O maior problema do professor na Educação de Jovens e Adultos é lidar com a multiplicidade de saberes e de modos de apreensão da realidade: os alunos chegam à escola com níveis variados de letramento e com um saber forjado por outros sistemas de cognição e de compreensão do mundo. Assim, este trabalho de pesquisa pretendeu estudar a relação entre letramento, escritas da memória e identidade cultural. O objetivo principal foi verificar até que ponto a prática pedagógica com escritas da memória contribui para o letramento de adultos oriundos de culturais orais e que tiveram pouco contato com a palavra escrita. Partiu-se da suposição de que o trabalho com as escritas da memória propiciasse o sentimento de pertencimento e levasse o aluno a construir uma imagem de si mesmo como sujeito-autor de sua escrita, compreendendo-a como prática social significativa. Com efeito, ao relembrarmos o passado, confrontamos valores, crenças e sentimentos do presente com valores, crenças e sentimentos do passado. Vozes, imagens, sons, cheiros, o passado nos assalta, e ressignificamos sentidos há muito perdidos. O espaço da memória é também o espaço da ressignificação: o espaço de construir e reconstruir representações e identidades, de acordo com os modos como, ao nos fazermos sujeitos da memória, nos ancoramos ou nos engatamos em um e não outro discurso, em um e não outro sentido. Ou seja, construímos representações do passado de acordo com as representações que fazemos do presente, e tanto umas quanto as outras são atravessadas pelas representações social e historicamente construídas.Há como que um liame ou um entrecruzamento de representações, a partir do qual forjamos uma identidade que é individual e ao mesmo tempo coletiva.Nesse movimento, negociamos significados e nos inserimos no jogo das configurações e reconfigurações das relações de poder que se consubstanciam no e pelo discurso.A metodologia desta pesquisa dividiu-se em três etapas: a aplicação de sequência didática abordando o gênero textual autobiografia e suas especificidades; coleta de dados (textos escritos pelos alunos, fichas de acompanhamento do processo ensino-aprendizagem, questionários de perfil sócio-econômico e cultural); por fim, a análise qualitativa dos dados.Fundamentaram esta pesquisa os conceitos de autonomia (FREIRE, 2002), agência (BAZERMAN, 2006, 2011, 2015; KLEIMAN, 2006), autoria (POSSENTI, 2002; TFOUNI, 2005, 2010), letramento ideológico (STREET, 2014) e memória coletiva (HALBWACHS, 1990; BOSI, 1979, 2003). Concluiu-se que, ao fazer da palavra escrita uma forma de reviver sua experiência por meio do discurso da memória, o aluno ressignifica a prática letrada, reconceitualiza-a: a palavra escrita lhe pertence e ele é pertencido por ela. / A teacher in Youth and Adult Education major problem is dealing with the multiplicity of knowledge and multiple ways of apprehending reality: students come to school with various levels of literacy and knowledge forged by other cognitive systems and ways of understanding the world. Thus, this research aimed at studying the relationship between literacy, written memory and cultural identity. The main objective was to determine to what extent pedagogical practices with written memory contribute to literacy of adults that came from oral culture or had little contact with the written word. We started from the assumption that the work with written memory propitiates the feeling of belonging and leads the students to build an image of themselves as a subject-author of their writing, understanding it as a significant social practice. Indeed, by remembering the past, we confront values, beliefs and feelings of this with values, beliefs and feelings of the present. Voices, images, sounds and smells; the past assaults us, and resignifies meanings long lost. Memory space is also the space of ressignification: the space where we construct and reconstruct representations and identities, according to the ways by which, as we becomea subject of memory, we \"anchor\" or we \"engage\" in one instead of another discourse, in one meaning instead of another. In other words, we build representations of the past according to the representations we make of the present, both contaminated by representations socially and historically constructed. There is a sort of bond or an intersection of representations, from which we forge an identity that is individual and collective at the same time. In this movement, we negotiate meanings and we insert ourselves into the set of configurations and reconfigurations of power relations that are embodied in and through discourse.The methodology of this research was divided into three stages: the application of didactic sequence addressing the genre \"autobiography\" and its specifics; data collection (texts written by students, monitoring reports of the teaching-learning process, socio-economic and cultural profile questionnaires); and last but not least, qualitative data analysis. We based this research upon the concepts autonomy (FREIRE, 2002), agency (BAZERMAN, 2006, 2011, 2015; KLEIMAN, 2006), authorship (POSSENTI, 2002; TFOUNI, 2005, 2010), ideological literacy (STREET, 2014) and collective memory (HALBWACHS, 1990; BOSI, 1979, 2003). We came to the conclusion that, by turning the written word into a way of reliving their experience through the memory discourse, students reframe literacy practice and reconceptualize it: the written word belongs to them and they are belongedby it.

