My thesis deals with the status of German language standard and is based on research in the internet discussion sites (internet forums), that deal with the topic of language. The internet forums that I've chosen offer help in learning a foreign language, in our case German. The help is provided either by proofreading or by answering the specific questions. This thesis is based on Ulrich Ammon's model of four social forces and the theory of language management. Next to the instances, which according to Ammon determine the standard, I included the participants of discussion, who decide what is standard too and thereby affect those for whom isn't German the native language. The analysis will be carried out on the basis of the proofreading of model texts. With the help of the language management theory I will discuss with the proofreader in the comments their selected (or not selected) option. The aim of my work is to observe the behavior of normative authority in relation to the codified norm, whether they know and follow it. Furthermore, I am interested in the social background and language abilities of the participants, which I'll find out by using the questionnaires.

Este trabalho tem como principal objetivo analisar as representações do falante nativo e do falante não-nativo de inglês construídas sob o ponto de vista do aluno brasileiro, e as implicações dessas representações no processo de constituição da identidade desse aluno, que tem o português como primeira língua e aprende inglês como língua estrangeira. Nossa hipótese é que a diferença significativa que se observa na relação entre o aluno brasileiro e falantes nativos, de um lado, e entre o mesmo aluno e falantes não-nativos, de outro, afeta as representações construídas pelo aprendiz, podendo resultar numa tentativa de resistência ao lugar aparentemente fixo ocupado pelo brasileiro enquanto falante não-nativo de inglês. A análise dessas representações baseia-se num corpus constituído por dez entrevistas com alunos brasileiros de inglês de uma escola de idiomas de São Paulo. Nossa pesquisa é embasada nos preceitos teóricos da Análise do Discurso, assim como em conceitos dos Estudos Culturais e da perspectiva psicanalista. Com base na análise da materialidade lingüística do corpus, destacamos representações sustentadas por oposições binárias que, se por um lado, parecem imobilizar o sujeito-aluno na relação com o falante nativo, pelo fato de o aluno brasileiro ser sempre representado como o polo negativo da oposição, por outro, permitem, na relação com o falante não-nativo, vislumbrar a possibilidade de um deslocamento dessas representações associadas ao aprendiz brasileiro. Porém, observamos que esse deslocamento é sempre adiado e não se concretiza devido à força que o falante nativo ainda exerce sobre o aluno brasileiro/falante não-nativo. Concluímos que essas representações fixistas, baseadas em oposições binárias, dificultam a prática de ensino de língua inglesa como um lugar de produção de novos sentidos. Com base nessa conclusão, ressaltamos a importância de uma prática pedagógica que vá além do ensino de inglês como mero instrumento de comunicação, permitindo desconstruir as oposições binárias e contribuir para uma ressignificação do lugar do aprendiz brasileiro/falante não-nativo de inglês em relação ao falante nativo e à língua inglesa. / This work aims at analyzing the representations of native and non-native speakers of English built by Brazilian students, and the implications of these representations to students identity as Portuguese native speakers and learners of English as a foreign language. Our hypothesis is that the significative difference noticed in the relationship between Brazilian students and native speakers of English, on the one hand, and between these students and other non-native speakers, on the other, affects the way Brazilian students represent themselves and other speakers, and may result in an attempt to resist the apparently fixed place occupied by Brazilians as non-native speakers of English. The analysis of these representations is based on a corpus containing ten interviews with Brazilian students of English from a language school in São Paulo. Our work is based upon the theoretical tenets of Discourse Analysis, as well as on concepts from the Cultural Studies and Psychoanalysis. The analysis of the linguistic materiality of the corpus showed representations that were sustained by binary oppositions, which seemed to immobilize the learners in the interaction with native speakers, since the Brazilian student is always represented as the negative pole of the opposition, but also suggested the possibility of dislocation of these representations when the interaction involved Brazilian students and other non-native speakers of English. However, it is argued that this dislocation is always postponed and never takes place because of the power that the native speaker has over the Brazilian student/non-native speaker of English. We concluded that these fixed representations, based on binary oppositions, make it difficult for the English language teaching practice to allow for the production of new meanings. Based on this conclusion, we highlight the importance of a pedagogical practice that goes beyond teaching English merely as a communication tool, by deconstructing binary oppositions and making it possible for the Brazilian student/non-native speaker of English to occupy a new place in the relationship with the native speaker and the English language.

