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Showing 811 to 816 of 816 (0.099 seconds)Spelling suggestions: "subject:"language development anda"" "subject:"language development ando""
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Language attitudes and language choice within the correctional services with reference to Pretoria Central PrisonMabule, Dorah Riah 04 April 2013 (has links)
The focus of this study is an investigation of the language policy and language policy implementation in the Department of Correctional Services of South Africa. Language usage is a right of all the citizens of South Africa as enshrined in the Constitution of the Republic of South Africa (Act 108 of 1996) which is the supreme law of the country. It is imperative that language policy makers in the Department of Correctional Services should adhere to the provisions of the constitution.
It also aims at establishing whether the Department of Correctional Services’ policy is aligned to the national language policy framework as well as provincial language policy framework that provide for the use of the eleven (11) official languages in general and in particular.
In this research study, background information serves to give an overview of how language policy of South Africa since 1994 has been perceived by various scholars and the historical overview of the language policies during the apartheid era. The African languages were given a low status as the language diversity of South Africa was not acknowledged by the government of that day.
The evaluation of the contents of language policies that were used previously and currently in the Department of Correctional Services shed light to the issues of language attitude, language choice and language use in this department. During the apartheid era there were working languages set for prisoners as well as staff regarding communication either verbally or in writing in the Department of Correctional Services. The official languages were English and Afrikaans of which the latter was dominant. The question of whose language, for what purpose and how was it received was also investigated. / African Languages / D.Litt. et Phil. (African Languages)
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Taalverryking van senior kleuters in milieubenadeelde gemeenskappe : 'n ouerprogram / Language enrichment of senior toddlers in environmentally deprived communities : a parental programmeNaudé, Hendrina 08 1900 (has links)
Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in
milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en
Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten
aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior
kleuters.
Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan
stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die
ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende
taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde
taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se
konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en
konkreet-gebonde as analities en abstrak.
Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat
uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is
omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of
ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding
van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of
mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye
verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se
venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe
te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere
suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en
te globaliseer.
Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten
aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te
word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in
environmentally deprived communities. The research group is an Afrikaans speaking Colouredand
Griqua community. It is evident that parents in this community reveal certain deficiencies
pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in
their senior toddlers.
Language development and -enrichment is in essence a socially mediated process and exposure
to stimulating language experiences enhances comprehension of colloquial usage within the
social context. The inadequate linguistic example set by both the family and the community
results in inadequate language development and -enrichment and the senior toddlers reveal their
impoverished, undifferentiated world of language in deficiencies pertaining to mastery of
language, style of language and code of language. The senior toddlers' conceptualization is
deficient and in their language usage they are rather descriptive and concrete-bound than analytic
and abstract.
It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities,
and a code of language is not adequately facilitated, because the parents do not know how to
derive profit from incidental learning situations and are ignorant pertaining to the creation and
utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and
fixation.. of certain concepts, while broadening of a code of language refers to the. ability to
describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened
and expanded code of language is thus the result of regular exposure to a wide range of
stimulating experiences. This experiential framework later becomes the toddler's referential
framework which he uses to repeat information, to formulate requests, to name objects and to
accurately describe events. A broadened and expanded code of language is thus essential for
later successful learning, because it enables the learner to analyze, to synthesize and to globalize
new information.
The implication for the draft of a parental programme is that parents should not .only be
accompanied pertaining to the enrichment of their senior toddlers' language development, but
that parents in this deprived environment also explicitly be educated to create potential
stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)
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| 813 |
Jazyk českých knih historiografických zápisků "dlouhého" 18. století / Language of Czech books of historiographic notes from the "long" 18th centuryTimofeev, Dmitriy January 2018 (has links)
Keywords "Long" 18th century; 18th century; Baroque; Enlightenment; Czech National Revival; history of Czech language; development of Czech language; Czech language in the Baroque period; Czech language in the times of the Czech National Revival; Czech language in the "long" 18th century; manuscript; scribe's usage; cultural Czech language; books of historiographic records; historiography; "folk chronicles"; gramatography; grammar books; Baroque stylistics; Baroque rhetoric; history of spelling; development of spelling; history of phonetics; development of phonetics; history of morphology; development of morphology; development of the lexis; Chlumec nad Cidlinou; Kutná Hora; Milčice; Nové Strašecí; Pelhřimov; Roudnice nad Labem; František Šolc; Vojtěch Kegler; František Jan Vavák; Filip Ignác Dremsa; Antonín Štěpán; Vojtěch Jílek; Václav Preinhelter. Abstract The traditional view describing Czech literary works written in the period from the late 17th century to the end of 18th century as signs of decline in the level of Czech language and literature has been successfully overcome by linguists over the past few decades. However, most papers covering the topic were focused on prints; handwritten sources are being analysed marginally and unsystematically. The aim of this dissertation is to provide a more...
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Taalverryking van senior kleuters in milieubenadeelde gemeenskappe : 'n ouerprogram / Language enrichment of senior toddlers in environmentally deprived communities : a parental programmeNaudé, Hendrina 08 1900 (has links)
Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in
milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en
Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten
aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior
kleuters.
Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan
stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die
ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende
taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde
taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se
konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en
konkreet-gebonde as analities en abstrak.
Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat
uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is
omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of
ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding
van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of
mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye
verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se
venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe
te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere
suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en
te globaliseer.
Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten
aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te
word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in
environmentally deprived communities. The research group is an Afrikaans speaking Colouredand
Griqua community. It is evident that parents in this community reveal certain deficiencies
pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in
their senior toddlers.
