A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of General Linguistics and Modern Languages at the University Of Zululand, South Africa, 2015 / The study explored strategies that can be used to promote the use of indigenous African languages for teaching and learning in the General Education and Training (GET) and (Further Education and Training (FET) phases of schooling in South Africa. The motivation for the study came from the constitutional recognition given to indigenous African languages as official languages in South Africa with the advent of democracy in 1994 as well as subsequent education related legislation that was passed to enact this constitutional milestone; namely the South African Schools Act of 1996 and the Language-in-Education Policy of 1997. In spite of the constitutional recognition and the accompanying legislation, the researcher observed that the provisions made in the Language-in-Education Policy were not interpreted and implemented in a uniform way in all South African schools. An exploration of existing research indicated that the issue of language in teaching and learning is not a new problem nor is it unique to South Africa. It is a problem that permeates almost the whole of the African continent. A large body of research has highlighted the value of a learner’s home language for teaching and learning, but, despite this evidence very little has been achieved in terms of promoting African languages in education across the continent. The study followed a qualitative case study approach in which isiZulu, one of the indigenous African languages was used as an example. Data for the study was collected in the province of KwaZulu-Natal which is one of the nine provinces that constitute South Africa where isiZulu is the predominant language. Schools which were used as data collection sites were purposively sampled from rural, peri-urban and urban based schools. Respondents were sampled from educators and learners in primary and secondary schools. For triangulation purposes data was also collected from specialists in institutions of higher learning within the KwaZulu-Natal province. Questionnaires, interviews and observations were used to collect data. The major findings of the study indicated that schools in all geographic dispensations do experience language related problems. In different ways responses indicated that the major cause of the language problem centered on the fact that the language of learning and teaching, namely English is not a home language for the majority of the learners. The language problem similarly affects teaching and learning in institutions of higher learning as well. In terms of strategies that can be used to promote the indigenous African languages for teaching and learning purposes, the study found that the four key areas which need to be the focus of any plan of promoting indigenous African languages are policy revision, language development, materials development and teacher training and development.

Submitted by Bruna da Silva Campos (silvacampos.bruna@gmail.com) on 2018-05-15T00:26:34Z No. of bitstreams: 1 dissertacao_bruna_pdf.pdf: 1348880 bytes, checksum: 329af20283fb10ff88776ac9c4b65bd5 (MD5) / Approved for entry into archive by Milena Maria Rodrigues null (milena@fclar.unesp.br) on 2018-05-15T18:47:30Z (GMT) No. of bitstreams: 1 campos_bs_me_arafcl.pdf: 1348880 bytes, checksum: 329af20283fb10ff88776ac9c4b65bd5 (MD5) / Made available in DSpace on 2018-05-15T18:47:30Z (GMT). No. of bitstreams: 1 campos_bs_me_arafcl.pdf: 1348880 bytes, checksum: 329af20283fb10ff88776ac9c4b65bd5 (MD5) Previous issue date: 2018-04-17 / O Teletandem, modalidade de aprendizagem de línguas mediada pelas tecnologias digitais da informação e da comunicação, em um contexto autônomo, recíproco e colaborativo, tem como um de seus objetivos o contato de universitários brasileiros com universitários estrangeiros, promovendo o intercâmbio de suas respectivas línguas e culturas (TELLES; VASSALLO, 2006). O objetivo geral desta pesquisa foi investigar quais as estratégias de aprendizagem utilizadas pelos participantes nas interações de Teletandem, que, a seu ver, contribuem para a sua aprendizagem em língua inglesa neste contexto. Para atingir tal objetivo, adotamos como aporte teórico trabalhos que versam sobre a aprendizagem de línguas em teletandem (TELLES; VASSALLO, 2006, TELLES, 2009, SALOMÃO; SILVA; DANIEL, 2009, SALOMÃO, 2011, 2012, GARCIA, 2015, EVANGELISTA; SALOMÃO, no prelo; SILVA, 2008) e sobre as estratégias de aprendizagem (OXFORD, 1990, WILLIAMS; BURDEN, 2002, O’MALLEY; CHAMOT, 1990; RUBIN, 2013; COHEN, 2012). Nossa metodologia de pesquisa assim como os instrumentos de coleta de dados, que consistem em questionário inicial, diários reflexivos e questionário final, são de natureza qualitativa (MOITA LOPES, 1996, MINAYO, 2004, BOGDAN; BILKEN, 1994). A análise dos dados revela que os participantes investigados afirmam utilizar principalmente as estratégias de aprendizagem dos tipos: metacognitivas, que se referem à habilidade