This thesis aims to contribute to the growing body of knowledge concerning the adult basic literacy education in the Nordic countries and broaden research on literacy from its traditional focus on verbal texts to include images and visual texts. The thesis comprises a research survey concerning adult literacy and two empirical, exploratory studies focusing on the use of visual texts in the basic Swedish language programme for adult immigrants, Svenskundervisning för invandrare (sfi). The first study presents international and Nordic research on literacy with a focus on current sociocultural, and critical perspectives. Together with the three concepts of mutual respect, meaningfulness and participation, an ‘expansive’ model for adult literacy instruction is also presented. The second study deals with the teachers´ views on appropriate visual materials for second language and literacy teaching. The results show an extensive but diversified usage of visual material but also that literacy teachers pay very close attention to participants´ sociocultural background in their image selection but tend to underestimate their cognitive ability. From a critical perspective the teachers´ statements can be regarded as part of a discursive practice in which they unintentionally contribute to a discourse construction of an identity of deficiency of the learners. The third study examines and compares, how adult second language learners interact with and understand a number of Swedish election posters. The analyses identify processes and variations in the learners´ interaction. The results show that the reconstructions of the visual texts are influenced by the participants´ linguistic, educational and cultural ‘repertoires’, as well as the posters´ graphic, visual and textual design. A certain level of linguistic proficiency as well as formal schooling and knowledge of the current discourse seem to be indispensable for making the intended interpretations.

Ämnesspråk förekommer i alla skolämnen och den här studien motiveras av att det finns lite forskning om ämnesspråk i grundskolans undervisning och framför allt i svenskämnet. Studiens syfte är att bidra med kunskap om hur lärare använder och förklarar grammatiska begrepp i undervisningen. Frågorna besvaras med stöd av intervjuer med lärare i årskurs 4–6 om vilka grammatiska begrepp de säger sig använda och hur de förklarar dem. Den teoretiska utgångspunkten grundar sig i en språkpyramid (Shanahan & Shanahan, 2008, s. 44) som visar språkutveckling i tre steg: basic literacy, intermediate literacy och disciplinary literacy, vilka vi benämner som ämnesspråk, skolspråk och vardagsspråk. Lärarsvaren kategoriseras sedan in i de olika stegen i pyramiden. Studien visar att lärarna introducerar traditionella grammatiska termer för satsdelar, ordklasser och böjningssystem. Det framkommer också att lärarna förklarar dem med stöd av både skolspråk och vardagsspråk.

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TITLE: Reading Literacy Development of Pupils with Other Mother Tongue in Inclusive Education Context AUTHOR: Mgr. Marie Rychlíková DEPARTMENT: Department of Primary Education PedF UK Prague SUPERVISOR: prof. PaedDr. Radka Wildová, CSc. ABSTRACT: This thesis is focused on the reading literacy issues of pupils with other mother tongue in primary education. The aim of this work is to analyse and describe the contemporary state of reading literacy skills of pupils with other mother tongue in inclusive education context. The foreigners children have to overcome the social and cultural differences as well as the language barrier. In order to be successfully included into the education system, and consequently into our society, the pupils need to learn Czech language at the best level they are able to. The structure of this work is divided into two parts - the theoretical and practical one. There were quantitative and qualitative methods used in the research. The individual aims of this work were analysed, processed and discussed based on the results of the two research phases and description of good practice examples from Finland. Finally the conclusions and suggestions were expressed. KEY WORDS: Reading literacy, first reading literacy, inclusion, stereotypes, basic literacy, pupil with other mother tongue,...

Made available in DSpace on 2016-04-28T19:34:26Z (GMT). No. of bitstreams: 1 Laura Maria Fernandes Moreira Alves.pdf: 9024004 bytes, checksum: a2b1aa2b27aa806fb6d04ad406fa2320 (MD5) Previous issue date: 2008-05-12 / Secretaria da Educação do Estado de São Paulo / This thesis is in the research line of Portuguese Language s History and Description. The subject hereof is the study of the Capistrano de Abreu State School s History in the 20th Century, which is located in the city of Guarulhos, State of Sao Paulo, Brazil. It encompasses a description of said School's origins within the period of 1913-1950. Further, its subject matter of study is the so-called Cartilha Sodré (Sodré Primer), by virtue of its importance in teaching basic literacy to the students of said Elementary School, in the Brazilian Republic age. This essay s general purpose is to recover documents of the organization of the first Elementary and Secondary School of the city of Guarulhos, which has to be filed and documented, because they make part of such city's Educational Historic Heritage. Particularly, to: 1) examine the School s heritage as regards its management in the period of 1913-1950, by means of documents, alumni s testimonies, and informal conversations, with the purpose of supplementing possible gaps of this research; 2) recover the School's memorial, since its origins, within the period defined in this essay; 3) describe and analyze Cartilha Sodré, i.e., Sodré Primer, aiming at understanding the method and the process used to teach basic literacy. This research is grounded on the theoretical presuppositions of the Linguistic Ideas History. As regards the purposes hereof, the results achieved by reading material of its heritage pointed out that both the School s Management and alumni took part, or still take part of Guarulhos distinguished citizens. In addition, new information and records were found, like the very name of Cartilha Sodré, which was relevant to teach basic literacy during said period, and also to form Guarulhos citizens. Therefore, the purposes were satisfactorily achieved. The methodological procedure used was the theoretical-descriptive and deductive, for the steps followed were efficient to guide the search for answers. Notwithstanding the above, it can be concluded that this research has to continue, because the investigation carried out focused only a period of the Education History in the city of Guarulhos / Esta Dissertação situa-se na linha de pesquisa da História e Descrição da Língua Portuguesa. Tem, por tema, o estudo da História da Escola Estadual Capistrano de Abreu, em Guarulhos, no século XX, a descrição das origens dessa Escola, entre os anos de 1913 a 1950 e, por objeto de estudo, a Cartilha Sodré, por sua importância na Alfabetização dos alunos dessa Escola primária, na época da República. O objetivo geral desta pesquisa visa resgatar documentos da instituição do primeiro Grupo Escolar de Guarulhos, material a ser registrado e documentado, por pertencer à Memória da História da Educação dessa cidade. Especificamente: 1) examinar o acervo da Escola com relação ao corpo diretivo, no período de 1913 a 1950, através de documentos, depoimentos de ex-alunos e conversas informais, com a finalidade de complementar as possíveis lacunas desta pesquisa; 2) resgatar o memorial da Escola, em suas origens, no período delimitado para a pesquisa; 3) descrever e analisar a Cartilha Sodré, com a finalidade de conhecer o Método e o Processo utilizados na Alfabetização. Esta investigação está alicerçada por pressupostos teóricos da História das Idéias Lingüísticas. Quanto aos objetivos, os resultados obtidos pelas leituras do acervo apontaram que tanto a Direção quanto ex-alunos fizeram e/ou fazem parte da cidadania ilustre do Município, além de serem encontradas novas informações, registros, como o nome da Cartilha Sodré, relevante na Alfabetização, na República, na formação dos cidadãos guarulhenses. Logo, os objetivos apresentados foram cumpridos, satisfatoriamente. O procedimento metodológico utilizado foi o teórico-descritivo e dedutivo, sendo que os passos seguidos foram eficazes no direcionamento da busca por respostas. Não obstante, pode-se concluir que esta pesquisa precisa ter continuidade, pois a investigação realizada foi centrada em um período da História da Educação de Guarulhos