Abstract This study in second language acquisition (SLA) investigates the influence of self-portrayal of language learners in an interactive online L2 learning environment from a social-interactionist research perspective. This thesis has a mainly theoretical focus and will integrate concepts of online communication with SLA methodology. This work reviews some classical perspectives on chats and message boards as environment for online communication in chapter two and develops a list of features to classify them from a second language acquisition perspective. In order to assist the main argument of the thesis that an integrated view of learners within a learning context is necessary to fully use the advantages of an interactive online learning environment, the second language acquisition model of Marysia Johnson (2004) is discussed in chapter three. Using the premises of the model, which result from the application of Lev Vygotskys sociocultural theory and Mikhail Bakhtins dialogized heteroglossia, key features for the later data analysis are pointed out. Those are the dismissal of the separation of language competence and language performance, a view of language that exceeds mere morphosyntactical concerns and the overcoming of the mainstream mentalist SLA approach in favor of a socioculturally oriented dialogical language learning model. The approach of Bonny Norton (2000) to identity is used as an analytical framework to complete Johnsons model developing a methodology for chapter four. The data analysis in chapter five is used to prove the validity of the model in showing that the developed model is applicable for the analysis of an online context. After a description of the course environment and a preliminary analysis, an in depth qualitative approach is used to point out the links between sociocultural theory and identity theory. Afterwards, I will give a short summary of my most important results and finish my thesis with some suggestions for further research.

The purpose of this study was to investigate how the special education, for children with language impairment in preschool, was organised in a municipality in Sweden. The study was based on interviews and field studies as the primary research tools in qualitative and ethnographic method. The result showed that special education teachers were localised in different geographic areas of school and that there were preschools that lacked special educational expertise in language impairment. Literature and the importance of playing for language development were emphasised as well as the use of signs and visual aids as augmentative and alternative communication. In the preschool for children with language impairment, the teachers carried their knowledge into practical and pedagogical work. Different professions were involved in the work with the children with language impairment. Analysis based on the special educational perspectives showed that there was an emphasis on the compensatory perspective. There was also a strong main focus in sociocultural theory that highlighted that children acquire and develop language in social interaction with the environment.

The concept of motivation and its contributing factors have been a vital interest in language studies since the works of Gardner and Lambert (1972) on attitudes and motivation in language learning. Initial studies emphasized the individual contributors to learner motivation whereas the second wave of studies underscored the contextual contributors. Within the social contexts in which individuals live in, the issue of identity has gained a significant importance in recent years. Therefore, the purpose of this report is to identify sociocultural factors in relation to motivation in language learning and to examine what implications can be drawn to be able to ensure a cross-culturally motivating environment for learners. This report provides a comprehensive examination of second language acquisition theories and points to new trends in the field, reviews important perspectives on emotion and explains the difference between emotion and motivation, reconciling different perspectives on emotion. It also reviews important theories of motivation in language learning as well as the conceptual and operational similarities and differences between intrinsic motivation, interest, and flow. It examines the socio-cultural bases of learning languages by focusing on models of acculturation and social identity, and reiterates the new turn that has taken place in language learning models with the sociocultural perspective, and proposes a synthesis of the role of culture in language learning. It provides a vital discussion on the sociocultural factors that have crucial effects on motivation for language learning, focusing on the importance of cultural identities of individuals. And finally, it provides conclusions and implications from both theoretical and pedagogical standpoints. / text

The purpose of this paper is to examine preschool educators conceptions on gender pedagogy. Based on preschool teachers own words, we want to get an insight into the use of gender in the curriculum in preschool classes. We also examine the conditions and setbacks of conducting a gender-sensitive educational way of working the curriculum. In order to examine our research question, we choose the method of qualitative interview, and previous research in the theory of gender pedagogy from a sociocultural perspective, in which social interaction is very important. We have interviewed five educators in preschool classes, all with similar educational backgrounds. In the results and analyses section the educators' definition of gender pedagogy is presented and how they take part in gender educational theories strategies. The result of the survey show that the importance of the educator’s own approach to and further education in, the subject matter, makes it possible to really understand the gender norms. This contributes to the crucial work in counteracting traditional gender patterns. Everyones participation is required in order to make development work possible.

