Lea Goldberg [1911-1970] is one of modern Hebrew literature’s most significant poet/translators. This thesis approaches her early poetry and prose from the perspective of three theories of translation. ‘Polysystems’, ‘norms’, and ‘pseudotranslation’ grew from the scholarly and translation-lineage in Hebrew literary studies that Goldberg herself contributed to. Utilizing these three methods of reading, this thesis argues that translation’s thematization in Goldberg’s creative work is evidence for the poet’s ideal for a cosmopolitan, multilingual, national literature in the new Jewish State. This receptive stance to previous and concurrent literary traditions was met with much skepticism and criticism from Goldberg’s colleagues, and as a result, Goldberg’s oeuvre occupies a more peripheral position than several of her contemporaries.

The object of the survey about to be described, was to establish the value of the artificial language test as a prognostic basis for language aptitude. Could the artificial language test be a reliable guide for determining a student's linguistic ability? Teachers have long needed something to give them an index to pupil's capabilities so as to meet better their needs in the class room. Counselors have wanted such tests to aid them in directing young people into channels of endeavor where they can best achieve success

The purpose of this study is to examine how the modal verbs- deber, querer and poder – are treated and explained in selected tasks in two exercise books Colores 9 Exercise Book and ¡Qué bien! 9 Exercises. Texts linked to the tasks in their respective textbooks are also examined. By taking into consideration the research questions, this study helps to show how the selected exercises in each exercise book deal with how modal verbs are designed and used from amorphosyntactic perspective in the selected exercises, and this study will also examine how the function and meaning of these modal verbs are explained in their context. The study uses a qualitative method with a content analysis based on a functional perspective, which includes an analysis of three categories or perspectives designed to answer the research questions. The analysis shows that the exercise books have some exercises that use the modal verbs deber, querer, and poder among other verbs to teach grammar but exercises focusing on these modal verbs are missing. The selected exercises which discuss the modal verbs include deductive and inductive strategies in which grammar learning can take place as a product and as a process. The authors of the exercise books use translation, memorization, and repetition of the contents of the textbooks in most of the exercises. These modal verbs are also used in exercises that focus on free communication to understand language. From a morphosyntactic perspective, all three verbs are largely used only in the present tense in indicative and querer and poder are treated as examples of diphthong verbs. Finally, it is shown that the selected exercises do not deal with the function and meaning of modal verbs. The study concludes that the pedagogical methods used in the two exercise books to convey the content of the exercises do not help to gain an understanding of the importance of the function and meaning that these modal verbs have, although they are significant for language learning.

The announcements concerning the introduction of modern languages in Key Stage Two in England (https://www.education.gov.uk/schools/teachingandlearning/ curriculum/national curriculum2014, [accessed 8 March 2013]), although not a new initiative, have renewed the need to train generalist primary teachers in teaching modern languages. Following an initial announcement of the introduction of the English Baccalaureate, the poor outcomes achieved by England in the European languages survey (COE, 2012) and the news that modern languages would be part of the primary curriculum (http://www.bbc.co.uk/news/education-18531751 [accessed 21 June 2012]) contributed to refreshing the agenda of languages in the country and the role of early second language learning appears to be slowly resurrecting. In order to provide trainee teachers with the skills necessary for teaching young learners modern languages, this study focuses on increasing subject knowledge and pedagogical competence in a short time by developing trainees’ reflective practice, broadly following the tradition of strategy-based instruction (Macaro, 2001; Cohen, 2007; Oxford, 2011), but within a social constructivist understanding of learning using collaboration. The research, which follows a mixed method case study approach, proposes and trials a teaching approach that incorporates language learning strategies in a collaborative manner. The design of a revised strategy-based approach has a three-fold purpose: (i) to enable primary trainee teachers to develop the linguistic skills necessary to teach another language through the use of the linguistic knowledge they already possess in their own mother tongue (Saville-Troike, 2012); (ii) to use self-regulation to build confidence and competence in the target language; and (iii) to enable trainees and pupils to develop their language learning autonomy. Results indicate that, within the case studies reported here, such an approach seemed to be an effective way of learning and teaching another language simultaneously for adults, as it provided ab-initio language learners with a basis for the development of linguistic skills thus increasing their capacity for languages. Whilst there is no claim to generalisation here, the studies indicate that using language learning strategies may create and sustain interest and engagement in the subject—a condition that has been identified as critical to the success of any teaching approach. Whilst the results were positive in terms of developing acceptable levels of linguistic competence in adult learners over a short time, the use of a strategy-based method with children did not prove satisfactory, perhaps because of the high metacognitive demands placed on them when they had not yet developed high level abstract thinking, particularly the amount of prior knowledge needed and the language required to verbalise complex cognitive processes.