Este estudo investiga as concepções de professores de inglês e intérpretes diante das leis e políticas públicas de inclusão no que tange ao ensino e aprendizagem de uma língua estrangeira – LE – (inglês) para alunos surdos inseridos no ensino regular. Tendo em vista esse contexto buscamos compreender as concepções destes profissionais sobre: (i) a inclusão de alunos surdos no ensino regular e as limitações e implicações das políticas públicas neste ambiente; (ii) a ocorrência ou não do ensino de inglês para os alunos surdos e quais as dificuldades e sugestões apontadas pelos professores durante as aulas; (iii) como acontece a interação durante uma aula de inglês em que temos a presença do professor de inglês, intérprete e alunos surdos e ouvintes. Para tais objetivos, recorremos ao método qualitativo de cunho exploratório que se configura como um estudo de caso (dois professores de inglês e dois intérpretes que atuam no ensino público de Goiânia). Esta pesquisa também se respalda na teoria sociocultural de Vygotsky (1998), que aposta na interação social como condição para o desenvolvimento dos indivíduos. Realizamos a coleta dos dados por meio de observações, entrevistas semiestruturadas, questionário e análise de documentos. Os dados sugerem que todos os participantes são a favor da inclusão dos alunos surdos nas salas regulares, porém demonstram insatisfação com a forma como essa inclusão ocorre na prática e que há sede por mudanças e melhoria. Os dados também apontam algumas dificuldades e limitações neste contexto, como por exemplo, a falta de preparo, falta de apoio das escolas e órgãos gestores, carência de orientação nos PCN-LE, falta de material didático e precárias condições de sala de aula. Outro fato constatado foi a unanimidade, entre as professoras, sobre importância do ensino de uma LE para os alunos surdos, já que acreditam que a surdez não é um fator que impossibilita a aprendizagem dessa língua, mas sim que complementa a aprendizagem da Libras e da Língua Portuguesa. Observamos ainda que tanto os professores, quanto os intérpretes e também os alunos ouvintes podem assumir o papel de par mais competente ao fornecerem pistas, demonstração e instruções para os alunos surdos que podem se beneficiar das competências cognitivas de outras crianças ou adultos.

With the growth of technology-enhanced language learning comes increased use of online applications and interventions in language education. The articles in this dissertation consider the role of technology in online language courses taught at Brigham Young University. Three perspectives on the use of online speaking labs are considered. The first article considers the Conversation Café, an online speaking lab intervention, from an evaluative perspective. Usage, user perceptions regarding effectiveness, and financial viability of the café are evaluated. Findings reveal student usage is not as high as required in coursework, students have a more favorable perception of the intervention than faculty and teaching assistants, and that the café is not offered and staffed appropriately to meet financial viability thresholds set by stakeholders. The second article addresses the common perception that online courses lack elements of sociocultural theory. It reports on the approach the university took to the course development, sociocultural aspects of implemented interventions, and preliminary evaluative findings regarding the effectiveness of the interventions. The final article is a case study examining student experiences in online and face-to-face French speaking labs. This article considers student satisfaction with online and face-to-face labs as well as preference for one type or the other. Findings reveal student preference toward and higher satisfaction of the face-to-face. Negative student comments regarding the online setting in particular tended to focus on elements of convenience rather than aspects essential for learning. Implications for further research are discussed.

