt a method specifically adjusted to the learning of the grammatical gender in a SFL's class. Just as the method, the teacher should take a specific posture when teaching the grammatical gender. As shown by the results of the investigation, the execution of activities is not sufficient. The data demonstrate that the group B - categorized as of experience- has a slight progress in comparison to group A - control. Such results indicate that the formal instruction would have led to a better and more complete learning of the grammatical gender, hence the need to gather a reliable method of teaching. / El presente trabajo se enmarca dentro de la lingüística aplicada, y más específicamente dentro de la enseñanza del género gramatical en ELE. Nuestro interés como docente es poder armar un método confiable, bajo los criterios del Plan curricular del Instituto Cervantes y la técnica del consciousness-raising, y elaborar actividades para la enseñanza del género en clase de ELE. La enseñanza de ELE en Quebec sigue los mismos métodos que en Europa. En cuanto a la enseñanza del género gramatical, los estudios consultados muestran tanto la falta de instrucción pertinente sobre el género gramatical, como la dificultad en la asignación de la concordancia en niveles avanzados. El análisis de manuales de ELE utilizados en las diversas instituciones de Montreal confirma que no siguen las pautas establecidas por el Plan curricular. Para comprobar estos hechos se llevó a cabo un trabajo de campo con 84 estudiantes, divididos en grupos, de seis instituciones de Montreal durante dos meses y dos semanas. Los resultados de la investigación y el análisis de errores nos muestran que existen problemas de género gramatical en los estudiantes de nivel intermedio y que los errores no desaparecen solo con las actividades de refuerzo diseñadas, es necesario un método más adecuado para el aprendizaje del género gramatical en clase de ELE y la figura del profesor para presentarlo. En efecto, la ejecución de las actividades no es suficiente, pues aunque los resultados del grupo B o de experiencia exhiben un ligero progreso en comparación a los del grupo A o de control, se constata que la instrucción formal hubiera conducido a un mejor y más completo aprendizaje del género gramatical por parte de los estudiantes de la muestra; de ahí la necesidad de armar un método confiable para su enseñanza.

Doctor of Philosophy / The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.

Η παρούσα μελέτη διερευνά τον τρόπο με τον οποίο τα παιδιά πρωτοσχολικής ηλικίας νοηματοδοτούν τα έργα τέχνης, και ειδικότερα τους πίνακες ζωγραφικής, στο πλαίσιο μιας οργανωμένης διδακτικής συνθήκης που σχετίζεται με το πεδίο της γλωσσικής και εικαστικής αγωγής και ανάπτυξης. Συγκεκριμένα,ακολουθώντας την κοινωνιοσημειωτική προοπτική της Συστημικής Λειτουργικής Γλωσσολογίας (ΣΛΓ) καθώς και μία γνωστική προσέγγιση για τις τέχνες στην εκπαίδευση, αναλύονται οι γλωσσικές πραγματώσεις μιας ομάδας παιδιών νηπιαγωγείου που αφορούν στην ερμηνεία 10 επιλεγμένων από την εκπαιδευτικό-ερευνήτρια πινάκων ζωγραφικής στις διαδοχικές φάσεις μιας λειτουργικά νοηματοδοτημένης διδακτικής παρέμβασης. Η έρευνα προσανατολίζεται στις δυνατότητες για την ενεργοποίηση των προϋπαρχουσών εμπειριών και γνώσεων των παιδιών και των διαδικασιών συλλογισμού και μάθησης πάνω στο κείμενο κατά την την ερμηνεία των έργων τέχνης. Επιπλέον, εξετάζεται η προοπτική της εν λόγω διαδικασίας για εμπλοκή των παιδιών με ποικίλα κειμενικά είδη καθώς και με σημειωτικές διαδικασίες («ειδικές» μορφές γλωσσικής σημείωσης) που συναρτώνται άμεσα με τη μετάβαση από το πεδίο της κοινής, καθημερινής γνώσης στη συστηματική, εκπαιδευτική γνώση. Βάσει της ανάλυσης των αποτελεσμάτων, η νοηματοδότηση των πινακων ζωγραφικής από τα παιδιά συναρτάται άμεσα με ζητήματα ανάκλησης από την πρότερη εμπειρία και γνώση τους (οικογενειακό, κοινωνικό και διδακτικό πλαίσιο), καθώς και το συμφραστικό και κειμενικό πλαίσιο αναφοράς, χρήσης συγκεκριμένων κειμενικών ειδών (περιγραφή, εξήγηση, επιχειρηματολογία και αφήγηση) και εμπλοκής με σημειωτικές διαδικασίες (κατονομασία, γενίκευση, χρήση αιτιωδών και χρονικών συνδέσεων κ.