Language development and -enrichment is in essence a socially mediated process and exposure
to stimulating language experiences enhances comprehension of colloquial usage within the
social context. The inadequate linguistic example set by both the family and the community
results in inadequate language development and -enrichment and the senior toddlers reveal their
impoverished, undifferentiated world of language in deficiencies pertaining to mastery of
language, style of language and code of language. The senior toddlers' conceptualization is
deficient and in their language usage they are rather descriptive and concrete-bound than analytic
and abstract.
It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities,
and a code of language is not adequately facilitated, because the parents do not know how to
derive profit from incidental learning situations and are ignorant pertaining to the creation and
utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and
fixation.. of certain concepts, while broadening of a code of language refers to the. ability to
describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened
and expanded code of language is thus the result of regular exposure to a wide range of
stimulating experiences. This experiential framework later becomes the toddler's referential
framework which he uses to repeat information, to formulate requests, to name objects and to
accurately describe events. A broadened and expanded code of language is thus essential for
later successful learning, because it enables the learner to analyze, to synthesize and to globalize
new information.
The implication for the draft of a parental programme is that parents should not .only be
accompanied pertaining to the enrichment of their senior toddlers' language development, but
that parents in this deprived environment also explicitly be educated to create potential
stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)
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| 815 |
Sprachproduktionstest zu narrativen Kompetenzen in Deutscher Gebärdensprache (NaKom DGS) - eine TestadaptionKolbe, Vera 09 February 2023 (has links)
Diese Erwerbsstudie beschreibt die Adaption eines Testverfahrens aus der Britischen Gebärdensprache von Herman et al. (2004) in Deutsche Gebärdensprache (DGS). NaKom DGS ist ein Testverfahren das narrative und grammatische Kompetenzen in Kindererzählungen analysiert. NaKom DGS elizitiert Erzählungen mittels eines kurzen sprachfreien Stimulus-Videos und ist für Kinder im Alter von 4-11 Jahren validiert. In einer Querschnittsstudie wurde das Testverfahren mit 97 Kindern deutschlandweit durchgeführt, um das Testverfahren zu validieren. Die Referenzwerte für NaKom DGS basieren auf den Erzählungen von 72 Kindern mit Zugang zu DGS ab Geburt durch taube in DGS kommunizierende Eltern.
Durch diese Studie wurden neue Erkenntnisse zum Spracherwerb von DGS gewonnen. Die gefundenen Erwerbsverläufe bieten Wissenschaftler_innen in vielen der untersuchten Strukturen erste Anhaltspunkte für den Spracherwerb in DGS, mit denen zukünftige Forschungsergebnisse verglichen werden können.
Ausgewertet werden als narrative Kompetenzen Strukturelemente nach dem globalen Strukturmodell von Labov and Waletzky (1973), sowie Erzählinhalt und Reihenfolge der Erzählung. Als grammatische Kompetenzen werden in Anlehnung an Johnston (2016) auf kleiner satzähnlicher Ebene Verbmodifikationen analysiert: Modifikationen der Art und Weise, direktionale Modifikationen, aspektuelle Modifikationen und abbildende Verben. Auf Textebene, d.h. in Bezug zur gesamten Erzählung, wird konstruierte Aktion untersucht.
Die Referenzwerte von NaKom DGS werden cross-linguistisch mit den Ergebnissen des Grundlagentests, sowie einer weiteren Adaption in Amerikanische Gebärdensprache (Enns et al. 2019) verglichen und dadurch zusätzlich bestätigt. / This acquisition study describes the test adaptation process of the British Sign Language (BSL) Productive Skills test from Herman et al. (2004) to German Sign Language (DGS), resulting in the new assessment tool „Sprachproduktionstest zu narrativen Kompetenzen in Deutscher Gebärdensprache“ (NaKom DGS). NaKom DGS analyzes narrative and grammatical competences in children´s narrations, that are elicited via a short language free videoclip. In a nationwide cross-sectional study NaKom DGS was validated with data from 97 signing children, 4-11 years old. The standards for the test are derived from the results of 72 native signing children, that acquire DGS from Deaf DGS signing parents.
This study provides new insights in language acquisition in DGS. Up to now research in DGS acquisition is sparse, therefore the results of NaKom DGS are the first insights in many of the analyzed areas. The results provide scholars with first insights and stepping stones for future research.
This study focuses on narrative competences as the global structural elements from the model of Labov and Waletzky (1973), as well as narrative content and narrative sequence. Grammatic competences specifically modifications of verbs are analyzed on the level of small clause like units, following Johnston (2016): indicating directional modifications, depicting verbs, aspect and manner. On text level constructed action is analyzed across the whole narration.
Additionally the newly developed standards for NaKom DGS are compared to the standards from the BSL test as well as another adaptation to American Sign Language (Enns et al. 2019). This cross-linguistic comparison supports the validity of the German test results.
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Högläsning i förskolan - Endast vid vilan? : En intervju. och observationsstudie om förskollärarens förhållningssätt till högläsning i relation till den nya läroplanenRejmalm, Madelene, Gruvman, Maria January 2019 (has links)
The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied. / Syftet med den här studien är att synliggöra hur utbildade förskollärare förhåller sig till och arbetar utifrån målet i den senaste läroplanen (Lpfö18) angående högläsning och samtal kring det lästa för att utveckla språklig medvetenhet och ordkunskap hos de äldre barnen. Åtta observationer och fyra kvalitativa intervjuer på fyra olika förskolor har genomförts. Studien tar teoretisk utgångspunkt i det sociokulturella perspektivet på lärande som beskrivs av Vygotskij. Resultaten visar att förskollärarna har liknande uppfattningar angående högläsning och samtal kring det lästa avseende värdet för barnens utveckling av språklig medvetenhet. Dock har arbetssättet för att nå detta mål varierat bland de olika förskolorna.
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