The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research and pedagogy calls attention to the importance of the quality and sequence of instruction, in which full and explicit attention is given to an abstract conceptual framework before learners proceed to explore concrete instantiations of the abstract concepts in question.Halliday's (1978) social semiotic understanding of language, text and context was the central concept presented to a mixed ESL and native-speaking composition class, and various activities and exercises were designed in keeping with the principles guiding this 16-week research project. Learners made use of didactic models and verbalization activities, including extensive collaborative writing, as they worked with the concepts and explored the ways in which the target academic discourse reflects Halliday's theory of language in use. These concepts were then applied in the writing of research, re-writing for a new audience, and reflection papers. Writing development was tracked using T-Unit analysis, lexical density measures, rhetorical move analysis and the ratings from three expert raters, who graded the resulting papers for language use, analysis and organization. In analysis, this proficiency development is related to evidence of re-mediated thought as the students collaborate to complete the assigned writing tasks.The findings of three case studies provide general support for the implementation of concept-based instruction and a theoretical and explicit attention to requisite aspects of the target discourse in ESL writing pedagogy. There is clear evidence that the concept-based approach fosters awareness and control over relevant features of the target language necessary for successful participation in academic discourse communities.

Grounded in feminist and sociocultural theories, the purpose of this study was to expand the focus of research in the field of learning disabilities to include descriptions from insiders' perspectives as to what it is like to be an adolescent girl identified with a learning disability in writing. This research sought to answer the following questions: How do the participants describe the various experiences with and purposes of writing both in and out of school? How do they describe the (non) efficacy of their in-school instructional and special education support service experiences? How do they describe their learning disability diagnosis? What meaning do they make of these experiences?This research took place on the campus of a large southwestern urban high school. Eleven adolescent girls identified with learning disabilities in writing participated in this study. Six of the participants were Mexican-American, three European-American, one African-American, and one Native-American. Data were collected over a six-month period and included in-depth phenomenological interviews, focus groups, field notes and official school record reviews. These were analyzed using a phenomenological framework.Three major themes emerged across findings: the importance of relationships, the emotive component of writing, labeling and learning, and the strategic thinking of the participants. Most significantly, the findings emphasized the essential theme of visibility as a major concern for the participants. The study concluded with a discussion of implications for classroom instruction, teacher education programs and future research.

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Šiuo metu Lietuvoje dar tik formuojasi kaimo turizmo samprata, nors kaime turistai lankosi jau seniai – Lietuvoje nuo seno buvo įprasta ils÷tis kaime. Suvokdami kaimo turizmo svarbą ir naudą, įvairių šalių kaimo turizmo tyrin÷tojai band÷ apibūdinti šį reiškinį. Užsienio šalių literatūroje jis vadinamas įvairiai: poilsiu kaime, kraštovaizdžio turizmu, agroturizmu, poilsiu agrarin÷je aplinkoje, atostogomis kaime. Daugumoje šalių vartojamas terminas „kaimo turizmas“ (pvz., Anglijoje, Airijoje – rural tourism, Danijoje, Kanadoje, Estijoje – farm tourism ir pan.). / At present in Lithuania the understanding or concept of rural tourism is still in the stage of development though people have been coming to villages to have a rest since old times. Acknowledging the importance and benefit of rural tourism the researchers of it have always been trying to give an accurate description of what rural tourism is. In the literature on this issue in different countries are used different words, such as a rest in the country (village), countryside tourism, agrotourism, a rest on a farmstead or a holiday in a village, to describe it. In most countries this type of relaxation or activity is called “rural tourism” though in some countries like Denmark, Canada, Estonia it is called “farm tourism”.

