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In this dissertation I have examined bilingual families’ attitudes towards their children’s bilingualism and code switching. My research questions are how and when the informants’ children mix between their languages and if the parents have positive or negative attitudes towards their children’s language mixture. I have also asked what the bilingual families feel about bilingualism. As a method I have chosen to make qualitative interviews with my informants. Three families have been interviewed with different languages and backgrounds. The results indicate that bilingualism confers an increased interest for language and increased language awareness. Some of the informants state that their children often switch between the languages while others do not mix at all. The informants have a very positive attitude towards bilingualism and they do not see a problem in their children’s code switchingMother tongue, code switching, consecutive and sequential bilingualism, majority and minority language

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In this experiment where identically the same ration was fed except for feed particle size, the poults fed the pellets, with only one exception, consumed the most feed and water and made the greatest growth per gram of feed consumed, and the poults fed the medium-fine or regular ground mash consumed next to the most feed and water and made the second best growth per gram of feed consumed. / Master of Science

View description: The purpose of this study is to investigate in what way the mother tongue language education integrates in a compulsory school activities and also which significance it has to the students who studies mother tongue language. My questions are following: How does the cooperation look like between mother tongue languages teacher, teacher and principal? How do students perceive the mother tongue language education? How does the mother tongue language education take place at the school? Method: This investigation is classified as a qualitative study and consists of theoretical points and empirical material such as interviews and observations.  Based on hermeneutic view of tradition which means that I interpret all my material. Results: My results of this study is that the mother tongue language education does not integrate with the other school activities and the mother tongue language teachers does not cooperate with other teachers or principal at this school. The reason for this is mainly because the mother tongue language teachers work situation. I´ve also seen that language has to do with the creation of a personal identity. The students who studies mother tongue language education is generally happy with this type of education but agrees with that they only can use their mother tongue language outside school and at the mother tongue language education. Ann Ludvigsson writes in her thesis about how important it with the cooperation between teachers and how that can be good for the students development (Ludvigsson 2009:19-22).

Speech errors have been utilized since the beginning of the last century to learn more about how speech is produced, both physically and cognitively. Collection of speech errors has progressed from writing down naturally occurring speech errors to recording experimentally induced speech errors to current studies, which are using instrumentation to record acoustic and kinematic information about experimentally induced speech errors. One type of instrumentation being used in articulatory research is ultrasound. Ultrasound is gaining popularity for use by those interested in learning how speech is physically produced because of its portability and noninvasiveness. Ultrasound of the tongue during speech provides visual access to the articulatory movements of the tongue. This study utilizes ultrasound recordings of speech errors in two ways. In Experiment 1, ultrasound images of participants’ tongues were recorded while they read tongue twisters designed to elicit speech errors. The tongue twisters were CVC words or CV syllables with onset velar or alveolar stops. Within the ultrasound video, the angle of the tongue blade and elevation of the tongue dorsum were measured during the onset stop closure. Measurements of tongue twisters were compared to baseline production measures to examine the ways in which erroneous productions differ from normal productions. It was found that an error could create normal productions of the other category (i.e., categorical errors) or abnormal productions that fell outside the normal categories (i.e., gradient errors). Consonant productions extracted from ultrasound video were presented auditory only to naïve listeners in Experiment 2. Listeners heard a variety of normal, gradient error, and categorical error productions. Participants were asked to judge what they heard as the onset sound. Overwhelmingly, the participants heard normal productions as well as gradient error productions as the target sound. Categorical error productions were judged to be different from the target (e.g., velar for alveolar). The only effect of erroneous production appears to be a slight increase in reaction time to respond with a choice of percept, which may suggest that error tokens are abnormal in some way not measured in this study.

This research is about different perspectives, offered by three mother tongue teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for mother tongue teachers, mother tongue teachers opportunity for competence education and the future of mother tongue education in Sweden. The theoretical framework is mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself. The result shows that mother tongue teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for mother tongue teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the mother tongue teachers. As per today there is no higher education for mother tongue teachers leading towards an exam. Mother tongue teachers are worried about their future although principal and representant takes a bright outlook.