ά.) που μπορούν να θεωρηθούν ως γλωσσικά επιτεύγματα εφόσον εμπίπτουν στο πεδίο της «γλωσσικής προετοιμασίας» για την μετάβαση στη σχολική γνώση. Τα παιδιά νοούνται ως κοινωνικά τοποθετημένα υποκείμενα που συνομιλούν προκειμένου να διαπραγματευτούν το νόημα ή να παράγουν νέα νοήματα. Με δεδομένο ότι η γλωσσική ανάπτυξη δε συνιστά μία απλή ατομική διαδικασία αλλά συντελείται μέσα και μέσω διαλόγων, μέσω, δηλαδή, της ανθρώπινης και κοινωνικής αλληλόδρασης που κατασκευάζει και διατηρεί τη γλώσσα, κατανοούμε τη σημαντικότητα του σχολείου ως πλαίσιο στο οποίο συντελούνται συστηματικές και στοχοθετημένες πρακτικές γραμματισμού. Εστιάζοντας στον γραμματισμό ως τόπο μετάβασης από την κοινή (commonsense) στη μη κοινή (uncommonsense) γνώση, στην παρούσα μελέτη αναλύονται οι γλωσσικές διεπιδράσεις παιδιών πρωτοσχολικής ηλικίας σε μια διδακτική παρέμβαση στοχευμένη στην νοηματοδότηση πινάκων ζωγραφικής βάσει του θεωρητικού πλαισίου που παρέχει η εκπαιδευτική γλωσσολογία του ρεύματος της συστημικής λειτουργικής γλωσσολογίας (ΣΛΓ). / The purpose of this study is to investigate the way in which kindergarteners make meaning of works of art, in particular paintings, within an organized didactic project to the field of language and art education. More specifically, based on the socio-semiotic perspective of educational linguistics in the frame of Systemic Functional Linguistics (SFL) as well as a cognitive approach to arts in education, the study focus on the linguistic developments of a group of Greek kindergarteners, during successive phases of an art-and-language literacy intervention, in their effort to construe 10 paintings selected by the teacher - researcher. Following SLF framework, language development does not constitute an individual process but occurs in and through dialogue, through, social interaction in specific socio-cultural context. By these means, systematic and meaningful school literacy interaction is to be considered the dialogic context in which the transition from commonsense to uncommonsense knowledge is taking place. Through the analysis of the exchanges between children and their preschool teacher, by employing the tools provided by SLF, the research aims to explore children’s pre-existing experience and knowledge as well as the learning and reasoning processes, when they are trying to construe art paintings. More specifically, it aims to explore how children are engaged with various genres (such as description, explanation, argumentative, narrative) as well as the semiotic processes ("specific" forms of linguistic semiosis) that are directly related to the transition from common to systematic, educational knowledge. After our analysis, the meaning-making of the paintings by the children are not only directly linked to the recall of past experience and knowledge (family, social and educational context) but, more interestingly, with the use of specific genre and with the engagement with semiotic processes (naming, generalization, use of causative and time connectors, etc.) which can be considered as linguistic achievements provided they fall into the "linguistic preparation" for the transition to school knowledge. Our findings offer some evidence for both for language-based learning and knowledge and for literacy specific semiotic processes.

