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One of the three-fold purposes of this study is to indicate the relationship between the cultural advancements of the Cherokees and the development and implementation of a written, printable language into their culture. In fulfilling a second purposes, the study emphasizes the influence of literacy on the social values of the Cherokees. The third purpose is to consider the idea of the Cherokees themselves that bi-lingual education, first in Cherokee, then in English, and a renewed national pride and productivity in literacy could go far in solving the problems of social alienation and educational negativism that exist among un-assimilated Cherokees.

The purpose of this study was to evaluate the performance of adolescents with traumatic brain injury on a written persuasive discourse task. Nine adolescents with TBI (mean age = 14 years 4 months) and nine age, gender and education matched peers completed a written essay on the topic of whether trained animals in circuses should be allowed to perform for the public. Language measures included productivity (number of words, number of T-units and mean length of T-unit) and complexity (number of clauses, clause density and clause breakdown). Pragmatic measures were drawn from the developmental persuasive discourse literature and included essential elements of argument (claim, number of reasons, number of elaborations, conclusion, irrelevancies, repetition of information and attitude). In comparison to their age-matched peers, the TBI group produced significantly fewer reasons to support their claims, significantly more repetitions of information and failed to take alternative perspectives on the topic. There were no significant differences on any measures of language productivity or complexity, however the TBI group performed consistently below their peers on these measures. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also offered.

The purpose of this study was to evaluate the performance of adolescents with traumatic brain injury on a written persuasive discourse task. Nine adolescents with TBI (mean age = 14 years 4 months) and nine age, gender and education matched peers completed a written essay on the topic of whether trained animals in circuses should be allowed to perform for the public. Language measures included productivity (number of words, number of T-units and mean length of T-unit) and complexity (number of clauses, clause density and clause breakdown). Pragmatic measures were drawn from the developmental persuasive discourse literature and included essential elements of argument (claim, number of reasons, number of elaborations, conclusion, irrelevancies, repetition of information and attitude). In comparison to their age-matched peers, the TBI group produced significantly fewer reasons to support their claims, significantly more repetitions of information and failed to take alternative perspectives on the topic. There were no significant differences on any measures of language productivity or complexity, however the TBI group performed consistently below their peers on these measures. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also offered.

From the point of departure of a literacy perspective the aim of this study is to, examine how preschool teachers form and stage a learning environment that facilitates the language development of preschool children. The focus of our study is to explore how preschool teachers stress the importance of the learning environment when it comes to furthering language development and to examine the literacy events staged by preschool teachers. Our study is based on qualitative interviews with four preschool teachers working in different areas of Stockholm. One of the preschools participate in a language project. The other preschools are without alignment. We have also carried out observations in preschool environments, in order to examine the possibilities for preschool children to develop their language skills. To analyse our results we have used a literacy perspective where literacyevent is a central concept. The result of our study demonstrates that preschool teachers create possibilities for preschool children to become familiar with language in many different ways. Specifically prominent is bookreading, narrative, signs and symbols. The preschool which took part in a language projekt differed from the other as this preschool worked more consciously with books and narrative to support childrens literacy competense. The environment of this preschool also stands out from the other preschools whereby the promotion of language can be observed in all parts of the environment. It was shown both in the placement of the books and in how the preschool teachers talked about the importance of the books. The result of our study shows that all preschool teachers are very conscious of how childrens language can be promoted. However, the results also brings to light that not all teachers are as conscious of this when it comes to how to promote writing in the youngest children in the preschool. The results of our interviews reveal that preschool teachers consciously work in many different ways to promote language development for preschoolers from a literacy perspective. They are, however, not aware of the term literacy in relation to written language.

This essay discusses children's spontaneous exploration of the written language. The aims is toinvestigates preschool teachers perception of supporting children in the spontaneous exploration ofthe written language. The reason we want to find out preschool teachers perception is due to what wefound out in the previous research, which shows that the interaction between educators and childrenaffects how students perform. The method used is qualitative which was a semi-structured interview.We also did a short observation where we looked at how the written language was visible in theenvironment. We used this as a basis to one of the questions in the interview. The result and analysisof this essay shows that the teachers in this study perceive that many factors matters when theyshould support children in their exploration of the written language. Teachers perceive that theirapproach o and their design of the environment is main factors when it comes to their supporting ofchildren's’'s spontaneous exploration of the written language. Teachers perceive that their approachand their design of the environment is main factors when it comes to their supporting of children's’'sspontaneous exploration of the written language / <p>Godkännande datum: 2019-06-07</p>

