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Svenska skolelevers skolprestationer fortsätter att försämras, deras läsintresse minskar och skillnaden mellan flickor och pojkar ökar. Forskning visar att skolan inte lyckas erbjuda en undervisning som stöttar de svagaste eleverna och inte heller utmanar de starkaste. Undervisningen ska anpassas efter varje elevs förutsättningar och speciallärarens uppgift är att medverka i ett förebyggande arbete samt analysera svårigheter i lärmiljön. Denna fenomenografiskt inspirerade studie undersöker yngre elevers varierande tankar om vad som utvecklar deras läs- och skrivförmåga. Studiens empiri baseras på semistrukturerade intervjuer, deltagande observationer och fältanteckningar, elevarbeten samt informella samtal. Resultatet lyfter fram fem områden som påverkar elevers lärandeorientering; deras uppfattningar om sitt eget lärande, graden av kreativitet i skoluppgifter, samspelsmöjligheter, den yttre miljön samt de redskap de har till förfogande. Studien visar att de sammanhang som elever uttrycker som meningsfulla är de sammanhang som uppfattas utveckla deras förmåga. Meningsfullt är att få uppleva kompetens, självständighet och delaktighet. Barn och elevers motivation stärks av möjligheten att få samarbeta, använda sin fantasi och vara kreativa. Hinder för deras utveckling är känslor av otillräcklighet. Stöd för utveckling är lärarens design av lärandesituationer, kommunikativa sammanhang och olika typer av redskap, vilket för de äldre eleverna främst uttrycks som digitala resurser. Utifrån detta resultat formuleras speciallärarens roll i en kollaborativ läs- och skrivpraktik där elever, lärare och speciallärare tillsammans formar ett skriftspråkligt lärande.

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Using a case-study design, this qualitative investigation examines individual linguistic identity formation and the development of multiliteracies of two second language (L2) English speakers within the context of the massively multiplayer online role-play gaming (MMORPG) community. The theories and methodologies of this study draw from perspectives of sociolinguistics, digital ethnography, and discourse studies. From October 2021- March 2022, data was collected and consisted of the participants’ personal interviews and their asynchronous computer mediated communications (ACMC) within their respective gaming discussion communities. Data analyses consisted of both qualitative coding procedures of the ACMC data into literacy features and cross examination with participants’ personal interviews. Through these two case studies, this thesis shows how two English L2 gamers- one being Russian L1 and one being both Russian and Ukrainian L1- use linguistically sophisticated employment of digital multiliteracies to express their translocal and individual identities. The findings of these case studies contribute to conceptual understandings of how modern virtual communities of practice mediated by communication technologies act in conjunction with translocal L2 identity formation.