Didelę reikšmę paauglystėje turi laisvalaikis, nes tinkamai organizuotas užimtumas taip pat gali padėti išvengti daugelio problemų. Viena iš jų, paauglių šeimų materialinė padėtis dažnai lemia laisvalaikio pasirinkimo galimybę. Į sociokultūrinių institucijų teikiančių laisvalaikio paslaugas patenka ne visi norintys paaugliai. Svarbus vaidmuo plėtojant neformalųjį vaikų švietimą ir užimtumą tenka atsakingoms valstybės ir savivaldybės institucijoms. Jų kuriama ir vykdoma politika turėtų būti grindžiama glaudaus bendradarbiavimo tarp valstybės ir savivaldybės įstaigų, bendruomenių ir nevyriausybinių organizacijų principu. Būtina, kad šiame bendradarbiavime aktyviai dalyvautų ir savo pozicijas gintų jaunimo, tėvų ir kitų neformaliuoju švietimu besirūpinančių pilietinių organizacijų atstovai. Todėl, atsižvelgiant į šios problemos aktualumą ir norint ją ištirti, tyrimo objektu pasirinktas Vilniaus miesto Karoliniškių mikrorajono teikiamų laisvalaikio paslaugų sociokultūrinėse institucijose efektyvumas. Tyrimo tikslas – nustatyti Karoliniškių mikrorajono sociokultūrinių institucijų laisvalaikio teikiamų paslaugų paaugliams efektyvumą. Tyrimo uždaviniai: 1. apibūdinti Vilniaus miesto Karoliniškių mikrorajono sociokultūrinių institucijų ir mokyklų paauglių papildomojo ugdymo veiklos kokybę; 2. išsiaiškinti ar pakankamai Vilniaus miesto Karoliniškių mikrorajone sociokultūrinių institucijų teikiančių paaugliams organizuoto laisvalaikio paslaugas; 3. išanalizuoti kaip paauglius savo... [toliau žr. visą tekstą] / Leisure takes a significant part in adolescence since properly organized employment can also solve many problems. On of them are circumstances of teenager, s family, which determines the choice of leisure activities. Not all the willing teenagers are fortuned to get leisure services by sociocultural institutions. Responsible for that and municipality institutions take the main role in developing unofficial education for children and for their occupation too. Their established and implemented policy should be based on close cooperation between state and municipality institutions, communities and not governmental institutions. It, s essential for representatives of civil institutions caring about informal education and also for young people and parents to participate and advocate their attitudes while cooperating. Therefore, considering the significance of this problem and in order to tackle it the subject of research is efficiency of leisure services provided by sociocultural institutions of the district of Karoliniskes of city of Vilnius. Analysis objective – to rate the efficiency of leisure services for teenagers provided by sociocultural institutions of the district of Karoliniskes. Goals of analysis: 1. To characterize the quality of activity for additional training for teenagers of schools and sociocultural institutions of the district of Karoliniskes in Vilnius; 2. To ascertain if there are enough sociocultural institutions in the district of Karoliniskes that... [to full text]

In a world where everything from dating to shopping to conducting business can be performed online, competitive sport has remained an activity in which its online component is mostly relegated to news, chat or fan forums, or fantasy-league interactions. The physicality of competitive sports does not lend itself to an online format—until now. CrossFit (CF) is one of the fastest growing new fitness programs in the world, and is based largely on online communities and networks. In 2011, CrossFit Incorporated (CF Inc.), the creator of this worldwide fitness network, conducted the world’s largest online CF sporting competition, where individuals recorded their performances online for public consumption, interaction and judging. Over 25,000 individuals and teams from around the world participated in 2011 which relies heavily on participation and feedback, trust, social media and networking for its success. By uncovering the essential components of the unique operating community of CF through analysis of quantitative data, in-depth qualitative interviews, and textual analysis, this paper suggests a model for producing a successful global sporting event online and discusses whether it may be applied to other athletic organizations to increase their worldwide exposure and increase members access to global opportunities. Findings determined a mix of criteria including attracting and retaining like-minded individuals through a strong focus on cohesion, inclusion, and competition; strong local autonomy and control; and a willingness on the part of members to promote the sport for the perceived wellbeing of others as necessary to a strong, effective online component in facilitating global competition online.