This thesis, written in the Spanish language, merges historical documents, literature, and interviews in the form of a creative story that explores the Puerto Rican identity through the lens of one family. Cuca, the main character, is an allegory of the island’s current and historical state of “in-betweenness”. As a former Spanish colony, then U.S. territory, and now a U.S. commonwealth, the island has incorporated elements from each imperial regime, though never fully being a part of any. The story begins in 2008 and centers first on Cuca, and then her granddaughter who struggles to understand her own identity as both an American and a Puerto Rican. The story then goes back in time to 1930, the year in which the Puerto Rican government legalized divorce. After Cuca’s mother divorces her Spanish father, and then marries an American, Cuca comes to have two paternal figures much like Puerto Rican has had: one Spanish and one American. Taking place between 1930 and 1942, the story focuses on the island’s evolving identity between the Great Depression years and the beginning of Operation Bootstrap, the latter which sought to modernize the island and to increase tourism. The thesis raises the complexities of being Puerto Rican, but also more generally the complexities of all those who feel caught between cultures and identities.

“No aspect of Basque linguistics has received more attention over the years than the morphology of the verb.” (Trask 1981:1) The current study examines the complex morphological agreement patterns found in the Basque auxiliary verb system as a case in point for discussion of theoretical approaches to inflectional morphology. The traditional syntax-driven treatment of these auxiliaries is contrasted with an inferential, morphology-driven analysis within the Paradigm Function Morphology framework. Additionally, a computational implementation of the current analysis using the DATR lexical knowledge representation language is discussed.

Depuis au moins 17 ans la matière scolaire la langue française baisse en popularité au lycée suédois. Pendant la même période, des sondages internationaux comme l’enquête PISA ont montré que l’école suédoise n’accomplit pas de bons résultats. C’est la politique scolaire qui par ses directives forme le développement de l’enseignement, et, par conséquent, les connaissances chez les étudiants. Les directives très importantes pour les professeurs sont les plans d’études (en suédois ämnesplaner), et ceux-ci devraient être des soutiens pour les professeurs dans leur enseignement. Ceci dit, comment se porte le français, une des langues vivantes? Dans cette étude, nous cherchons à trouver comment le plan d’études pour les langues vivantes a influencé l’enseignement du français au lycée. La méthode utilisée est qualitative et phénoménologique. Nous avons étudié un nombre de documents sur le sujet pour obtenir une image factuelle.  Pour compléter l’étude nous avons également interviewé trois professeurs avec une grande expérience de l’enseignement. L’objectif était d’obtenir leurs points de vue sur l’importance qu’ils donnent aux plans directifs. Les résultats ont montré que le plan d’études actuel donne aux  professeurs une grande liberté sur comment former leurs enseignements. Comme conséquence, cette possibilité est favorable aux enseignants expérimentés mais elle donne moins de soutiens aux enseignants novices.  Nous pouvons aussi constater que ce manque de cursus consultatif peut apporter un enseignement moins efficace, surtout quand le système scolaire suédois manque de professeurs diplômés. En outre, après avoir étudié  des rapports sur la situation des langues vivantes, nous avons remarqué qu’il semble y avoir un manque de volonté politique de fortifier ces langues.

