En esta investigación se analizaron la construcción y la traducción de las masculinidades gay en la serie Looking, en sus doblajes para América Latina y España. La investigación se basó en datos empíricos producidos a partir de un corpus multimodal bilingüe. El análisis se basó en los Estudios Descriptivos de la Traducción. Así, se identificaron las funciones del habla camp y discursos que proponen que la identidad gay se significa a partir de la expresión del deseo y que dicho deseo construye de manera diferenciada el cuerpo blanco y masculino frente al cuerpo racializado. En esta configuración discursiva y que integra el camp, el doblaje latinoamericano y peninsular procesan las representaciones diferenciadamente. La versión peninsular recurre a estrategias de naturalización y de recreación; mientras que la versión para Latinoamérica recurre sobre todo a formas de fidelidad lingüística y estandarización sin crear un sentido comunitario gay localizado. In this research, the author analyzes the construction and translation of gay masculinities in HBO’s series Looking, and in its dubbed versions for Latin America and Spain. The methods and analysis were based on Descriptive Translation Studies and on empirical data produced from a multimodal bilingual corpus. The results reveal how camp (in its linguistic form) and the discourses supporting gay identifications function through the expression of homoerotic desire and community. This desire is represented from the standpoint of white and conventionally masculine characters, while eroticizing the racially marked bodies. These discursive practices, including camp talk, are processed differently in the Latin American and Spanish dubbed versions. The peninsular version uses naturalization and recreation strategies while the version for Latin America resorts above all to forms of linguistic fidelity and standardization without creating a sense of a localized gay community. / Tesis

Working with different media in language teaching is increasingly popular. Lewis Carroll’s novel Alice’s Adventures in Wonderland originally used two different media: text and images. This essay investigates how the novel, published in 1865 with illustrations by John Tenniel, and Tim Burton’s film adaptation (2010) relate to each other, and how the different media in which the story is presented can be used in teaching. The main objective is to see what parts were illustrated in the original novel, and how those illustrations and Tim Burton’s film adaptation (Alice in Wonderland 2010) are related. The essay also looks at how the results from this analysis can be used in teaching multimodal literacy – that is the ability to understand the meaning created through different media. The analysis shows that Tenniel’s illustrations mainly depict Alice and the meetings she has during her adventures, that his illustrations were more often than not taken into consideration in the film adaptation and that the film differs from the original story. The latter makes the juxtaposition of the illustrations and the novel even more suitable for using in multimodal teaching English in the upper education.

No description available.

Magister Artium - MA / Research on EFL students has received increased interest in recent years (Elachachi, 2015; Al- Zubaidi, 2012; Awad, 2012; Eldokali, 2007; Wahba, 1998). Although much research attention has focussed on the EFL classes and practices, very little research has focussed on the Arab students and the resources used for teaching them English abroad. In particular, the linguistic and cultural barriers Arab students face when seeking higher education in a foreign country, in this case South Africa, where they have minimal to no exposure to the language of instruction used by the host institution, have not received much attention. The study investigated the academic writing skills in English of Arab students and evaluated the efficacy of the EFL teaching materials used at selected English schools in Cape Town for those intending to study in South Africa. The researcher did a text-based analysis on written essays by the Arab students, using Systemic Functional Linguistic (SFL) as a theoretical and analytical framework. The study also evaluated course books used by private language schools to teach EFL students in Cape Town. The textbooks were analysed by means of Multimodal Discourse Analysis (MDA, an offshoot of SFL to explore the different modes used in the teaching material as aspects of cultural social semiotics. It was found that the selected course books used in Cape Town language schools were focusing on teaching conversational English rather than written academic English, which was critical for essay writing required at tertiary level education. The essays showed that Arab students writing lacked in English academic writing conventions, and often resorted to adopting and adapted their first language style, which often led to unsatisfactory writing. Thus, it was concluded that the schools did not adequately prepare the students to face the academic requirements at institutions of higher learning. The study recommends a number of pedagogical measures on how to improve academic writing, as well as infusing Arabic cultural modes in the teaching material to contextualise learning and aid meaning making and consumption.

Detta är ett examensarbete inom informationsdesign med inriktning textdesign. Syftet med detta arbete är att granska två utvalda delar ur ett utbildningsmaterial för folkrace och se om det finns några svårigheter med termer och multimodalitet i informationen hos användargruppen. Användargruppen för arbetet är personer som vill börja köra motorsporten folkrace. Teorier som behandlats är multimodalitet, begriplighet och läsbarhet. Metoderna som använts är läsbarhetsanalys, enkät och intervjuer. Utifrån resultatet från metoderna har en prototyp av en app tagits fram och testats på en utvald person från användargruppen. Utprovningen genomfördes med hjälp av en observation när testpersonen använde prototypen och strukturerade frågor efter observationens slut. Slutsatser som dragits från studien är att användargruppen inte upplever några svårigheter med termer, men att det saknas användning av multimodalitet i utbildningsmaterialet för att informationen ska bli tydligare. / This study is a bachelor thesis in the field of Information design with focus on text design. The purpose with this study is to investigate two selected parts from an educational material for the Swedish motorsport called folk race and see if there are any difficulties with terms and multimodality in the information for the target group. The target group are people that want to start competing in folk race. Theories that have been used for this study are multimodality, comprehensibility and readability. Methods used in this study are a survey, interviews and a readability analysis. From the result I got from the methods, a prototype for an app was drafted and tested on a selected person from the target group. The test was carried out through an observation of the person testing the prototype and structured questions after the observation. The conclusion of this study is that the target group did not find the terms difficult, but multimodality is missing in the education material to make information clearer.