This research study takes a multi-disciplinary perspective, using critical discourse theory, transactional communication theory and cross-cultural theory to contribute insight into the experiences of alternative entry students as they strive to access and participate in higher education. The study seeks to determine how these students learn to persevere: how they construct their means of succeeding in the university culture. The methodological structure of the research comprises a collective case study design, encompassing critical ethnography, action research and reflexive approaches to guide a deeper understanding of the experiences of studying at a regional Australian university. The reflexive nature of the research facilitated the development of an original theoretical construct, the ‘deficit-discourse’ shift, which challenges higher education policy and practice, in particular, in relation to academics’ roles in making their discourses explicit and in collaborating with students to facilitate students’ perseverance and success. The research has also generated two models: the Framework for Student Engagement and Mastery and the Model for Student Success at University. The Framework re-conceptualises the university as a dynamic culture made up of a multiplicity of sub-cultures, each with its own literacy or discourse. The Framework recasts the first year experience as a journey, with students’ transition re-conceptualised as the processes of gaining familiarity with and negotiating these new literacies and discourses whereas perseverance is viewed as the processes of mastering and demonstrating them. The Model provides a three step practical strategy (incorporating reflective practice, socio-cultural practice and critical practice) for achieving this engagement: for empowering students to negotiate, master and demonstrate their mastery of the university culture’s multiple discourses. Together, the two models provide students with a means of succeeding in the new university culture.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-12-07T12:29:25Z No. of bitstreams: 1 arquivototal.pdf: 2124514 bytes, checksum: 42fec11f166fd25a72c8e2432be9548c (MD5) / Made available in DSpace on 2015-12-07T12:29:25Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2124514 bytes, checksum: 42fec11f166fd25a72c8e2432be9548c (MD5) Previous issue date: 2015-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper presents the results of a school activity that aimed to provide training on reading especially to the production of multisemiotics texts, using cell phones as a teaching device, considering that this instrument, though banned at school, had being used improperly in classroom especially for social networks access, rising up stress and indiscipline. The target group of this study has been a class of 8th grade on an elementary public school in João Pessoa. The investigation process was performed in two steps. The first one, ethnographic featured, enabled us to understand the reasons for which students take cell phone use in classroom, what they think about the ban and which texts are usually used in their interactions on social networks. The second one, an action research, was conducted through the effort of a multiliteracy project, admitting and discussing the linguistic knowledge, based on students’ skills with mobile applications as a start point to improve reading / writing multimediatic texts. Therefore we have made use of the contributions of Lévy (1999), Santaella (2004, 2007, 2009), Guidelines for Mobile Learning UNESCO (2014), ROJO (2009, 2012, 2013), and others. Results indicate that it is essential to shelter social practices diversity on reading and writing, as well as to cultural property produced by contemporary society, which includes mobiles as hybrid, multifunctional and at the same time global connection channel device, through which occur so many languages and cultures. School's role is to develop with students reading and writing skills that will let them be able to assume an ethical and democratic position in contemporary society. / Este trabalho apresenta os resultados de uma atividade escolar que teve como objetivo propiciar a formação para a leitura e, sobretudo, para a produção de textos multimissemióticos, usando o celular como dispositivo didático, tendo em vista que esse dispositivo, embora proibido, estava sendo usado em sala de aula de forma indevida especialmente para o acesso às redes sociais, gerando tensões e indisciplina. O público-alvo deste trabalho foi uma turma de 8º ano do Ensino Fundamental de uma escola municipal de João Pessoa. O processo de investigação realizou-se em duas etapas. A primeira, de natureza etnográfica, possibilitou-nos compreender as razões pelos quais os alunos fazem uso do celular em sala de aula, bem como, o que pensam da proibição e que textos são mais usados em suas interações, através das redes sociais. A segunda, uma pesquisa-ação, se realizou mediante a aplicação de um projeto de multiletramentos, acolhendo e problematizando os saberes linguísticos e usando as experiências dos alunos no manuseio dos aplicativos do celular, como ponto de partida para o desenvolvimento de habilidades de leitura/escrita de textos multimidiáticos. Para tanto, valemo-nos das contribuições de Lévy (1999), Santaella (2004, 2007, 2009), Diretrizes para a aprendizagem móvel da UNESCO (2014), ROJO (2009, 2012, 2013), dentre outros. Os resultados apontam que é primordial o acolhimento da diversidade de práticas sociais de leitura e de escrita, bem como, dos bens culturais produzidos pela sociedade contemporânea, entre eles o celular como dispositivo híbrido, multifuncional, e ao mesmo tempo, como canal de interconexão global por onde circula uma infinidade de linguagens e culturas, visto que é papel da escola desenvolver no público que a ela acorre, habilidades de leitura e de escrita, que o tornem apto a assumir uma postura ética e democrática na sociedade contemporânea.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-28T12:22:37Z No. of bitstreams: 1 arquivo total.pdf: 2845058 bytes, checksum: 69cba076357700e881f7645bbb9a85bb (MD5) / Made available in DSpace on 2016-07-28T12:22:37Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 2845058 bytes, checksum: 69cba076357700e881f7645bbb9a85bb (MD5) Previous issue date: 2015-09-17 / English language lessons in the process of digital multiliteracy and it is inserted in the area of concentration of languages and technologies. This tool is presented as a way to stimulate students, from elementary school in a public school, whose rooms are not equipped for the use of technologies; so the students could only count with the lab they had at school. Initially, in order to meet the main goal of this work, namely, how to make use of the blog in English language lessons in the process of multiliteracy, theoretical biographic research was done, it was based on PCN's and in the new technologies, with support of some authors such as: Rojo (2013), Palfrey (2011). Castells (1999), Teruya (2006), Selber (2004), Lee (2002), Marchuschi (2005.2008), Levy (1999), among others. Moreover, to make the student came to the English language literacy a blog was created for pedagogical use in a task and used as support for students to post written productions done through reading of works previously selected by the author of this research. The results indicate that it is pertinent to use the blog as a pedagogical tool, and that the use of this feature is motivating for the students and can generate stimulating and creative productions. / A presente pesquisa tem como foco central o uso do blog como ferramenta de Ensino nas aulas de Língua Inglesa no processo de multiletramento digital e está inserida na área de concentração de Linguagens e Tecnologias. Esta ferramenta é apresentada como forma de estimular os alunos, do Ensino Fundamental II em uma escola pública, cujas salas não são equipadas para o uso de tecnologias, fazendo com que contássemos apenas com o laboratório presente na escola. Inicialmente, para atender ao objetivo principal deste trabalho, ou seja, como fazer uso do blog nas aulas de língua inglesa no processo de multiletramento, foi feito uso da pesquisa teórico-bibliográfica, baseada nos PCN e no Guia de Novas Tecnologias, com respaldo em alguns autores como: Rojo (2013), Palfrey (2011), Castells (1999), Teruya (2006), Selber (2004), Lopes(2002), Marchuschi (2005, 2008), Levy (1999), dentre outros. E, para fazer com que o aluno chegasse ao letramento em Língua Inglesa, um blog foi criado, para uso pedagógico em uma tarefa, e utilizado como suporte para que os alunos postassem as produções escritas realizadas através da leitura de obras previamente selecionadas pela mediadora da pesquisa. Os resultados apontam que é pertinente utilizar o blog como uma ferramenta pedagógica, e que o uso desse recurso é motivador para os alunos e pode gerar produções estimulantes e criativas.

