Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica mención Lingüística / Proyecto FONDECYT 11150007

The study to be reported was designed to investigate the effects of verbal praise and reproof, from persons in authority, on the LOA and subsequent performance of institutionalized defectives.

Notre recherche sur les pratiques d’évaluations informelles orales d’enseignants, apporte une contribution pour décrire, expliquer, comprendre les modalités et les dynamiques de l’enseignement dans leurs relations aux élèves en cours d’apprentissages. Nous posons la conjecture suivante : « Sur une année scolaire, les pratiques d’enseignement évaluatives informelles orales d’enseignants relèvent de la dynamique qui s’établit entre leurs ressources personnelles et professionnelles, leurs environnements d’exercice professionnel et des « émergents » en situations d’enseignement-apprentissage ». Quatre enseignants de C.E.2 ont été filmés, chacun neuf fois sur une année, à raison de trois séances : une de Français, une de Mathématiques et une d’Éducation Physique et Sportive, par trimestre. Nous étudions les « Unités Évaluative Orale » qui allient verbal et non-verbal. Les ressources professionnelles des enseignants s’actualisent par l’étude de leurs Sentiments d’Efficacité Personnelle (S.E.P.). Leur environnement d’exercice professionnel est perçu à travers les statuts qu’ils attribuent à leurs élèves.Ces enseignants évaluent fréquemment, en sont à l’initiative, leurs énoncés sont brefs, parfois implicites (le non-verbal permettant d’en saisir le sens). Ce sont les « faibles » qui sont les plus évalués. La fréquence des évaluations est moindre en E.P.S.. Le plus souvent, lorsque les S.E.P. sont élevés, les évaluations sont « positives » et adressées aux « forts » ; lorsque les S.E.P. sont modérés, les évaluations sont « négatives », principalement en E.P.S. ; lorsque les S.E.P. sont faibles, les évaluations sont « négatives » et s’adressent à la « classe entière ». / Our research about the informal oral assessment practices of teachers is contributing to describe, explain, understand modalities and dynamics of teaching into their links to learning students.We state the following conjecture : "During a scholarly year, informal oral assessment practices of teachers belong to dynamic between teacher's personal and professional resources, their professional environments and "what is emerging" in teaching-learning situations".Four 3rd class teachers have been filmed, each of them nine a year, for three lessons: French, Mathematics and Physical Education each trimester. We study "Oral Assessment Unities" linking verbal and non verbal. Teacher's professional resources are updated by research of their own self efficacy. Their professional environment is sensed through the status that they give to their students.These teachers are frequently assessing, of their own initiative, their reports are short, sometime implicit (non verbal contributing to get meaning). “Low" pupils are most frequently assessed. Teachers are less assessing in Physical Education. More often, when self efficacy is high, assessments are "positive" for "high" pupils; when self efficacy is moderated, assessments are "negative" mainly in Physical Education; when self efficacy is "low", assessments are "negative" for the entire class.

The purpose of this study was to assess the amount of time spent by the clinician and client in verbalization and to make an analysis of the kind of verbalizations employed by the clinician in speech therapy sessions. Experience was given consideration as a possible variable in the study. Nine clinicians in a public school setting were used as subjects. They were divided equally into the three following categories : (a) clinicians having less than one year’s experience. (b) clinicians having 1-3 years experience. (c) clinicians having more than 3 years experience. Six therapy sessions of each clinician were tape-recorded and analyzed. It was found that experience was not a significant variable in either of the two categories under study. It was shown, however, that there was a negative correlation between the amount of verbalization of clinician and client. Eight out of nine clinicians talked more than the clients. A high correlation was noted between the amount of verbalization used by the clinicians and their use of positive and descriptive utterances. The amount of client verbalization seemed to bear little or no relationship to the kinds of utterances used by the clinician. Analysis of positive and descriptive utterances showed a high positive correlation, while most of the other categories showed evidence of a moderate negative relationship. Further study was suggested for the following: (a) a survey of the different techniques used by clinicians (b) the effect of different techniques on the amount of verbalization used by both clinician and client (c) the modification of the content of the client’s responses by the kinds of utterances used by the clinician The present study may be of most value in indicating a possible means of constructing a profile of the kinds of utterances used by each clinician.

Faculty of Humanities School of Translators and Interpretors 9809116e karirankin@mweb.co.za / The aim of this paper is to explore the various translation problems that may arise from the verbal-visual relationships characteristic of picturebooks. Based on the inherent interaction of two semiotic systems, namely the verbal and the visual, picturebooks must be read, interpreted and translated as a ‘whole’. Translators must thus pay equal attention to the words and pictures as well as to other visual elements that contribute to the overall effect of picturebooks. The case study involves an analysis of two picturebooks written and illustrated by Babette Cole: Princess Smartypants (1996) and Prince Cinders (1997), and their French translations – Princesse Finemouche (1999) and Prince Gringalet (1999). By analysing the ways in which two semiotic systems (the verbal and the visual) interact in the two picturebooks and their translations, the study attempts to answer the following question: to what extent does the translation of a picturebook maintain a unity of words, pictures and effects?

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