Abstract The aim of the study was to examine how preschool teachers from two different municipalities are working with native language support. The method used in this study was a questionnaire survey were 58 preschool teachers participated. It has been shown in a study made in the USA by Galeano (2011) that families from other countries lose their native language faster during recent years than they did before, this may be because families let the English language dominate in the home instead of using their native language. When children start school they are offered mother tongue education, but often it’s not of much use since the students already have a basic speech in English (Galeano, 2011). A study conducted in schools in England showed that mother tongue education is deficient when students get questions on their native language but they choose to answer the teachers in English instead. This is one of the reasons how students lose the ability to speak their mother tongue but they still have the ability to understand what is being said (Cable, Drury & Robertson, 2014). This study shows that many of the preschool teachers that were questioned in the study did not have enough experience when it comes to working with native language support. The preschool teachers felt that they didn’t have good enough guidance to how the work with native language support should proceed in the best way. They couldn’t bring up the issues of language support with parents or answer their questions without double checking with the preschool heads or principals. Most of the preschool teachers know the importance of language support as it makes it easier for kids to become part of the preschool group and that they easier learn Swedish as a second language. Many preschool teachers had to take own initiatives to give children support in their native language, this because many preschools do not have access to mother tongue teachers or interpreter. / Abstrakt Syftet med studien är att se hur förskollärare från två olika kommuner arbetar med modersmålsstöd Undersökningsmetoden som användes var en enkätundersökning där 58 förskollärare deltog. Det har visat sig i studier bland annat i USA att familjer med andra ursprungsland förlorar sitt modersmål snabbare i dagsläget än de gjorde förr då familjerna låter det engelska språket dominera i hemmet istället för att använda sig av modersmålet. När barnen kom upp i skolåldern så erbjöds de modersmålsundervisning men ofta så räcker inte modersmålsundervisning till i skolan då eleverna redan har ett grundläggande tal i till exempel engelska (Galeano, 2011). En studie som gjordes i skolorna i England visade att modersmålsundervisningen är bristfällig då eleverna får frågor på respektive modersmål men att de svarar läraren på engelska istället för modersmålet. Detta bidrar till att eleverna tappar förmågan att tala modersmålet men att de fortfarande har kvar förmågan att förstå vad som sägs (Cable, Drury & Robertson, 2014). I följande studie kände många av förskollärarna att de inte hade någon riktig rutin kring arbetet med modersmålsstöd och de saknade bra vägledning till hur arbetet skulle gå tillväga på bästa sätt, de kunde inte själva ta upp frågorna kring modersmålsstöd med föräldrarna utan var tvungna att samtala med förskolechefer eller rektorer innan de kunde besvara föräldrarnas frågor. Samtliga förskollärare visste att det är viktigt med modersmålsstöd då det underlättar för barnen att komma in i verksamheten samt att de lättare lärde sig svenska som andra språk. Många förskollärare tar egna initiativ till att ge barnen stöd i deras modersmål då många förskolor saknar tillgång till modersmålspedagog eller tolk.

