Since the instigation of the first language training mission in December, 1961, The Church of Jesus Christ of Latter-day Saints has been vitally interested in the language instruction of its missionaries. As the number of missionaries called to foreign missions increased, the need for more facilities and instruction grew rapidly. During the week of January 18, 1969, Elder Spencer W. Kimball, Chairman of the Church Missionary Committee, announced expansion of the language training mission program that would go into effect on February 8 of that same year. Languages would not only be taught at Brigham Young University, Provo, Utah, but also at Ricks College, Rexburg, Idaho, and at the Church College of Hawaii at Laie. Seven languages are taught at the Language Training Mission in Provo; five languages are taught at the Language Training Mission in Rexburg; and seven languages are taught at the Language Training Mission in Laie. The programs to train missionaries to speak a foreign language are diversified and thorough. One of the reasons the missionaries are successful in learning their target language is because of the training they receive at the language training missions. These programs have expanded and grown over the years. Although the main goal of all the language training missions is the same, that of teaching the missionaries the various languages, the roads to that goal are somewhat samewhat different. There is a definite need to compile and correlate the different materials and programs used by these three language larguage training missions. A comparison of the programs might be helpful to mission leaders in gaining new ideas about how to better train missionaries to learn their target languages more effectively. Perhaps such a comparison would also generate many more ideas to further other facets of the missionary program. An attempt will be made to show only a comparison between the programs of the three missions. There will be no attempt to draw any conclusions as to how the work should or should not be accomplished. Goals common to all of the missions will be analyzed separately, and an explanation of how each of the missions attains that goal by the use of various programs will be discussed.

Approved for public release; distribution in unlimited. / The level of violence has not only increased constantly over the last decades, but has also shifted in nature from conventional to unconventional. Given these circumstances, Romania's national interests call for the development of unconventional capabilities that are necessary in order to deal with current and future low intensity conflicts. This thesis analyzes the influence of language training and cultural understanding on the overall success of counterinsurgency campaigns. Examining some situations where the U.S. and British forces carried out counterinsurgency operations, this project reveals that ground troops with foreign language skills and cultural training were able to work more efficient with the local population. Cultural awareness facilitated communication and developed interpersonal trust. Additionally, language and cultural training enhanced military personnel's ability to understand the operational environment and to make a more selective use of force. The purpose of this thesis is not to promote a departure from conventional military training, but rather to propose the development of new Romanian military capabilities, the performance of which will increase through a better exploitation of language and cultural resources. / Captain, Romanian Army

Children with Autism Spectrum Disorders demonstrate deficits in speech and language, with the most outstanding speech impairments being in comprehension, semantics, prosody, and pragmatics. Perception and production of music and speech in children with ASD appear to follow the same principles of Gestalt pattern perceptual organization. In addition, common neuroanatomical structures and similar patterns of cortical activation mediate the perception and production of speech and music. Therefore, the purpose of this study was to explore how the perception of musical stimuli would impact the perception and production of speech and language in children with ASD. The study examined the effect of developmental speech-language training through music on the speech production of children with ASD. The participants were 50 children with ASD, age range 3 to 5 years, who had previously been evaluated on standard tests of language and level of functioning. The children completed the pre-test, six sessions of training, and the post-test. The pre-and post-tests consisted of the Verbal Production Evaluation Scale (VPES) and measured each participant's verbal production including semantics, phonology, pragmatics, and prosody, of 36 target words. Eighteen participants completed music training, in which they watched a music video containing six songs and pictures of the 36 target words. Another group of eighteen participants completed speech training, in which they watched a speech video containing six stories and pictures of target words. Fourteen participants were randomly assigned to a no-training condition. Results of the study showed that participants in both music and speech training significantly increased their scores on the VPES from the pre-test to the post-test. Both music and speech training were effective for enhancing participants' speech production including semantics, phonology, pragmatics, and prosody. Participants who received music training made greater progress on speech production than participants who received the speech training; however, the difference was not statistically significant. Results of the study also indicated that the level of speech production was influenced by the level of functioning in children with ASD. An interaction between level of functioning and training conditions on speech production approached significance. The results indicate that both high and low functioning participants improved their speech production after receiving either music or speech training; however, low functioning participants showed a greater improvement in speech production after the music training than after the speech training. Collectively, music training was more effective for speech production in low functioning children with ASD than was speech training. The study suggests that the superior performance in speech production in children with ASD who received music training might be generated from music stimuli which were organized by the Gestalt laws of pattern perception. In conclusion, children with ASD appear to perceive important linguistic information (i.e., target words) embedded in music stimuli, and can verbally produce the words as functional speech. These results provide evidence for the use of music as an effective way to enhance speech production in children with ASD.