Made available in DSpace on 2016-03-15T19:47:33Z (GMT). No. of bitstreams: 1 Valeria Bussola Martins.pdf: 13767376 bytes, checksum: a11f365d26780f85549a4afe85a7b098 (MD5) Previous issue date: 2014-04-03 / Teacher s formation is a theme that appears more and more frequently as the number of young people who choose to work in the educational field decays. Low salaries, bad work conditions, exhaustive workweek, low social esteem and bad discipline from the students have contributed with this lower and lower number of graduation students in the educational area. Moreover, when the Modern Languages students have to carry out the curriculum supervised internship in order to receive the license to teach, they are discouraged. The teachers who work in the Elementary School do not encourage their probationers to enter the field or exercise the profession. It was from this discouraging Brazilian educational context that the idea for this thesis came up. The objective of the present work is to reflect the probationer s role in the formation of the Modern Languages professional. Thus, it is proposed to investigate how is the internship regulated, how it occurs and how it is oriented by the teachers in the formation institutions as well as in the Basic Education institutions, how it interferes in the teachers formation and whether or not it may germinate the liking of the educator profession in the Modern Languages students. This thesis is the result of a professional experience facing teacher s formation, then, it also intends to offer the Modern Languages graduation teachers a more attractive and meaningful alternative for accompanying the internships. The described experience is the one about accompanying the internships through a social network: Facebook, which allowed the students to express themselves in a more dynamic way, emphasizing the constant possibility of a collective reflection according as all the students accompanied their colleagues internships. Lastly, we ponder about the need of rethinking the graduation courses for Portuguese language teachers, of changing the idea and the way the internships are carried out and how important it is the constant updating of the teachers who form other teachers. / A formação de professores vem à tona com uma frequência cada vez maior na medida em que diminui o número de jovens que escolhem exercer sua atividade profissional na área da educação. Baixos salários, péssimas condições de trabalho, jornada semanal exaustiva, baixa estima social e indisciplina por parte dos alunos têm contribuído para que o número de discentes nos cursos de Licenciatura diminua. Ademais, no início da formação, o graduando já enfrenta dificuldades. Quando tem de cumprir o estágio curricular supervisionado para receber a habilitação para ministrar aulas, o licenciando é desestimulado na medida em que muitos professores que atuam na Educação Básica não encorajam os estagiários a entrar na profissão. Foi a partir desse desanimador contexto educacional brasileiro que surgiu a prática geradora desta tese. Este trabalho objetiva refletir sobre o papel do estágio curricular supervisionado na formação do profissional da área de Letras. Propõe-se, dessa forma, averiguar como o estágio está regulamentado, como transcorre, como é orientado pelos professores nas instituições formadores e nas instituições da Educação Básica, como interfere na formação docente e se ele pode fazer germinar nos graduandos o gosto pela profissão de educador. Sendo fruto de uma experiência profissional voltada para a formação docente, esta tese busca, também, oferecer aos professores da Licenciatura em Letras uma alternativa mais atraente e significativa de acompanhamento para os estágios. Para tanto, é descrita a experiência de se acompanhar os estágios por meio de uma rede social: o Facebook, que permitiu que os alunos expressassem-se de uma forma muito mais dinâmica, ressaltando a constante possibilidade de reflexão grupal já que todos os alunos acompanharam os estágios dos colegas. Por fim, pondera-se sobre a necessidade de se repensar os cursos de formação dos docentes de Língua Portuguesa, de se alterar os objetivos e a forma de execução dos estágios supervisionados e a importância da constante atualização também dos professores que formam outros docentes.

After the breakup of Yugoslavia in 1991, Bosnia and Herzegovina erupted into ethnic conflict and ultimately genocide. Nearly 100,000 people, mainly Bosniaks, died in the Bosnian War. Two decades later, the violence has ended but the conflict is still present in Bosnia; the societal segregation of the 1995 Dayton Accords, intended only as an immediate solution to the violence, still stands. Population and language distribution are evidence of this segregation. Bosnia’s two entities are home to two different ethnic majorities: Serbs in the Republika Srpska and Bosniaks in the Federation of BiH. In an environment so sensitive that the government recently feared that merely releasing statistics on ethnic populations might cause violence, the languages that represent these populations are important indicators of social presence and power. In order to evaluate the presence of the Serbian and Bosnian languages, as well as the English language, in Bosnia, signage on the main streets in the country’s capitals were photographed in great detail. It was hypothesized that linguistic majority would match ethnic majority on both main streets, and that English would appear frequently in advertisements. The number of photographs in which each language appeared was tallied up in order to determine how often the languages are typically used. Analyses of these results demonstrated that the English language is the second-most ubiquitous on both streets, after Bosnian, and the comparatively small presence of the Serbian language on both streets indicated that the linguistic environment in Bosnia is not conducive to peace and reconciliation.

This thesis details a study of the interlanguage of advanced speakers of English as a Second Language. The purpose of the study was to see what errors these students made when speaking the language in a communicative environment. In approaching the issue of interlanguage, the writer surveys the research in language acquisition as well as in interlanguage, error analysis and language learning theories. Based on this research and the results of this study, the writer explores the implications of both the research and the study and offers suggestions to teachers of advanced conversation classes.