<p>This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo / s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo / s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo / s experiences.</p>

<p>This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo / s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo / s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo / s experiences.</p>

Magister Artium - MA / This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women's perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women's language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women's experiences. / South Africa

La thèse présente une analyse sociolinguistique du rôle des langues français et italien dans le cadre migratoire, notamment auprès de la communauté sénégalaise immigrée à Brescia (Italie). Dans la première partie, le premier chapitre est dédié au Sénégal, qui est décrit dans ses traits historiques, culturels, ethniques et religieux, et dont on examine la situation linguistique et sociolinguistique actuelle par rapport aux langues française, wolof et d’autres langues locales. On y décrit également la diaspora sénégalaise en Europe et en Italie dans ses différentes étapes. Le deuxième chapitre se focalise sur Brescia, ville d’élection des migrants sénégalais en Italie, à cause de ses caractéristiques socioéconomiques qui la rendent un territoire particulièrement favorable à la création de réseaux de solidarité entre Sénégalais et autochtones. La deuxième partie est entièrement dédiée à l’analyse sociolinguistique des langues en jeu dans ce contexte, notamment le wolof ainsi que d’autres langues nationales du Sénégal, le français et l’italien. L’enquête se base sur vingt interviews faites à un échantillon de Sénégalais résidents à Brescia, desquelles émergent les pratiques et les représentations linguistiques des sujets par rapport aux langues connues et parlées. Pour amplifier l’éventail de l’enquête on a choisi d’inclure également un échantillon de Sénégalais immigrés à Milan, dont les réponses ont été insérées dans l’analyse générale des pratiques et des représentations linguistiques en question. Les conclusions de la thèse consistent dans un bilan d’ensemble de la recherche et dans une relecture de la méthode adoptée pour l’enquête. / This thesis presents a sociolinguistic analysis of the role of French and Italian language in the migration context, notably in the community of Senegalese immigrants in Brescia (Italy). In the first part, the first chapter is dedicated to Senegal, which is described in its historical, cultural, ethnic and religious features and depicted as far as its current linguistic and sociolinguistic situation is concerned, referring to French, Wolof and other local languages. The evolution of the Senegalese diaspora in Europe and Italy, in its different stages, is treated as well. The second chapter focuses on Brescia, elective hometown of the Senegalese in Italy, because of its socio-economic features which make it a territory particularly favorable to the creation of solidarity networks between Senegalese and Italian people. The second part is entirely dedicated to the sociolinguistic analysis of the languages involved in this context, notably Wolof, along with other national languages of Senegal, French and Italian. The survey is based on twenty interviews made with a sample of Senegalese immigrants in Brescia, from which the linguistic practices and representations of the subjects, about the languages known and spoken, emerge. To expand the scope of the survey, a sample of Senegalese immigrated in Milan has been included as well, and their interviews have been inserted in the general analysis of the linguistic practices and representations under focus. In the conclusions of the thesis, a global view on the research carried out and on the method adopted for the survey will be given.

Qui sont les locuteurs de l’arabe maghrébin (dans ses diverses variétés) en France et quelles sont leurs pratiques langagières ? Étudier ces pratiques suppose que l’on s’intéresse aux phénomènes migratoires liés à la (post)colonisation du Nord de l’Afrique. Cette prise en compte, dans une étude sociolinguistique, de la diversité des profils, liée à l’histoire, sous l’angle séculier de pratiques potentielles de l’arabe maghrébin constitue une approche inédite.Ce travail réunit des personnes ayant un lien familial avec le Maroc, l’Algérie ou la Tunisie, de traditions musulmanes, juives et chrétiennes, et, parmi les personnes originaires d’Algérie, des harkis et des pieds-noirs, et/ou leurs descendants nés et/ou socialisés en France. La première partie s’intéresse au concept d’ethnicité et montre que les termes « assimilation/intégration » fonctionnent sur un mode injonctif et ne constituent plus des outils théoriques pertinents. Enfin, sont examinées les catégorisations ayant trait aux populations considérées.La seconde partie examine le processus de transmission, les représentations et pratiques langagières déclarées, en s’appuyant sur les entretiens recueillis. Concernant la transmission, le modèle dominant qui présuppose une perte de la langue familiale sur trois générations conduit à masquer ou à schématiser un processus autrement plus complexe. Cette thèse met en évidence qu’il ne s’agit pas d’un processus linéaire, tant dans la (re)définition proposée qu’à travers les entretiens et les parcours. Enfin, la troisième partie s’intéresse aux pratiques langagières effectives et propose des pistes d’analyse autour des questions de variation, de koinéisation et d’accommodation. / Who are the speakers of North African Arabic (in all its varieties) speakers in France and what are their linguistic practices ? To study those practices means taking an interest in migrations phenomena linked to the (post)colonisation of North Africa. Taking into account those diverse profiles, inherited from history, from the secular angle of North African Arabic practices constitutes a new sociolinguistic approach.This work gathers people who have a family connection with Morocco, Algeria or Tunisia, who are from Muslim, Jewish or Christian traditions; for those who are from Algeria, it gathers also « harkis » and « pied-noirs » and/or their descendants, born and/or socialised in France.The first part looks over the ethnicity concept and shows that the terms “assimilation/integration” operate more like injunctions than like relevant theoretical tools. Categorisations related to the people studied here are also investigated.The second part analyses transmission, linguistic representations and practices as declared by the interviewees. About the transmission, the main theoretical model presumes that the family language is due to disappear after three generations, which contributes to hide or reduce a much more complex process. The present thesis proves that it is not a linear process, based on the (re)definition proposed as well as through the interviews and the interviewees’ parcours.Eventually, the third part deals with real linguistic practices of North African Arabic and proposes possible reflections about questions of linguistic variation, koineisation and accommodation.