Orientador: Maria Fausta Cajahyba Pereira de Castro / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T08:17:00Z (GMT). No. of bitstreams: 1 Vivacqua_MariaVictoriaGuinle_D.pdf: 1330050 bytes, checksum: 29ea2edd8d126a8158ea7c97f5791e27 (MD5) Previous issue date: 2012 / Resumo: O objetivo deste trabalho é discutir as concepções de erro e de lapso de língua, uma vez que a oscilação entre os termos é responsável por dificuldades na distinção entre os fenômenos. Nosso trabalho parte da noção de erro, no século XIX, associada no debate lingüístico às questões de mudança e de variação lingüística para entender de que modo as leis fonéticas e a analogia podem operar como fator de mudança. Meringer (1895) foi o primeiro autor a se tornar referência ao apresentar e classificar um corpus com mais de 8.000 lapsos ou erros de fala, de escrita e de leitura, cuja categorização permanece atual na área de Psicolinguística. O interesse do filólogo era compreender as regras que regem erros e lapsos e verificar a existência de um mecanismo mental que explicaria de que maneira os sons de uma palavra, de uma frase e também das palavras inteiras entre si acham-se ligados e entrelaçados em tais fenômenos. Freud toma o corpus de Meringer para empreender seu estudo sobre os lapsos, tratados como manifestações do inconsciente que se mostram por meio de substituições e contaminações do material lingüístico, e a noção de inconsciente emerge como aquilo que definitivamente rompe a relação entre o trabalho de Freud e Meringer. Nosso objetivo consiste em verificar o estatuto dessas concepções e seus limites, em suas diversas manifestações, tanto na língua materna como em uma língua outra. Abordamos os problemas teóricos da área de aquisição de linguagem, a começar pela desnaturalização da definição de língua materna para discutirmos a questão do erro na fala da criança. Com Pereira de Castro (2006) e Milner ([1978] 1987) discutimos o estatuto singular dessa língua para compreender o modo como a língua materna, que constitui um falante, permite o movimento do falante entre as outras línguas, uma vez que a plasticidade do material linguístico tanto o remete à sua língua quanto a um funcionamento psíquico que o guia na enunciação da língua estrangeira. Apresentamos e discutimos textos da obra freudiana para entender a construção da noção de inconsciente que sustenta a noção de lapso de língua. Encaminhamos nossa discussão através da análise de episódios em que o falante se encontra entre línguas. Concluímos que o conceito de lalangue une os fenômenos de erro e lapso. Partimos desse conceito, que está presente na Linguística (MILNER [1978] 1987), assim como na Psicanálise, para discutir como a noção de inconsciente se vale da complacência que o material linguístico oferece. Os erros da fala infantil e os erros e lapsos do falante entre línguas, revelam as zonas de equívoco da língua, que desempenham um importante papel na trajetória da criança na sua língua materna e na relação do falante com as línguas outras / Abstract: The aim of this paper is to discuss the concepts of error and slips of the tongue, as oscillation in the use of these terms makes it difficult to distinguish between the phenomena they describe. We begin in the 19th century with the notion of error, which was associated with studies of linguistic variation and change that attempted to understand how phonetic laws and the analogy could operate as a factor of change. Meringer (1895), the first author to become an important reference in the area, developed a corpus with more than 8,000 slips of the tongue and errors of speech, reading, and writing, and his categorization remains current in the area of psycholinguistics. His interest was to understand the rules governing errors and slips of the tongue, and to verify the existence of a mental mechanism that would explain how the sounds of a word, a phrase, and whole words, are connected and intertwined in such phenomena. Freud used Meringer's corpus in his study on slips of the tongue, treating them as a manifestation of the unconscious material that appears through substitution and contamination of linguistic material. The notion of the unconscious, however, emerges as a definite break between the work of Freud and Meringer. Our goal is to verify the status of the conceptions of error and slips of the tongue, as well as their limits, in their various manifestations both in the mother tongue and in other languages. In order to examine the issue of error in the speech of the child, we discuss theoretical problems in the area of language acquisition, starting with the denaturalization of the definition of mother tongue. Making reference to Pereira de Castro (2006) and Milner ([1978] 1987), we discuss the singular status of the mother tongue in order to understand the way that this language, which constitutes the speaker, permits him or her to move between languages, given that the plasticity of linguistic material refers both to the language itself as well as to a psychic functioning that guides the speaker in the utterance of a foreign language. We present and discuss certain Freudian texts in order to understand the construction of the concept of the unconscious that sustains the notion of slip of the tongue. We develop our discussion through analysis of episodes in which the speaker finds him or herself between languages, and conclude that the concept of lalangue unites the phenomena of error and slip of the tongue. Starting from this concept, present in linguistics (MILNER [1978] 1987) as well as in psychoanalysis, we discuss how the notion of the unconscious is based on the complacency that the linguistic material offers. Children's speech errors and speakers' errors and slips of the tongue between languages, reveal areas of equivocity in language which play an important role in the development of children in their mother tongue and in a speaker's relationship with other languages / Doutorado / Linguistica / Doutora em Linguística

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