Orientadores: Monica Graciela Zoppi-Fontana, Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T02:31:07Z (GMT). No. of bitstreams: 1 Diniz_LeandroRodriguesAlves_D.pdf: 2667684 bytes, checksum: eb621c1bed70d5fc3c8e367d64144e59 (MD5) Previous issue date: 2012 / Resumo: Este trabalho objetiva analisar algumas das principais ações do Estado brasileiro para a promoção internacional do português. Concentramo-nos, especificamente, na Divisão de Promoção da Língua Portuguesa (DPLP), que, subordinada ao Ministério das Relações Exteriores, atua em mais de quarenta países por intermédio da Rede Brasileira de Ensino no Exterior (RBEx), de cuja composição fazem parte os Centros Culturais Brasileiros (CCBs), Institutos Culturais Bilaterais (ICs) e leitorados. A partir da História das Ideias Linguísticas (HIL) e da Análise do Discurso de perspectiva materialista (AD), investigamos textos jurídicos e jornalísticos, documentos do arquivo do Itamaraty e entrevistas com profissionais envolvidos com essa política. Nossas análises indicam um notável processo de recrudescimento da política linguística exterior brasileira, que se inscreve em condições de produção marcadas pela Nova Economia e por mudanças na política externa do Brasil e no imaginário do país no exterior. Apesar desse fortalecimento, as iniciativas para a promoção internacional do português são, em geral, significadas como parte de uma mera política cultural. Na construção da imagem dos CCBs e dos ICs, por exemplo, salientam-se antes as atividades "culturais" do que as diretamente relacionadas ao ensino de língua. Os leitores, por sua vez, tendem a ser significados como representantes culturais, a despeito de uma polêmica sobre o que / quem devem representar. Esse apelo à cultura, além de ser um elemento-chave na mercantilização do português, participa de um funcionamento silencioso da política linguística exterior brasileira, por meio do qual se apagam seus vínculos com interesses estratégicos do Estado. É possível, porém, identificar marcas desse silenciamento, como mudanças na configuração da RBEx vinculadas a modificações na política externa do país. Destaca-se, nesse sentido, a crescente promoção do português na África e na América do Sul, em consonância com o fortalecimento do "diálogo sul-sul". Argumentamos, ainda, que a política em questão traz à tona litígios constitutivos do espaço de enunciação brasileiro, entrando em tensão com a política linguística de Portugal e da Comunidade dos Países de Língua Portuguesa (CPLP). Como parte desse processo de descolonização linguística, o português brasileiro, estigmatizado em outras condições de produção, passa, por vezes, a ser representado como mais propício à internacionalização que o português europeu. Outra característica dessa política é sua natureza não-centrada - evidenciada, entre outros fatos, pela grande heterogeneidade dos leitorados -, que, além de refletir a inexperiência histórica brasileira com iniciativas desse gênero, pode ser explicada por elementos do interdiscurso representando as políticas linguísticas exteriores como (neo)colonizadoras, o português como uma língua de colonização e o Brasil como um país de aspirações imperialistas. Ademais, concluímos que a proposta de criação do Instituto Machado de Assis e os impasses relativos à sua implementação se sustentam em processos discursivos semelhantes aos que marcam a política linguística do Itamaraty. Por fim, defendemos a necessidade de rever, à luz da HIL e da AD, o conceito de "política linguística", desconstruindo a figura dos "atores", os quais devem, de um ponto de vista materialista, ser concebidos como sujeitos, que, enquanto tais, também estão sujeitos à política de línguas constitutiva de todo espaço de enunciação / Abstract: This dissertation aims to analyze some of the major actions taken by the Brazilian state in order to promote the Portuguese language internationally. Our study focuses specifically on the Division of Portuguese Language Promotion (DPLP), subordinated to the Ministry of Foreign Affairs, which operates in over forty countries through the Brazilian Network for Education Abroad (RBEx), from which the Brazilian Cultural Centres (CCBs), the Bilateral Cultural Institutes (ICs) and the lectureships are part of. Based on the History of Linguistic Ideas (HIL) and the Discourse Analysis from a materialistic perspective (AD), we have investigated legal and journalistic texts, the archives of Itamaraty and interviews with professionals involved in this policy. Our analyses indicate that the Brazilian languagespread policy is going through a notable process of development, rolling itself up in conditions of production set by the New Economy and by the changes in Brazilian foreign policy and in the imagery of the country abroad. Despite this strengthening, the initiatives taken to promote the Portuguese language internationally are, in general, signified as part of a mere