Depuis la loi du 24 juillet 2006 relative à l’immigration et l’intégration et la mise en place du Contrat d’Accueil et d’Intégration (Contrat d’Intégration Républicaine depuis 2016), la formation linguistique pour les adultes migrants allophones est obligatoire lorsque leur niveau en langue française est inférieur au niveau A1 du Cadre européen commun de référence pour les langues. Les organismes de formation dispensant ces formations en Français langue d’intégration accueillent les stagiaires dont le point commun est la prescription obligatoire, le contexte de formation étant fortement marqué par l’hétérogénéité des profils, notamment plurilingues. La recherche proposée ici et menée en Région Bretagne s’attache à analyser les représentations liées aux accents, du point de vue de la perception, de la réception et de l’enseignement afin de comprendre les enjeux sous-tendus par les usages de cette notion chez les stagiaires et les formateurs. Ainsi, ce travail analyse des discours épilinguistiques axiologiques présentant les accents comme marqueurs identitaires, révélateurs des rapports à la norme du français et aux langues « déjà là » en contexte de migration, pour déceler et comprendre les sentiments d’insécurité linguistique et d’illégitimité liés aux enjeux socio-politiques de l’injonction à l’intégration. / Since the French law of 24 July 2006 on immigration and integration and the implementation of the Reception and Integration Contract (called the Republican Integration Contract since 2016), language training has become compulsory for adult allophone migrants with French language proficiency below level A1 of the Common European Framework of Reference for Languages. The training organizations that provide these French as a language of integration courses, host trainees with compulsory registration in common, within a training context that is strongly characterized by a diversity of profiles, particularly multilingual ones. The research proposed here, conducted in the Region of Brittany, analyses representations of accents, from a perception, reception and teaching perspective, in order to understand the challenges underpinning the uses of this notion among trainees and trainers. Thus, this work analyses the axiological epilinguistic discourse that presents accents as identity markers revealing relationships to both standard French and “pre-existing” languages in a migration context. Its objective is to identify and understand the feelings of linguistic insecurity and illegitimacy linked to socio-political integration-related challenges.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-09-12T17:30:09Z No. of bitstreams: 2 Susana Dissertç.pdf: 3985782 bytes, checksum: f688db6e9bc404b596bc4eb091a1236c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-12T17:30:09Z (GMT). No. of bitstreams: 2 Susana Dissertç.pdf: 3985782 bytes, checksum: f688db6e9bc404b596bc4eb091a1236c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-17 / We analyze the relations between the training carried out by the National Pact for Literacy at the Adequate Age (PNAIC) for the Portuguese language versus the training needs of the literacy teacher, concerning the needed linguistic knowledge for literacy. We analyze the contents of necessary linguistic knowledge for the organization of literacy teaching planning and practice, and how these contents are treated in the PNAIC Textbooks through the units 1, 2, 3 and 5 out of three years included in the training. The research was developed through bibliographical and documentary research and based on the assumptions of the historical-cultural perspective of language and human development, such as the ones done by Vygotsky (2009) and Luria (1986, 2016) and authors who research literacy in a critical perspective, such as Bagno (2009), Cagliari (1993, 1998), Geraldi (1997), Lemle (2009), Massini-Cagliari (2001), Silva (2007) and Travaglia (2013). The categories analyzed were literacy; school, teaching and teacher; reading, speaking and writing; knowledge, skills and learning rights. The praxis of the literacy teacher contemplates a necessary linguistic specificity of research, since the contents of linguistic knowledge are fundamental in the knowledge set of the teacher. The training for literacy teaching, in a critical perspective, demands that teacher has a conception of language and scientific knowledge about orality, reading and writing thoughts for the emancipation of the students. In this perspective, language, non-neutral social product, is constituted by the subjects, and at the same pace, it constitutes them. It is an instrument of mediation between the human being and the reality that makes possible the understanding of the world. That is why the language promotes complex elaborations which, through the signs, codes used in language, allow the conscious action; so, from the meanings, the subject can operate on practical and abstract reality. Thus, the knowledge of psycholinguistics, sociolinguistics, phonetics and phonology, morphology, syntax and semantics were the areas of linguistics considered in our research. Regarding the contents of linguistic knowledge, the development of comprehension between the grapheme and phoneme relations of phonics and phonology are highlighted in the formation, however, the limitations of the formation understand that it does not cover the goal of a knowledge training on language and written language, proposing activities and reflections on the language that do not contemplate in depth the knowledge involved in teaching literacy, but rather a model of literacy. We conclude that the PNAIC keeps the training for teachers based on the principles of constructivist theory, therefore, the training is centered on the importance of the teacher guiding the literacy process based on the knowledge of the stages of writing development proposed by the constructivism. We hope that the results contribute to the orientation of policies and practices of teacher training and literacy. / Analisamos as relações entre a formação realizada no Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) em língua portuguesa e as necessidades formativas do alfabetizador, em conteúdos de conhecimento linguístico necessários à alfabetização. Analisamos os conteúdos de conhecimento linguístico necessários para a organização do planejamento e prática de ensino na alfabetização, e como esses conteúdos são tratados nos Cadernos do PNAIC nas unidades 1, 2, 3 e 5 dos três anos contemplados na formação. A investigação foi realizada por meio de pesquisa bibliográfica e documental e fundamentada nos pressupostos da perspectiva históricocultural da linguagem, e desenvolvimento humano, de Vigotski (2009) e Luria (1986; 2016) e em autores que pesquisam a alfabetização na perspectiva crítica, como Bagno (2009), Cagliari (1993; 1998), Geraldi (1997), Lemle (2009), Massini-Cagliari (2001), Silva (2007) e Travaglia (2013). As categorias analisadas foram alfabetização; escola, ensino e professor; leitura, oralidade e escrita; conhecimentos, habilidades e direitos de aprendizagem. A práxis do professor alfabetizador contempla uma especificidade linguística necessária de investigação, visto que os conteúdos de conhecimento linguístico são fundamentais no conjunto de conhecimentos do professor. A formação para o ensino da alfabetização, numa perspectiva crítica, busca que o professor tenha uma concepção de linguagem e conhecimentos científicos sobre a oralidade, a leitura e a escrita pensada para a emancipação dos alunos. Nessa perspectiva, a linguagem, produto social não neutro, é constituída pelos sujeitos ao passo que também os constitui. Trata de um instrumento de mediação entre o ser humano e a realidade que possibilita a compreensão do mundo. Isso ocorre porque a linguagem promove elaborações complexas que por meio dos signos, códigos usados na linguagem, permitem a ação consciente, pois a partir dos significados, o sujeito pode operar sobre a realidade prática e abstrata. Assim, os conhecimentos de psicolinguística, sociolinguística, fonética e fonologia, morfologia, sintaxe e semântica foram as áreas da linguística consideradas em nossa pesquisa. A respeito dos conteúdos de conhecimento linguístico, o desenvolvimento da compreensão entre as relações grafema e fonema da fonética e da fonologia são destacados na formação, porém, as limitações da formação compreendem que ela não abrange o objetivo de uma formação em conhecimentos sobre a linguagem e língua escrita, propondo atividades e reflexões sobre a língua que não contemplam em profundidade os conhecimentos envolvidos no ensino da alfabetização, mas antes um modelo de alfabetizar. Concluímos que o PNAIC deu continuidade às formações para professores fundamentadas nos princípios da teoria construtivista, portanto, a formação está centrada na importância de o professor guiar o processo de alfabetização com base no conhecimento dos estágios de desenvolvimento da escrita propostos pelo construtivismo. Esperamos que os resultados contribuam para orientação de políticas e práticas de formação de professores e de alfabetização.