Made available in DSpace on 2017-07-21T14:54:08Z (GMT). No. of bitstreams: 1 Silvia Medeiros Rodrigues.pdf: 1467250 bytes, checksum: 4c4c71bef6c722b011a564a17ac16e55 (MD5) Previous issue date: 2014-07-15 / This Masters dissertation had as its main aim to analyze some speech acts of teachers working with elementary school 5th and 6th years, more specifically those regarding the school practice of writing, besides seeking to create moments of reflection of these professionals on diversified linguistic practices, so that they can think about the theoretical and practical knowledge that permeates the teaching practice. This proposal was not born by chance; it originated from informal conversations with public school teachers, due to the researcher experience of over 20 years working with the early years of elementary school. Some authors have insisted on pointing out the extent to which the discussion about teaching writing and the homogenizing linguistic policies influence school. Among these are: FARACO (2007, 2008); BRITTO (1997, 2002, 2003, 2007 and 2009), PINTO (2012, 2014) and (RAJAGOPALAN 2003, 2004, 2011 and 2013). It was, therefore, observed how teachers working with the early and final years of elementary school, without any access to the language science research, develop teaching practices based on the reproduction of structures. Also, an issue to be taken into consideration is the lack of research on the transition between the 5th and 6th years of elementary school. In order to achieve that, such discussions had to be broadened in the school context. The methodology, based on qualitative research was the most suitable to this study with the development of action-research (THIOLLENT, 2009). Initially, interviews were carried out with teachers from a municipal school and some from a state school, and from the most relevant issues raised by the interviews a group of studies was organized. Later on, observation was carried out in these participants‟ classrooms. The data analysis revealed that the participants had no access to most of the knowledge discussed in the group of studies. As a result, it was possible to see that without knowing more deeply the discussions about language in general/mother tongue it is not possible to reflect on linguistic practices and, consequently, teaching practices. Finally, the conclusion highlighted that when the participants had access to the material collected during the interview, the group of studies and the observations, they developed a process of rethinking the way their work is conducted in the classroom, that is, when they looked into their own work they observed the necessity to organize it with other objectives, so that it can be improved and, consequently, improve their own students‟ actions. The participants also pointed out how difficult it is for them to know how to develop some differentiated work in the classroom. It was also possible to think about alternatives for the participant teachers to establish discussion networks to try and reevaluate heterogeneous linguistic practices, through permanent teacher development. / Esta dissertação de mestrado tem por objetivo principal analisar alguns atos de fala dos professores de 5º e 6º ano do ensino fundamental, especificamente as que versam sobre práticas escolares de escrita, além de buscar proporcionar momentos de ação reflexiva com eles sobre as práticas linguísticas diversificadas, no sentido de pensarem sobre o conhecimento teórico e prático que permeia a prática pedagógica. Essa proposta não foi uma escolha eventual, nasceu de conversas informais com professores da escola pública, tendo em vista os mais de 20 anos de trabalho com o Ensino Fundamental I. Vários autores vêm insistindo em mostrar o quanto a discussão sobre o ensino de escrita e as políticas linguísticas homogeneizadoras influenciam a escola. Entre eles: FARACO (2007, 2008); BRITTO (1997, 2002, 2003, 2007 e 2009), PINTO (2012,2014) e RAJAGOPALAN ( 2003, 2004, 2011 e 2013). Dessa maneira, foi observado como os professores dos anos iniciais e finais do Ensino Fundamental, sem acesso às pesquisas das ciências da linguagem, cultuam práticas pedagógicas centradas em torno da reprodução de estruturas. Também há que se pensar no vácuo de pesquisas que versam sobre a transição entre o 5º e o 6º ano do Ensino Fundamental. Para tanto, houve a necessidade de ampliar tais discussões no contexto escolar. Como metodologia, a pesquisa qualitativa foi a que melhor orientou o trabalho, tendo como base a pesquisa-ação (THIOLLENT, 2009). Inicialmente, foram feitas entrevistas com as professoras de uma escola municipal e uma escola estadual para, a partir das questões mais relevantes levantadas na entrevista, organizar um grupo de estudos. Posteriormente, foram realizadas observações nas salas de aula dessas participantes. Por meio da análise dos dados foi possível perceber que as participantes não tinham acesso a muitos conhecimentos discutidos no grupo de estudos. Como resultados, pode-se observar que sem se conhecer mais detalhadamente as discussões sobre língua/linguagem não é possível refletir sobre as práticas linguísticas e, consequentemente, as práticas pedagógicas. Por fim, a conclusão evidenciou que quando as participantes tiveram acesso ao material coletado durante a entrevista, o grupo de estudos e as observações houve um repensar por parte delas sobre a condução de seu trabalho em sala de aula, ou seja, observaram que há a necessidade de organizá-lo com outros objetivos, a fim de que ele possa ser melhorado e, consequentemente, melhore a ação dos próprios alunos. As professoras também apontaram com relevância a dificuldade que elas têm em saber como fazer um trabalho diferenciado em sala de aula. Da mesma forma, pudemos pensar em caminhos para que as professoras participantes pudessem, a partir da formação continuada permanente, estabelecer redes de conversas para tentar reavaliar práticas linguísticas heterogêneas.