cultural policy. In the construction of the image of CCBs and of ICs, for example, "cultural" activities rather than those related to language teaching are highlighted. The lecturers, in turn, tend to be considered as cultural representatives, in spite of a controversy over what /who they should represent. This appeal for culture, besides being a key element in the "mercantilization" of Portuguese, participates in a silent functioning of Brazilian language-spread policy, by whose means its links with strategic interests of the state are erased. It is possible, however, to identify traces of this silencing, such as changes in the configuration of RBEx linked to modifications in the foreign policy of the country. In this sense, the growing promotion of Portuguese in Africa and in South America stands out, in line with the strengthening of the "south-south dialogue". We also argue that the policy in question brings out constitutive litigations of the Brazilian space of enunciation, which goes into tension with the language-policies carried by Portugal and by the Community of Portuguese Language Countries (CPLP). As part of this process of linguistic decolonization, Brazilian Portuguese, stigmatized under other conditions of production, is sometimes represented as being more propitious for internationalization than the European Portuguese. Another feature of this policy is its non-centered natured - evidenced, among other facts, by the great heterogeneity of lectureships -, which, besides reflecting the historic Brazilian inexperience with such initiatives, can be explained by elements of the interdiscourse representing language-spread policies as a (neo-)colonizing movement, Portuguese as a language of colonization and Brazil as a country of imperialistic aspirations. Furthermore, we conclude that the proposal for the creation of Machado de Assis Institute and the impasses concerning its implementation are supported by discursive processes similar to those that mark Itamaraty's language policy. Lastly, we advocate the need to review, in the light of the HIL and the AD, the concept of "language policy", deconstructing the figure of the "actors", who, from a materialistic perspective, should be viewed as subjects that are, as such, also subjected to the policy of languages which is constitutive of every space of enunciation / Doutorado / Linguistica / Doutor em Linguística

This research aims to shed light on language policies and early bilingual education in Sweden. It highlights the main language policies developed by Sweden while framing them within a European perspective, thus comparing the “national” language policies to the “international” language policies, stressing differences and similarities. More specifically, it analyzes the language policies and guidelines related to bilingual education created by the Council of Europe and afterwards applies the same procedure to the Swedish ones. Furthermore, this study investigates the language practices of children and teachers in two bilingual/multilingual settings. In order to do this, the research was framed as a sociolinguistic ethnography and was carried out using observations, interviews and audio-recordings in order to achieve triangulation wherever possible. Interview and observational data were analyzed thematically while interactional data was analyzed to establish the purposes for which different languages were used by participants. In conclusion, this study might give an idea of how appropriate the Swedish language policies are while stressing the need to revise and implement those policies that might affect the success of early bilingual/multilingual preschool education in Sweden. / Denna studie ämnar belysa språkpolitik och tidig tvåspråkig utbildning i Sverige. Ett av målen är att titta närmare på rådande språkpolitik i Sverige ur ett Europeiskt perspektiv, genom at jämföra ”nationell” och ”internationell” språkpolitik och belysa likheter och skillnader. Detta innebär, mer specifikt, att analysera språkpolitik och riktlinjer för tvåspråkig utbildning som är utarbetad av Europarådet och sedan ställa dem mot de riktlinjer som är utarbetade i Sverige. Dessutom är målet att undersöka olika lingvistiska praktiker hos elever och lärare i en tvåspråkig kontext. Studien har utförts med sociolingvistisk, etnografisk metod och metodologisk triangulering som inkluderat olika tillvägagångssätt såsom observationer, intervjuer och inspelade ljudupptagningar. Insamlad data har undersökts med syfte att klassificera olika språkliga beteenden för att söka förstå de olika strategier och vanor som utgör själva kärnan i interaktionen mellan tvåspråkiga elever och lärare. Slutligen är syftet med studien att ge en inblick i hur lämplig svensk språkpolitik är i fråga om tvåspråkig utbildning och samtidigt belysa vad som kan behövas reviderasoch införas för att påverka framtida tvåspråkig/flerspråkig utbildning i Sverige.