Magister Artium - MA / This study is an investigation of the application of dual-medium and parallel-medium models of bilingual schooling as implemented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understanding of the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learners academic perform and language development in dual-medium and parallel-medium classrooms. / South Africa

Syftet med denna dokumentstudie är att undersöka skolans väg till digitalisering och dess påverkan på läroplanen. Med kritisk diskursanalys som metod vill jag analysera hur direktiv från EU har påverkat Sveriges, skolans och läroplanens syn på digitalisering och digital kompetens. Fokus har legat på diskursen som råder mellan statliga institutioner och dess koppling till skolan och svenskämnet. Resultatet har visat på tydliga kopplingar mellan en större samhällelig digitalisering och läroplanen Gy11 som efter en revidering 2017-07-01 inkluderar digital kompetens och betonar vikten av digitaliseringen av skolan. Analysen bygger på den diskurs som syns mellan EU, Näringsdepartementet och Skolverket samt hur multimodal teori, multiliteracy och digital literacy kan läsas in dessa institutioners utredningar. Den reviderade läroplanen ses som diskursens slutprodukt

Este trabalho tem como foco principal analisar o fenômeno da terceirização de ensino de língua estrangeira bem como suas respectivas práticas educacionais no contexto da educação formal. Trata-se de uma pesquisa qualitativa-interpretativa de cunho etnográfico, realizada a partir de observações de aulas, entrevistas formais e informais com professores, alunos, coordenador e diretor em uma escola particular que pratica a terceirização do ensino de línguas com um instituto de idiomas. As concepções que embasaram as análises realizadas são as das teorias da pedagogia crítica (FREIRE, 1996; GIROUX, 1997) e dos letramentos e multiletramentos ( GEE, 1990; COPE e KALANTZIS, 1996; LANKSHEAR e KNOBEL, 2003). As análises assinalaram que, sob um contexto neoliberal de mercantilização da educação, a terceirização do ensino de línguas foi uma alternativa que visa garantir a qualidade e a produtividade numa visão linguística estruturalista do que seria um ensino eficaz. No entanto, sob uma perspectiva voltada aos objetivos educacionais e de formação do estudante, pertinentes a uma visão de língua como prática social e um lugar onde valores são construídos, essa prática mostrou-se incompatível, considerando as mudanças percebidas na sociedade atual. / This work focuses on analyzing the phenomenon of outsourcing foreign language teaching as well as their respective educational practices in the context of formal education. It is a qualitative and interpretative ethnographical-oriented research held from observations of lessons, formal and informal interviews with teachers, students, Coordinator and Principal in a private school that practices the outsourcing of language teaching with a language Institute. The conceptions leading the analyses carried out are the theories of critical pedagogy (FREIRE, 1996; GIROUX, 1997) and literacy and multiliteracy studies (GEE, 1990; COPE and KALANTZIS, 1996; LANKSHEAR and KNOBEL, 2003). The analysis has indicated that, under a neoliberal context of commodification of education, language teaching outsourcing has been an alternative which aims to ensure the quality and productivity in a structuralistic linguistic view of what should be an effective education. However, under educational objectives, relevant to a perspective of language as a social practice and a place where values are built, this practice has signaled to be incompatible, considering the changes observed in the nowadays society.