Detta examensarbete är ett försök i att utföra ett estetiskt projekt i ett språkämne nämligen franska. Jag genomförde detta projektet för att uppleva hur elever arbetar estetiskt i ett teoretiskt ämne. Eleverna skulle gruppvis utföra en tecknad serie och ett rollspel på franska, med utgångspunkt från den tecknade serien. Från empirin av mitt estetiska projekt med eleverna har jag analyserat hur eleverna upplevde projektet och därmed sitt lärande i ett teoretiskt ämne. Elevernas engagemang och motivation i arbetet var stort. De uppfattade arbetet som intressant och upplevde arbetsprocessen som målet, inte resultatet. / This exam project is an experiment in aesthetic work with language teaching, namely French. I performed this project in order to investigate how pupils work aesthetically with a theoretical subject. The pupils were divided into groups and asked to create a cartoon and, based on the cartoon, a role-play in French. On the empirical background of my aesthetic project with the pupils I studied how the pupils experienced the project and their learning of theoretical subject. The pupils' involvement and motivation was big. They found the task interesting and experienced the work process, not the result, as the goal.

The aim of this study is to investigate how the semiotic modalities interact (or not) in two ’domestic science- and consumer knowledge’ books. Unfortunately this interaction is often lost when the multimodal perspective is forgotten. The fact that this type of literature often is uninspiring and poorly designed does not make things better. This paper will use a wider text concept as a stepping stone toward an understanding of the interplay between multimodalities and semiotic resources in the books. A theoretical literature study combined with an empirical analysis will lay the foundation to answering my research questions: how do the modalities in two ’domestic science- and consumer knowledge’ books interact and how do these books relate to earlier research on multimodal texts? The result was somewhat surprising as it showed that from a collaboration point of view, the book that was perceived as the least inspiring was as good as the one that was perceived as the more interesting. The conclusion drawn was that design plays a greater role than one might think and that is just as important as as a well functioning interaction between modalities. In textbooks, all parts are important to create meaning.

No description available.

This pedagogy of weaving the Nigerian Tiv a'nger into life writing, mobility and place blends in my experiences, cultures, geographical locations and stories. As I travel through and within countries as an international student, I draw from postcolonial and feminist scholars such as Anzaldua (1987), Bhabba (1994), Rushdie (2011) and Trinh (1994) in negotiating a hybrid space where my sense of belonging and home is continuously unsettled and negotiated. In this thesis, I use the a’nger as a metaphor for blending, merging and blurring text, identities, and questioning the conditions which produce stories, memories and events. In this auto/ethno/graphic pedagogy of weaving the Tiv a'nger into my encounters as a traveller, sojourner and mother, I am seeking to link my cultural background with my scholarship in the faculty of education and the faculty of law as a literary metissage that allows me to situate my narrative within broader sociopolitical discourses that query gender race and class issues (hooks, 2003; Fanon, 2008). I am guided by a desire to show that stories are research and that stories influence our movements as Africans in diaspora (Achebe, 1973; Wa Thiong’o, 1986). In drawing from the stories of my Tiv ancestors through African indigenous a’nger, I am guided by a quest to decolonize a space in academia to include other ways of knowing and being in the world. In retelling my stories, I open up conversations about the experiences of international students from Africa who relocate to other countries in the quest for continuous education. I use qualitative research methodologies such as auto/ethno/graphy (Douglas & Carless, 2013), bricolage (Kincheloe, 2005), metissage (Lionnet, 1991), multimodality (Morawski et al., 2016); and life writing (Hasebe-Ludt, Chambers & Leggo, 2009) to linger, tarry and trouble the sites between history and culture, home and abroad, us and them.

The aim of this essay was to investigate how teachers in the preschool class work with literacy. How do they justify the methods used to develop children's literacy abilities? I also wanted to know to what extent teachers enable multimodal approaches within written language practices. My study considers the impact teachers' professional identity has on working methods in the preschool class. I hope this essay will help teachers reflect on their learning approach.I gathered information by interviewing three preschool teachers and one compulsory school teacher for the early years working in three different preschool classes in three different schools. The four interviews were transcribed and put together in an overview. I applied a socio-cultural perspective to the material and approached the problem by looking into differences within preschool-/school traditions from the 1800's to present day education. All teachers practised the phonics based method the Bornholm model to some extent. Rhymes were often used as well as computer writing. The motivation to rhyming was that the children seemed to enjoy it, while typing on the computer was justified by all children's equal right to learn despite fine motor skills development.The analyses showed that preschool teachers are more likely to enable play and include joyful learning situations in their teaching. Compulsory school teachers come from another tradition, and often see the year in the preschool class as a preparation for school. All interviewed teachers have a theoretical knowledge about multimodal discourses, but struggle to apply these theories in practice.