do aprendiz gerenciar e regular de forma consciente o uso de estratégias adequadas para diferentes situações na aprendizagem; cognitivas, compreendidas como um processo mental diretamente relacionado ao processamento de informação de modo que se aprenda e, por fim, sociais e socioafetivas, as quais permitem ao aprendiz aprender a língua pela interação e colaboração com demais indivíduos. Estes tipos de estratégias de aprendizagem aparecem nas palavras dos participantes nos diferentes instrumentos de coleta de dados, que concernem aos períodos antes, durante e após as sessões de Teletandem. Acreditamos que por meio dos resultados deste estudo, é possível que estratégias de mediação sejam elaboradas a fim de fomentar a reflexão acerca das estratégias de aprendizagem por parte dos participantes de Teletandem, após cada sessão de interação. / Teletandem, a modality of language learning mediated by the digital technologies of information and communication, within an autonomous, reciprocal and collaborative context, has as one of its objectives the contact of Brazilian university students with foreign students, promoting the exchange of their respective languages and cultures (TELLES; VASSALLO, 2006). The main objective of this research was to investigate the learning strategies used by the participants in Teletandem interactions, which contribute to their learning in English in this context, according to the interactors. In order to reach this objective, we have adopted as a theoretical contribution academic works that are about learning of languages in teletandem (TELLES; VASSALLO, 2006, TELLES, 2009, SALOMÃO, SILVA, DANIEL, 2009, SALOMÃO, 2011, 2012, GARCIA, 2015, EVANGELISTA; SALOMÃO in the press; SILVA, 2008) and about learning strategies (OXFORD, 1990; WILLIAMS; BURDEN, 2002; O'MALLEY; CHAMOT, 1990; RUBIN, 2013; COHEN, 2012). Our research methodology, as well as the data collection instruments, which consist of an initial questionnaire, reflective diaries and a final questionnaire, have qualitative nature (MOITA LOPES, 1996, MINAYO, 2004, BOGDAN; BILKEN, 1994). Data analysis reveals that the investigated participants claim mainly use the learning strategies of the types: metacognitive, which refers to the ability of the learner to manage and consciously regulate the use of appropriate strategies for different situations in learning; cognitive, understood as a mental process directly related to the processing of information so that it is learned and, finally, social and socio-affective, which allow the learner to learn the language through interaction and collaboration with other individuals. These types of learning strategies appear in the words of the participants in the different instruments of data collection, which concern the periods before, during and after the Teletandem sessions. We believe that through the results of this study, the mediation strategies can be developed to promote a reflection on the learning strategy by Teletandem participants after the interaction sessions.

A presente dissertação tem como objetivo principal a análise e a discussão das contradições das concepções de bons professores de Inglês como língua estrangeira. Para tanto, realizamos uma pesquisa em que procedemos à coleta de dados, constituídos de observações de aulas de Língua Inglesa (18 horas) e entrevistas com alunos, professores e diretores (20 horas) de duas escolas públicas da grande São Paulo. O quadro teórico-metodológico que fundamenta nosso estudo é baseado na perspectiva etnográfica de pesquisa aplicada à sala de aula, a qual ressalta, principalmente, os aspectos intersubjetivo e ideológico que estruturam os fenômenos sociais. Abordamos, igualmente, o conceito de habitus pedagógico elaborado por Bourdieu e Passeron a fim de investigarmos a nossa hipótese, a saber: como concepções heterogêneas e conflitantes de bons professores de Inglês como língua estrangeira emergem das experiências dos sujeitos que compõem as comunidades escolares estudadas. Dado o caráter instável e conflitante do habitus pedagógico, concluímos que não há evidências de uma interpretação monolítica que possam ser depreendidas dos repertórios discursivos dos alunos, professores e diretores das comunidades escolares. Concluímos, também, a partir das críticas e das re-visões do conceito de habitus, que as questões relacionadas às mudanças sociais e à democracia na educação devem ser entendidas fora da imobilidade social apregoada pelo conceito de habitus, tornando-se necessário ir além dos preceitos difundidos pelas perspectivas reprodutivistas em educação. Propomos esse deslocamento levando em conta os pressupostos da pedagogia crítica e da possibilidade, os quais vislumbram uma conscientização mais democrática e transformadora do processo de ensino/aprendizagem no ensino público. / The main purpose of the present dissertation is the analysis and discussion of the contradictory conceptions of good teachers of English as a foreign language. To carry this study out, we focused on the data research analysis