Background: Predictive psychological variables to sport injury have been extensivelyexplored during the last three decades. More recently, sociocultural variables have beenemphasized having a significantly impact in the injury process. Objectives: The objective was (1) systemic review studies investigating psychological, social,and cultural risk factors to acute sports injury, (2) contribute with future methodologicaldevelopment within the field of sport injury prediction. Design: Systematic literature review. Methods: The electronic databases PsychINFO, PubMed, Science Direct, Web of Science andSPORTDiscus as well as two earlier injury predictive reviews were searched. The inclusioncriteria were (a) prospective designs that continuously monitored injury during the studyperiod, (b) defined injury as acute/traumatic, (c) investigated the relationship or predictiveeffect between psychological and/or sociocultural risk factors and acute injury in sport.Results: In total, the literature review resulted in 65 studies. Most of the studies had aparticular focus on psychological variables, where only a minority investigated socioculturalrisk factors. The studies used mostly one single measurements wave´s for the risk factors,with regression analyses to analyze the result. The result showed that psychological as well associocultural variables can influence the risk of becoming injured. Conclusion: Progress has been made in the field of predictive research on injury. In order tocontinue with an innovative development, four specific needs for future research is proposed:(1) the application of sophisticated analyses investigating how patterns of risk factors, andtheir interrelationship, is related with injury, (2) more regularly use of repeated-measuredesigns (preferable three occasions) combined with person-oriented analyses, (3) expand theknowledge regarding intrapersonal, interpersonal, and structural factors as a “third variable”,(4) focus on the sociocultural and behavioral influences in acute injury.The necessity of an integrated and holistic standpoint is warranted for future research, whereresearch based on the inclusion of various theoretical models which seek to explain the injuryprocess will expand the understanding of the complex, interactive, and dynamic conditions.

Philosophiae Doctor - PhD / This study entails an analysis of the inherent grammatical and phonological variation which are characteristic of Cape Afrikaans. On the basis of the inherent variation which is documented in the preliminary part of this study, the relationship between inherent phonological variation and language change is analyzed by means of a deductive validation procedure in the central part of it. In the first ..chapter the epistemological basis of this study is set out, and a review is given of various empirical validation procedures, and criticism of linguistic analysis by means of deductive validation is evaluated. The research methodology, i.e. the field work and quantification techniques for the deductive analysis of Afrikaans· cassette recordings of 139 Cape Afrikaans respondents is documented in chapter two. In the third chapter it is argued that the proposed analysis of inherent linguistic variation and languáge change can best be conducted within the framework of the sociocultural context of pragmatic language use rather than within a theory of linguistic competence The fourth chapter commences with a brief review of the various domains of language change and is followed by evidence from a wide variety of languages which suggests that sociocultural factors play a major role during language change. The chapter is concluded with the proposal that language change can best be studied within the framework of linguistic -variation which William Labov pioneered. The fifth chapter consists of a review of phonological, lexical and syntactic variation inherent in cape Afrikaans. The findings of this study are reported in the sixth and final chapter. The study concludes that inherent linguistic variation forms the basis for the sociocultural stratification of Cape Afrikaans and that tt also serves as the mechanism for linguistic change in this variety of Afrikaans.

The aim of this study is to investigate how teachers use strategies to promote interaction. It is our ambition to find out how teachers perceive interaction and how they think their students may benefit from their use of strategies. The sociocultural theory on learning is used as a theoretical framework for this study. This framework aligns with our research questions as well as the prior research that we present. Prior research suggeststhat in order for the students to develop a foreign language they need to be provided with an authentic context and a variety of opportunities to interact. We conducted three semi-structured interviews with qualified teachers teaching at primary school level. Our gathered results are presented under four different themes connected to our research questions. The results show that these teachers reported using strategies mostly as scaffolding and were somewhat unaware of how to define a strategy. Also, the teachers’ perception of interaction did not always align with prior research. Moreover, research suggests that students need to be taught communicative strategies explicitly in order to implement these when solving problems. Our results show that in order for this to happen the teachers need to use strategies more frequently during lessons. The major conclusions of this study are that the educators we interviewed, did not focus on using strategies as much as researchers suggest theyshould. Also, there was a misconception of what defines as interaction and we got the idea that the educators thought that planning lessons with a focus on interaction and strategies were more time consuming than using the English textbook.