La tesi presenta un’analisi sociolinguistica del ruolo delle lingue francese e italiano nel contesto dell’immigrazione, in particolare presso la comunità senegalese francofona immigrata a Brescia. Nella prima parte, il primo capitolo è dedicato al Senegal, che viene illustrato nei suoi tratti storici, etnici, culturali, religiosi e di cui viene descritto l’attuale quadro linguistico. Viene anche ricostruita l’evoluzione della diaspora senegalese in Europa e in Italia nelle sue diverse fasi. Il secondo capitolo si focalizza su Brescia, città d’elezione dei migranti senegalesi in Italia, a causa delle sue caratteristiche socio-economiche che la rendono territorio particolarmente adatto alla creazione di reti di solidarietà fra senegalesi e autoctoni. La seconda parte è interamente dedicata all’analisi sociolinguistica delle lingue in gioco in questo contesto d’immigrazione. L’indagine si basa su venti interviste fatte a un campione di senegalesi residenti a Brescia, dalle quali emergono le pratiche linguistiche e le rappresentazioni linguistiche dei soggetti rispetto alle lingue conosciute e parlate. Le conclusioni della tesi consistono in un bilancio d’insieme del lavoro svolto e in una rilettura del metodo adottato per la conduzione dell'inchiesta. / This thesis presents a sociolinguistic analysis of the role of French and Italian in the migration context, notably in the community of francophone Senegalese immigrants in Brescia. In the first part, the first chapter is dedicated to Senegal, which is described in its historical, ethnic, cultural, religious and linguistic features. The evolution of the Senegalese diaspora in Europe and Italy is also tackled in its different stages. The second chapter focuses on Brescia, elective hometown of the Senegalese in Italy, because of it socio-economic features which make it a territory particularly favorable to the creation of solidarity networks between Senegalese and Italians. The second part is entirely dedicated to the sociolinguistic analysis of the languages involved in this context. The survey is based on twenty interviews made with a sample of Senegalese immigrants in Brescia, from which the linguistic practices and representations of the subjects, about the languages known and spoken, emerge. In the conclusions of the thesis, a global view on the research carried out and on the method adopted for the survey will be given.

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.

Delad uppmärksamhet och affective stances är viktiga sociala verktyg och fundamentala moment vid barn–barn-interaktion. Syftet med den genomförda studien var att undersöka hur femåringar använder sig av och bemöter samtalsturer innehållande uppmärksamhetssökande språkliga praktiker under fri lek, samt hur de modifierar dessa samtalsturer för att presentera förhöjda affective stances. För att uppnå studiens syfte observerades och transkriberades videomaterial som skildrar barn i femårsåldern som leker i par om två. Innehållet i detta transkriberade material studerades på två vis. Först räknades antalet förekomster av uppmärksamhetssökande språkliga praktiker och uppmärksamhetssökande samtalsturer samt de olika sorters responser som barnen gav på dessa. Sedan utfördes en multimodal interaktionsanalys på särskilt intressanta sekvenser ur materialet. Studiens resultat visade att barnen i huvudsak använde sig av vokativer och ”kolla på”-direktiv för att rikta sina lekkamraters uppmärksamhet, medan ingressiver och diskurspartiklar med appellerande moment var minst vanligt förekommande. Den vanligaste formen av respons på barnens uppmärksamhetssökande samtalsturer var kortfattade, minimala responser, medan utvecklade responser var minst vanliga. När det kommer till hur barnen modifierade sina uppmärksamhetssökande yttranden för att presentera förhöjda affective stances visade det sig att de i samtliga fall använde sig av hög tonhöjd och hög röststyrka, och i varierande utsträckning använde resurser som leenden, blickriktning, förlängningar, stigande intonation, betoning, hastighet, pauser och interjektioner. Framtida forskning på ämnet kan med fördel titta närmare på hur användningen av uppmärksamhetssökande språkliga praktiker och affective stances skiljer sig åt mellan barn i olika åldrar och vuxna, samt vilken roll kön och personlighetstyp spelar vid barns val av uppmärksamhetssökande strategier.