Cette thèse propose d’identifier une catégorie particulière de politiques linguistiques, les politiques linguistiques d’immigration. Nous portons un regard croisé sur quatre contextes francophones. Cette recherche comparative permet de décentrer les débats autour de la langue et de l’immigration du seul cadre national. Nous proposons de situer les dimensions linguistiques, culturelles et éducatives liées à l’intégration des populations migrantes dans une perspective européenne et internationale. L’étude poursuit un double objectif : effectuer une typologie et une évaluation de ces politiques. Il est question de décrire et d’analyser les choix et les actions étatiques menés pour la connaissance et l’apprentissage de la langue par les adultes migrants. Notre recherche identifie le tournant à partir duquel la « maîtrise » de la langue est devenue un enjeu politique et un volet indissociable des politiques d’immigration. D’un côté, la thèse met en relief les idéologies linguistiques qui structurent les imaginaires collectifs nationaux, et leur influence sur les argumentaires et les aménagements des politiques. De l’autre côté, elle met en valeur la circulation des présupposés idéologiques et des pratiques étatiques liés à la langue et à l’immigration. Enfin, la recherche considère l’impact des différents aménagements étudiés sur la production des savoirs scientifiques et sur la formation en didactique des langues. / This thesis proposes to identify the particular category of linguistic policies which deals with immigration. The chosen approach is to perform a cross analysis on four French-speaking contexts. This comparative research allows us to shift the focus on language and immigration away from the national level. We offer to place the linguistic, cultural and educational dimensions linked with the integration of migrants in a European and international perspective. This study has two objectives: perform a typology and an evaluation of these policies. We aim at describing and analysing the choices and actions led by the state to develop knowledge and learning for adult migrants. Our research identifies the turning point from which proficiency of language became a political issue, deeply intertwined with immigration policies. On one side, the thesis emphasizes the linguistic ideologies that shape the collective imaginations, and their influence on political arguments and language planning. On the other side, it highlights the flow of assumed ideologies and state practices related to language and immigration. Finally, the research takes into account the impact of language planning on knowledge production and training in language didactics.