There are relatively few preschools in Sweden that have an animal profile. Previous research on the interaction between children and animals has mostly focused on how adults explain the relationship between children and animals. The purpose of this study is to explore how children express the way in which they experience preschools that focus on work with animals. I then take this data and compare it to earlier research. Vygotskij’s thoughts give the theoretical framework for the study. A sociocultural perspective lifts the notion that all learning occurs in social relationships. The conception of mediation through language and the zone of proximal development are two relevant characteristics of the study. I visited a preschool with an animal profile and used qualitative interviews and observations in order to gather data. The children express that they experience happiness when working with the animals. In their words, dogs are playmates and comforters. The children enjoy playing, riding and caring for the animals. Occasionally children express fear around the animals. Research shows that children receive unconditional love and learn the social rules of relationships with animals. Children learn to read the animal’s body language. This leads to a better understanding of relationships with people. Friendly petting of the animals along with the animal’s non-judgmental presence stimulates oxytocin production. This leads to contentment and relaxation. The interaction between children and animals promotes self-esteem, empathy, responsibility and gross-motor skills development. This study shows that in situations where fear is experienced, the outcome can lead to increased bravery and sense of responsibility. At all times during the interaction between children and animals learning is taking place. An interesting conclusion of this study is that it is possible to achieve all of the goals outlined in the Curriculum for the Preschool by working together with children and animals.

A community's physical environment embodies distinct natural and built elements, which hold meanings and values that are formed through daily social interactions within that environment. Such elements, however, are not often recognized until they are dramatically changed or lost. As amenity-rich rural areas of the Intermountain West steadily attract new residents, consciously identifying these elements prior to rapid growth is critical to their preservation. Research suggests that strong social capital has the potential to encourage the identification of a place's visual assets prior to such change. A documentary research approach was used to understand why citizens do not actively participate in community planning and to identify possible solutions from the public participation movement. A framework was built to evaluate existing participation methods and identify specific approaches and practices which could be employed by "citizen planners" to effectively engage citizenry in identifying the visual, landscape assets while strengthening social relationships.

This research focuses on second language acquisition during a study abroad experience and the developments or modifications in the personality of a language learner’s L1 and L2 discourses through the acquisition of a new expressive voice. Ideas concerning language and mind, cultural frameworks and sociocultural theory will be utilized to investigate how second language learners interpret their understandings of their expressive voice in their first language (American English) and in their second language (Castilian Spanish). This study draws from areas of investigation in applied linguistics, sociocultural theory, and linguistic anthropology, and has at its base the idea that specific grammatical and syntactical structures and the indexicality of a language make unique statements about the perceived realities of the speakers. With resurgence in the study of language and mind, this study brings together the above-mentioned fields, using discourse analysis in ethnographic research to look at how language learners in a study abroad experience learn and make assumptions about their language use.

Hispanic/Latinx are the largest growing population in the U.S. Moreover, discrimination has been researched as a sociocultural factor that contributes to alcohol use in ethnic minorities. This study examines whether discrimination is related to drinking status among Hispanic/Latinx college students. To better understand ethnic disparities, acculturation is considered at high and low levels, as well as sex differences. 283 college students that identified as Hispanic/Latinx completed the survey. After answering demographic information, participants self-reported their alcohol use (AUDIT), discrimination experiences (EDS), and acculturation (SMAS). For females, the analysis indicated that there was a significant positive relationship between discrimination and problem drinking at high levels of acculturation (B = 1.56, p =.003), but not low levels (B = 0.36, p =.490). For males, the opposite was observed. At low levels of acculturation, there was a modest relationship between discrimination and problem drinking (B = 1.30, p =.064). This research adds to the literature on acculturation’s impact on problem drinking and discrimination, and sex differences concerning acculturation. Furthermore, it may inform intervention, suggesting that discrimination should be targeted to help ease the burden on alcohol use. Lastly, this research furthers research on the impact of acculturation on Hispanic/Latinx.