I Ur och Skur preschools base their teaching on outdoor activities and all educators are called leaders, disregarding their educational background. The purpose of this study is to find out how the leaders of six I Ur och Skur preschools are working, specifically with the written language, in the outdoors environment. The study discusses the concept of literacy, methods leaders use and the advantages and disadvantages they experience with outdoors education and the thoughts they have about outdoor activities. The basis for this study is the objective pursued in the curriculum: "preschools should strive to ensure that children develop an interest in written language and an understanding of symbols and their communicative functions". Respondents have also been asked what outdoors education means to them on a personal level. To achieve my research results five qualitative interviews, with room for follow-up questions, were conducted. One of the respondents felt that she lacked time but still wanted to participate and doing so by answering questions by email. A total of six interviews were conducted, transcribed and analyzed. All respondents in this study are active leaders in I Ur och Skur preschools in a major city in Sweden. The results of the six interviews from the leaders show how they work with written language activities for children outdoors. The methods used seem quite similar between the various preschools. The leaders exploit the opportunities that are given, e.g. they write in the snow with watercolors or draw in the sand with sticks. They also read books outdoors for the children. The advantage, according to respondents, is that the material never ends, it is possible to write with almost anything. Possible disadvantages are bad weather conditions or too much background noise that may distract the children at times when they need to concentrate.

QUIXADÁ, Luciana Martins. Ciranda de palavras, auroras de sentido: interações discursivas em sala de aula e construção da concepção da criança sobre a linguagem escrita. 2015. 257f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-01-19T12:04:16Z No. of bitstreams: 1 2015_tese_lmquixada.pdf: 8414552 bytes, checksum: f03fbe1ff0125dc8cf36cddb0e95027a (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-01-19T15:05:50Z (GMT) No. of bitstreams: 1 2015_tese_lmquixada.pdf: 8414552 bytes, checksum: f03fbe1ff0125dc8cf36cddb0e95027a (MD5) / Made available in DSpace on 2016-01-19T15:05:50Z (GMT). No. of bitstreams: 1 2015_tese_lmquixada.pdf: 8414552 bytes, checksum: f03fbe1ff0125dc8cf36cddb0e95027a (MD5) Previous issue date: 2015 / Esta tese teve como objetivo central investigar a construção da concepção da criança sobre a linguagem escrita, considerando a dinâmica dos discursos intersubjetivos presentes nas atividades de leitura e de escrita em sala de aula. A motivação para tal pesquisa surge a partir da hipótese de que essa relação entre concepções e interações linguísticas é fundamental nos processos de aprendizagem bem como componente do desenvolvimento do ser humano. Essa hipótese decorre de leituras das teorias de Lev S. Vygotsky e Mikhail Bakhtin, para os quais, respeitando os distanciamentos entre suas obras, o pensamento é estruturado pela linguagem, pois através das trocas discursivas entre sujeitos sociais e elementos linguísticos culturais é que os sujeitos estruturam suas funções intelectuais superiores. A escolha pelas concepções das crianças partiu da compreensão de que escutá-las é algo que se faz necessário nos dias atuais como elemento que pode favorecer a elaboração e execução de novos modos do fazer pedagógico no ensino da linguagem escrita. Considerar quais sentidos as crianças atribuem ao ler e escrever, isto é, o que faz uma pessoa que lê e escreve, é condição importante para se pensar uma prática pedagógica que perceba a criança como sujeito ativo no seu processo de aprendizagem, bem como para investigar o espaço da sala de aula como um ambiente social, dentre tantos, que interfere na construção desses sentidos. Desse modo, essa pesquisa teve como sujeitos sete crianças escolhidas em duas turmas de 1˚ ano do Ensino Fundamental em uma escola pública de Fortaleza-CE e suas professoras. A metodologia foi longitudinal e qualitativa e utilizou-se como instrumentos de pesquisa a técnica do desenho para se obter as concepções das crianças em três momentos diferentes – início, meio e fim do ano letivo –, os diários de campo e gravações de áudio e vídeo das interações discursivas em sala de aula coletadas em observações semanais. As análises foram desenvolvidas articulando a categorização do que estava “dito” nos desenhos e os trechos discursivos dessas interações, no intuito de visualizar como se poderia tecer a verificação da hipótese e alcançar o objetivo central desse estudo. A escola é expressa em grande parte dos desenhos o que faz pensar sobre a pertinência desse espaço para a construção dos sentidos que as crianças têm no que se refere ao saber ler e escrever. Assim como também vários diálogos, situações de fala e enunciações em sala de aula entre as crianças e a professora, onde esta assumiu um lugar de centralidade, que corroboraram para a conclusão de que as interações discursivas nesse espaço afetaram qualitativamente a construção das concepções das crianças sobre a linguagem escrita. Ressaltando que as principais concepções que as crianças apresentaram foram: 1) a relação entre leitura e/ou escrita e a escola; 2) a leitura e a escrita como instrumentos que viabilizam relações sociais e culturais ou com a atividade do trabalho; 3) o saber ler e o saber escrever como competências de pessoas mais velhas ou adultas; e 4) relação muito próxima entre saber ler e saber escrever.