Utafiti huu unachunguza maenezi ya lugha ya Kiswahili katika taifa la Sudan Kusini kwa kuangazia njia zilizotumika kuisambaza hii lugha ya Kiswahili nchini humo. Unachunguza pia changamoto za lugha ya Kiswahili nchini Sudan Kusini na mustakabali wake. Data ya utafiti huu imekusanywa nyanjani kupitia kifaa cha mahojiano ambapo tuliwahoji wenyeji wa Sudan Kusini na wafanyakazi wa mashirika mbalimbali nchini Sudan Kusini. Utafiti huu umebaini kuwa Kiswahili kimeingia Sudan Kusini kwa msaada wa nyenzo mbalimbali kama vile vita, biashara, elimu, maingiliano ya mipakani, dini na ndoa. Utafiti huu pia unajadili baadhi ya vizuizi vinavyoweza kutatiza ukuaji na ueneaji wa Kiswahili katika taifa la Sudan Kusini kama vile tishio kubwa la ushindani na upinzani wa makundi ya lugha za Sudan Kusini na lugha ya Kiarabu ambayo ndiyo lugha ya maenezi mapana, na hali kadhalika lugha ya Kiingereza ambayo ni moja katika lugha zinazoenziwa katika taifa la Sudan Kusini hasa kwa kuwa lugha ya kimataifa. Imebainika pia kuwa sababu kubwa za kujifundisha Kiswahili kwa wenyeji wengi wa Sudan Kusini kumechangiwa na haja ya kutaka kujitambulisha na kujinasibisha na makundi mbalimbali ya Afrika Mashariki. Utafiti huu unahoji pia kuwa mustakabali wa lugha ya Kiswahili utategemea sera ya lugha nchini Sudan Kusini na utekelezaji wa matakwa ya Jumuiya ya Afrika Mashariki ya kufanya Kiswahili kuwa lugha ya maenezi mapana katika eneo la Afrika Mashariki nakopatikana nchi ya Sudan Kusini. / This paper examines the spread of Swahili to South Sudan. It explores the challenges of the language in South Sudan and its potential future status and use. Data from this study were collected through interviews with South Sudanese residents and employees of various organizations. The study reveals that Swahili has gained ground in South Sudan due to war, trade, education, cross-border interaction, religion and marriage practices. This study also discusses some of the impeding barriers to the growth and spread of the language, e.g., with reference to the status and use Arabic and English. It is also observed that among the main reasons for learning Swahili for many South Sudanese people is the need to identify with other East Africans. The study also argues that the future of the language will depend on the language policies in South Sudan and the implementation of the East African Community's aspirations to make Swahili a widespread language beyond its core regions.