Le présent travail est encadré dans le domaine de la linguistique appliquée de l'espagnol comme langue étrangère (ELE), et plus spécifiquement dans l'enseignement du genre grammatical en ELE. Notre intérêt en tant que enseignants c’est de pouvoir établir une méthode fiable selon les critères du Plan curricular de l'Institut Cervantès et la technique du consciousness-raising, ainsi que élaborer des activités destinées à l'enseignement du genre grammatical dans la classe d’ELE. L'enseignement d'ELE au Québec suit les mêmes méthodes qu'en Europe. En ce qui concerne l'enseignement du genre grammatical, les études consultées ratifient le manque d'instruction pertinente à propos du genre grammatical, ainsi que la difficulté dans la concordance même dans des niveaux avancés. Cependant, l'analyse de manuels d'ELE utilisés dans les diverses institutions de Montréal permet de conclure que ceux-ci ne suivent pas les règles établies par le Plan curricular en ce qui concerne l'enseignement du genre. Pour vérifier ces faits un travail de champ a été mis en place avec 84 étudiants et étudiantes de six institutions de Montréal pendant deux mois et deux semaines. Les résultats de la recherche et l'analyse d'erreurs nous montrent qu’il y a des problèmes avec le genre grammatical chez les étudiants de niveau intermédiaire et que les erreurs ne disparaissent pas avec les activités de renfort créées. Il est donc nécessaire d’adopter une méthode plus appropriée à l'apprentissage du genre grammatical dans une classe d’ELE et la présence du professeur pour la présenter. En effet, l'exécution d'activités créées n'est pas suffisant, car bien que les résultats montrent un léger progrès dans le cas du groupe B, ou d’expérience, en comparaison au groupe A, ou de control, on a constaté qu’une instruction formelle aurait entrainé un meilleur et plus complet apprentissage du genre grammatical dans le cas de nos étudiants; de là la nécessité d'établir une méthode fiable pour son enseignement. / The present work is part of the applied linguistics area; it particularly focuses on the methodology of teaching the grammatical gender in TSFL. Our interest as a teacher is to put together a reliable method, under the criteria of the Plan curricular of the Cervantes Institute and the technique of the consciousness-raising, also to elaborate activities for the teaching of the grammatical gender in Spanish as a Foreign Language SFL class. SFL is thought in Quebec with the same methods as those used in Europe. In regards to the grammatical gender, the consulted studies show the lack of pertinent instruction of the grammatical gender, as well as the difficulty in the assignment of the concordance in advanced levels. The analysis of SFL's manuals used in the diverse institutions of Montreal confirms that they do not follow the guidelines established by the Plan curricular. To verify these facts a two months and two weeks long fieldwork was carried out with 84 students. The students came from six different institutions of Montreal and were, therefore, divided in groups. The research’s results and the Errors’ Analysis confirm the existence of the grammatical gender problems in the students of intermediate level. Furthermore, the research shows that these mistakes do not disappear with reinforcement activities designed. In fact, it is necessary to adopt a method specifically adjusted to the learning of the grammatical gender in a SFL's class. Just as the method, the teacher should take a specific posture when teaching the grammatical gender. As shown by the results of the investigation, the execution of activities is not sufficient. The data demonstrate that the group B - categorized as of experience- has a slight progress in comparison to group A - control. Such results indicate that the formal instruction would have led to a better and more complete learning of the grammatical gender, hence the need to gather a reliable method of teaching. / El presente trabajo se enmarca dentro de la lingüística aplicada, y más específicamente dentro de la enseñanza del género gramatical en ELE. Nuestro interés como docente es poder armar un método confiable, bajo los criterios del Plan curricular del Instituto Cervantes y la técnica del consciousness-raising, y elaborar actividades para la enseñanza del género en clase de ELE. La enseñanza de ELE en Quebec sigue los mismos métodos que en Europa. En cuanto a la enseñanza del género gramatical, los estudios consultados muestran tanto la falta de instrucción pertinente sobre el género gramatical, como la dificultad en la asignación de la concordancia en niveles avanzados. El análisis de manuales de ELE utilizados en las diversas instituciones de Montreal confirma que no siguen las pautas establecidas por el Plan curricular. Para comprobar estos hechos se llevó a cabo un trabajo de campo con 84 estudiantes, divididos en grupos, de seis instituciones de Montreal durante dos meses y dos semanas. Los resultados de la investigación y el análisis de errores nos muestran que existen problemas de género gramatical en los estudiantes de nivel intermedio y que los errores no desaparecen solo con las actividades de refuerzo diseñadas, es necesario un método más adecuado para el aprendizaje del género gramatical en clase de ELE y la figura del profesor para presentarlo. En efecto, la ejecución de las actividades no es suficiente, pues aunque los resultados del grupo B o de experiencia exhiben un ligero progreso en comparación a los del grupo A o de control, se constata que la instrucción formal hubiera conducido a un mejor y más completo aprendizaje del género gramatical por parte de los estudiantes de la muestra; de ahí la necesidad de armar un método confiable para su enseñanza.