which is based on English Language classes observation (18 hours) and interviews with students, teachers and school directors (20 hours) from two state school communities in the greater São Paulo region. Our theoretical and methodological framework includes the ethnographic research perspective and attitude applied to the classroom which postulates principally the inter subjective and ideological character of social phenomena. The concept of pedagogical habitus proposed by Bourdieu and Passeron is put forward in order to investigate our hypothesis, namely, how heterogeneous and conflicting good teachers of English conceptions emerged from the subjects experiences which shape the investigated pedagogical cultural loci. On account of the unstable and conflicting character of the pedagogical habitus, we reach the conclusion that neither a safe ground nor a monolithic interpretation can be visualized in students, teachers and school directors discourse repertoires. It is concluded, through the questioning and re-vision of the habitus concept, that issues of social changes and democracy in education has to be understood out of the social immobility which the habitus concept suggests; furthermore, it is relevant to go beyond the educational reproductive perspectives assumptions as well. Consequently, we propose such a dislocation taking into account the critical and possibility pedagogies insights as a wider response to a more democratic and transformative public schooling education consciousness.

A presente dissertação tem como objetivo principal a análise e a discussão das contradições das concepções de bons professores de Inglês como língua estrangeira. Para tanto, realizamos uma pesquisa em que procedemos à coleta de dados, constituídos de observações de aulas de Língua Inglesa (18 horas) e entrevistas com alunos, professores e diretores (20 horas) de duas escolas públicas da grande São Paulo. O quadro teórico-metodológico que fundamenta nosso estudo é baseado na perspectiva etnográfica de pesquisa aplicada à sala de aula, a qual ressalta, principalmente, os aspectos intersubjetivo e ideológico que estruturam os fenômenos sociais. Abordamos, igualmente, o conceito de habitus pedagógico elaborado por Bourdieu e Passeron a fim de investigarmos a nossa hipótese, a saber: como concepções heterogêneas e conflitantes de bons professores de Inglês como língua estrangeira emergem das experiências dos sujeitos que compõem as comunidades escolares estudadas. Dado o caráter instável e conflitante do habitus pedagógico, concluímos que não há evidências de uma interpretação monolítica que possam ser depreendidas dos repertórios discursivos dos alunos, professores e diretores das comunidades escolares. Concluímos, também, a partir das críticas e das re-visões do conceito de habitus, que as questões relacionadas às mudanças sociais e à democracia na educação devem ser entendidas fora da imobilidade social apregoada pelo conceito de habitus, tornando-se necessário ir além dos preceitos difundidos pelas perspectivas reprodutivistas em educação. Propomos esse deslocamento levando em conta os pressupostos da pedagogia crítica e da possibilidade, os quais vislumbram uma conscientização mais democrática e transformadora do processo de ensino/aprendizagem no ensino público. / The main purpose of the present dissertation is the analysis and discussion of the contradictory conceptions of good teachers of English as a foreign language. To carry this study out, we focused on the data research analysis which is based on English Language classes observation (18 hours) and interviews with students, teachers and school directors (20 hours) from two state school communities in the greater São Paulo region. Our theoretical and methodological framework includes the ethnographic research perspective and attitude applied to the classroom which postulates principally the inter subjective and ideological character of social phenomena. The concept of pedagogical habitus proposed by Bourdieu and Passeron is put forward in order to investigate our hypothesis, namely, how heterogeneous and conflicting good teachers of English conceptions emerged from the subjects experiences which shape the investigated pedagogical cultural loci. On account of the unstable and conflicting character of the pedagogical habitus, we reach the conclusion that neither a safe ground nor a monolithic interpretation can be visualized in students, teachers and school directors discourse repertoires. It is concluded, through the questioning and re-vision of the habitus concept, that issues of social changes and democracy in education has to be understood out of the social immobility which the habitus concept suggests; furthermore, it is relevant to go beyond the educational reproductive perspectives assumptions as well. Consequently, we propose such a dislocation taking into account the critical and possibility pedagogies insights as a wider response to a more democratic and transformative public schooling education consciousness.