Even though language formed part of the post-apartheid agenda which was set out to redress the ills of the pre-democratic South Africa, there are still concerns that the status of indigenous languages has not been elevated. Using decolonial work of Steve Biko, Ngugi wa Thiong’o and Frantz Fanon as theoretical lens, I aimed at exploring perceptions of key informants on post-apartheid language policies, young South Africans and parents /guardians toward indigenous languages. In-depth and narrative interviews were used to collect data from language policy key informants and young South Africans who started schooling after 1994 and focus group discussions with parents/guardians were held. Thematic, narrative and discourse analyses were used to analyse the data. Indigenous languages were perceived by participants as having an inferior status compared to languages of oppression and that was attributed to inferiority complex, lack of will from government to promote these languages and absent voice of indigenous language speakers in the fight for the status of indigenous languages. South Africa’s language diversity was also perceived as a challenge believed to contribute toward the difficulty of properly implementing post-apartheid language policies. The study results suggest a need for a stronger civil society which would assist in the dismantling of categorising languages as superior and inferior. Furthermore, the results point to a need for a more humanising approach which treats indigenous languages with respect. / Psychology / D. Phil. (Psychology)

Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Rogeria pdf.pdf: 1154375 bytes, checksum: 5eec0f2cc9effbdf70507fb2cd5fdd9a (MD5) Previous issue date: 2005-05-12 / This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are based on post-structuralist perspective to understand the discourse constitutive and constituted by individual actions in the social world. The focus on the constituve nature of discourse need an analytical intruments to reveal the agency. Thus, the metaphor (Lakoff & Johnson, 1980; Cameron, 1999) as discursive practices and the positioning theory (van Langenhove & Harré, 1998) show up very productive to describe desires, choices and actions of co-researchers. In a qualitative way, the research identify grammar, discourse genre and reading as teaching practices questioned in the reflexive-collaborative process. The grammar and the discourse genre are the theoretical constructs directly confronted. Although the opposite presented theoretical constructs, they are conciliated by portuguese mother tongue teacher / Este é o relato de uma pesquisa colaborativa realizada por mim e por uma professora de língua materna que, após dez anos de afastamento da prática docente, retorna à sala de aula. Trata-se de uma pesquisa que se propõe como um espaço reflexivo no qual são confrontadas diferentes políticas curriculares do ensino de português como língua materna. O objetivo é descrever como são constituídas outras práticas discursivas e outras identidades profissionais pela professora durante o processo reflexivo-colaborativo. A linguagem e o ensino de línguas são tomados com base na perspectiva pós-estruturalista que aborda o discurso como constituinte das/constituído pelas ações dos indivíduos no mundo social. O foco na natureza constitutiva dos discursos exige um instrumental analítico que ressalte a agentividade, dessa forma, a metáfora (Lakoff & Johnson, 1980; Cameron, 1999; entre outros) como prática discursiva e a teoria do posicionamento (van Langenhove & Harré, 1998) mostram-se bastante produtivas para descrever os desejos, as escolhas e as ações das co-pesquisadoras. De maneira qualitativa, a pesquisa identifica a gramática, a teoria dos gêneros discursivos e a leitura como as práticas de ensino problematizadas durante o processo reflexivo-colaborativo, sendo a gramática e a teoria dos gêneros discursivos os construtos teóricos confrontados diretamente. Apesar da forma excludente como são situados na pesquisa, esses construtos teóricos são, ao final, conciliados pela professora ao constituir para si uma outra prática e identidade como professora de português como língua materna