No description available.

Dans le contexte actuel de réformes des programmes de langue française à l’Université Libanaise, les institutions franco-libanaises se repositionnent pour améliorer la formation des enseignants du secteur public. Dans ce cadre, cette recherche s’attache à proposer un programme linguistique conçu à partir d’une ingénierie pédagogique de type FOS. Elle vise à améliorer le niveau de langue des enseignants de mathématiques bilingues pour offrir à l’Éducation de Base publique (cycle primaire) des maîtres d’école capables de communiquer efficacement en français et par conséquent de contribuer à améliorer le niveau de français de leurs élèves. À ce titre, la première phase de cette étude consiste à définir les enjeux politiques et institutionnels liés à la mise en œuvre d’un programme sur mesure. Ensuite, à travers l’analyse des besoins langagiers d’une part, et d’un corpus filmé, transcrit et enrichi d’observations d’autre part, nous étudions les pratiques langagières et examinons les fonctions de la parole enseignante. Cette étude convoque les outils conceptuels de l’analyse des discours et de la pragmatique linguistique. Un regard croisé sur les analyses a permis de dégager des objectifs didactiques spécifiques inscrits dans une perspective interventionniste. Les principales propositions prônent une didactisation de l’alternance codique et ciblent des tâches professionnelles prioritaires telles qu’exposer une démarche pour calculer, animer en français un cours de mathématiques et utiliser les manuels dans l’enseignement/apprentissage de cette discipline.Finalement, une offre de formation complète ainsi qu’une évaluation sur mesure sont conçues et doivent être intégrées à un dispositif de formation continue dispensé à la faculté de pédagogie de l’Université Libanaise. / In the current context of reforms of French language programs at the Lebanese University, the Franco-Lebanese institutions reposition themselves to improve the training of public school teachers. In this context, this research aims to offer a linguistic program designed from an educational engineering French for Specific Purposes type. It aims to improve the level of language of bilingual mathematics teachers in order to offer for public Basic Education (primary school) teachers that are able to communicate effectively in French therefore helping to improve the students' level of French. As such, the first phase of this study is to define the political and institutional issues related to the implementation of customized program. Then, through the analysis of the language needs on one hand, and analyzing a corpus that is filmed, transcribed and enriched of observations on the other hand, we will study the language practices and will examine the functions of teaching discourse. This study convenes the conceptual tools of discourse analysis and linguistic pragmatics. A fresh perspective on an analysis has identified specific learning objectives enshrined in an interventionist perspective. The main didactic proposals advocates a didactization of code switching and targets professional priority tasks as exposing an approach to calculate, animating a French mathematics course and using textbooks in the teaching / learning of this discipline. Finally, a complete training offer and a customized assessment are designed and must be integrated into an in-service training provided to the Education Faculty of the Lebanese University.

This thesis focuses on the assessment of the marketing mix in a language school Caledonian School. If there are some loopholes I will try to suggest possible solutions. The thesis is divided into three consecutive parts: theoretical, practical and evaluation part. The first part focuses on the history of the marketing mix, marketing in a special services, strategic marketing planning and a detailed description of the various elements of marketing mix in services. The practical part presents language school Caledonian School, the important elements in selecting suitable language school, membership in the Association of Language Schools and, finally, carefully described the elements of marketing mix specifically used for the language school. The third part presents Caledonian School mission, SWOT analysis, evaluate results of its own research and evaluation tools of marketing mix applied in the Caledonian School. The research results are summarized with findings in conclusion.