Even though language formed part of the post-apartheid agenda which was set out to redress the ills of the pre-democratic South Africa, there are still concerns that the status of indigenous languages has not been elevated. Using decolonial work of Steve Biko, Ngugi wa Thiong’o and Frantz Fanon as theoretical lens, I aimed at exploring perceptions of key informants on post-apartheid language policies, young South Africans and parents /guardians toward indigenous languages. In-depth and narrative interviews were used to collect data from language policy key informants and young South Africans who started schooling after 1994 and focus group discussions with parents/guardians were held. Thematic, narrative and discourse analyses were used to analyse the data. Indigenous languages were perceived by participants as having an inferior status compared to languages of oppression and that was attributed to inferiority complex, lack of will from government to promote these languages and absent voice of indigenous language speakers in the fight for the status of indigenous languages. South Africa’s language diversity was also perceived as a challenge believed to contribute toward the difficulty of properly implementing post-apartheid language policies. The study results suggest a need for a stronger civil society which would assist in the dismantling of categorising languages as superior and inferior. Furthermore, the results point to a need for a more humanising approach which treats indigenous languages with respect. / Psychology / Ph. D. (Psychology)

Notre questionnement autour des politiques linguistiques familiales au sein des familles plurilingues vivant dans l’environnement multilingue et multiculturel luxembourgeois est motivé par le trilinguisme qui caractérise le Luxembourg, la forte mixité de la population, l’intérêt que suscite les questions linguistiques des enfants issus de l’immigration et scolarisés au Luxembourg ainsi que notre expérience personnelle avec les langues au quotidien. À cet effet, nous cherchons à comprendre comment les parents issus de divers socles linguistiques ou ayant la même langue d’origine communiquent entre eux avant la naissance des enfants et comment la naissance des enfants reconfigure les usages linguistiques familiaux. Entre autres, nous cherchons à comprendre les motivations des choix linguistiques parentaux, les stratégies de communication mises en place par les parents pour établir un climat de communication en famille et l’influence des enfants sur l’environnement linguistique familial. Pour ce faire, sur le plan méthodologique, en couplant les entretiens ethnographiques avec les enregistrements des conversations familiales, nous avons eu accès aux pratiques linguistiques déclarées et effectives de dix familles aux profils linguistiques très variés et dont la résidence des parents au Luxembourg varie entre sept et quarante-deux ans. La méthodologie de l’analyse de contenu nous a permis de comprendre que l’expérience migratoire de chaque parent, les conditions d’acquisition/d’apprentissage et d’utilisation des langues qu’offre l’environnement luxembourgeois et le désir de développer le capital linguistique des enfants sont certaines des raisons qui poussent les parents à adopter une attitude positive envers le plurilinguisme. Plus loin, nos résultats suggèrent que bien que les enfants ne participent pas activement aux prises des décisions sur les choix des langues à véhiculer en famille, ils exercent cependant une influence sur l’environnement linguistique familial. Dans la même lignée, nous avons découvert que dès les premiers contacts des enfants avec des langues autres que celles de la famille, ces enfants ont tendance à avoir une préférence pour les langues dominantes de l’extérieur. En outre, nos résultats suggèrent qu’il n’y a pas de stratégie de communication parentale standard pour la transmission des langues familiales, mais que dans chaque famille, en fonction des objectifs que les parents se sont fixés, ces derniers peuvent adopter diverses stratégies face aux usages linguistiques de leurs enfants. En somme, nos travaux ouvrent de nouvelles pistes de recherche en politiques linguistiques familiales dont la dimension éducative des enfants issus de l’immigration nous semble particulièrement importante. / The importance of investigating the family language policies within multilingual families living in Luxembourg is primarily based the trilingualism that characterizes Luxembourg, the heterogeneity of its population, problems faced by immigrant children schooling in Luxembourg’s school and individual’s personal experience with everyday language use as well. Hence, this thesis’s aim is to investigate how parents from different linguistic backgrounds or having the same language of origin communicated with each other prior to the birth of their children and how the birth of these children reshapes the family language environment. Specifically, we aim to understand the parents’ motivations with regard to their language choices and the communication strategies they implement in order to establish a family communication environment. In addition, considering the effects of language contact, we focus on the school languages and their influence on the children’s language at home. In order to achieve this, from a methodological point of view, by combining ethnographic interviews with the recordings of a family conversation, we gained access to the declared and real linguistic practices of ten families with highly diverse linguistic profiles. These families reside between seven and forty-two years in Luxembourg. Further, content analysis was used to examine the migratory experience of each parent. Some of the major reasons why parents adopted a positive attitude towards multilingualism were (a) the language learning and use opportunities offered by Luxembourg and (b) the desire to develop the linguistic capital of their children. Our results later suggest that although children do not participate actively in the language use decision-making process they actively influence the family language environment. Because the languages they learn in school impact the ways in which they speak at home. Moreover, we discovered that once these children have contact with the officially recognised languages in Luxembourg, which might be different from that of the family, they tend to shift their preference towards these dominant languages. In addition, we discovered that there is no standard parental communication strategy for passing the family languages on to the children. Rather, depending on the parents' objectives, they can adopt different strategies. Overall, this thesis opens new perspectives for research that investigates the family language policies of multilingual families byhighlighting the relevance of educational dimensions of children with immigrant backgrounds. / Die Relevanz der Untersuchung der Sprachenpolitik von mehrsprachigenFamilien im Großherzogtum Luxemburg gründet sich vor allem auf die vorhandene Dreisprachigkeit als einzigartiges Charakteristikum von Luxemburg, die gesellschaftliche Heterogenität, die schulischen Probleme von Kindern mit Migrationshintergrund, sowie auf die individuelle Sprachnutzung von Personen im Alltag. Das Ziel der vorliegenden Arbeit ist es daher zu untersuchen in wie fern die Geburt eines Kindes und der Austausch mit den eigenen Kindern den Sprachgebrauch von Eltern mit unterschiedlichen Herkunftssprachen beeinflusst. Ein großes Interesse galt dabei insbesondere der Untersuchung der persönlichen Motive der Eltern bezüglich der Auswahl von Sprachen und der Entwicklung dazugehöriger familiärer Kommunikationsstrategien. Zusätzlich wurde der schulische Sprachkontakt der Kinder betrachtet sowie dessen Einfluss auf den Sprachgebrauch der Kinder zuhause untersucht. Die Kombination von ethnographischen Interviews und Tonaufzeichnungen von Gesprächen der Familien zuhause ermöglichte die Gegenüberstellung des explizit angegebenen und des tatsächlichen Sprachgebrauchs von zehn Familien mit äußerst vielfältigen Sprachprofilen. Zum Zeitpunkt der Untersuchung wohnten diese Familien zwischen sieben und 42 Jahre in Luxemburg. Darüber hinaus wurde eine qualitative Inhaltsanalyse durchgeführt, um die Migrationserfahrungen beider Elternteile genauer zu beleuchten. Die Hauptgründe, welche zu einer Entwicklung einer positiven Einstellung der Eltern gegenüber Mehrsprachigkeit geführt haben, waren demnach (a) das (eigene) Erlernen der Sprachen und die Möglichkeiten zum vielfältigen Einsatz dieser Sprachen in Luxemburg sowie (b) ihr Wunsch sich das sprachliche Repertoire ihrer Kinder anzueignen. Unsere Ergebnisse deuten darauf hin, dass die Sprachen der Kinder, welche sie in der Schule gelernt haben einen Einfluss auf den familiären Sprachgebrauch haben, obwohl die Kinder keine aktive Rolle im Entscheidungsprozess bezüglich der familiären Sprachennutzung trugen. Des Weiteren konnte gezeigt werden, dass der Kontakt mit den offiziellen Sprachen in Luxemburgs Schulen dazu führte, dass Kinder eine Präferenz für diese dominanteren Sprachen entwickelten, selbst wenn die Familie eine andere Sprache spricht. Bezüglich des von denEltern initiierten Sprachenlernens konnten keine standardisierten Kommunikationsstrategien festgestellt werden. Vielmehr scheint es so, dass verschiedene Strategien in Abhängigkeit der individuellen Ziele der Eltern angepasst werden können. Insgesamt zeigt diese Arbeit neue Perspektiven zur Erforschung der familiären Sprachenpolitik in mehrsprachigen Familien auf, indem die Bedeutung der Bildungsinstitutionen in den Vordergrund gestellt wird.

The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires. Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made. / Curriculum and Instructional Studies / D. Ed. (Curriculum Design and Development)