Made available in DSpace on 2016-04-28T18:23:27Z (GMT). No. of bitstreams: 1 Claudia Sousa Fernandes.pdf: 623395 bytes, checksum: acb1a54152507a3f1b940aa3646c95f2 (MD5) Previous issue date: 2006-12-01 / This study aims at investigating the representations of four teachers of English from a language institute in the outskirts of São Paulo towards the English language, as well as the implications of those representations to the construction of their professional identities. The theoretical framework of this research is based on the identity concept (Moita Lopes, 2002; Rajagopalan, 1998; Signorini, 2002; among others), the representation concept (Moscovici, 2000; Freire e Lessa, 2003; Celani e Magalhães, 2002), the discussion about the native speaker (Braine, 1999; Phillipson, 1992; Widdowson, 1994; Kramsh, 1997; Rajagopalan, 2005) and the role of teacher in the major teaching and learning theories (Bruner, 1996/ 2001; Mizukami, 1986; Williams e Burden, 1997; Vygotsky 1934/ 2003; Milhollan e Forisha, 1978). The data were analyzed according to the concept of thematic content proposed by Bronckart (2003) based on the lexical choices made by the participants in order to answer the following research questions: What s the representation of the teachers in relation to the English language? What s the representation of the teachers about themselves as English language speakers? How do these representations influence the constructing of their identities? Results indicate how the analyzed representations contribute to the construction of the identities of the participants as speakers of English / Este estudo tem por objetivo investigar as representações de quatro professores de inglês de um instituto de idiomas da periferia de São Paulo sobre a língua inglesa, verificando qual ou quais as implicações dessas representações em relação à construção de suas identidades profissionais. Os pressupostos teóricos que fundamentam esta pesquisa são: o conceito de identidade (Moita Lopes, 2002; Rajagopalan, 1998; Signorini, 2002; entre outros), o conceito de representação (Moscovici, 2000; Freire e Lessa, 2003; Celani e Magalhães, 2002) a questão do falante nativo (Braine, 1999; Phillipson, 1992; Widdowson, 1994; Kramsh, 1997; Rajagopalan, 2005) e o papel do professor nas principais teorias de ensino-aprendizagem (Bruner, 1996/ 2001; Mizukami,1986; Williams e Burden, 1997; Vygotsky, 1934/ 2003; Milhollan e Forisha, 1978). Para a análise e interpretação dos dados foi utilizado o conceito de conteúdo temático de Bronckart (2003), com base nas escolhas lexicais dos participantes focais desta pesquisa apresentados no início deste resumo com o objetivo de responder a três perguntas de pesquisa: Qual a representação que os professores têm a respeito da língua inglesa? Qual a representação dos professores a respeito de si mesmos como falantes da língua inglesa? Como essas representações dos professores de inglês influenciam na construção de suas identidades? As representações analisadas indicam como são construídas as identidades dos professores participantes enquanto falantes da língua inglesa

The diploma thesis concentrates on characteristics of cooperation between czech and english speaking teachers in bilingual classes. The aim of this thesis is to explore the cooperation at elementary school and to find out the advantages and disadvantages of the collaboration between the two. The theoretical part of this work is based on the literature and it summarizes the main characteristic of this problém. The practical part is an outcome of the qualitative research. Case study focuses on detailed describtion of the bilingual programme backround gained by the author's personal experience. The choosen methods of the reaserch are intviews with bilingual programme teachers and observations of a native speaking teacher. The outcome of the thesis is analysis of data gained from the intrview and observing. On the based of the action research the thesis states the recommendations to rise the efectivity of the bilingual teacher's collaboration. KEYWORDS Bilingaulism, native speaker, cooperation between teachers, primary teacher, bilingual education, qualitative research

Este trabalho tem como principal objetivo analisar as representações do falante nativo e do falante não-nativo de inglês construídas sob o ponto de vista do aluno brasileiro, e as implicações dessas representações no processo de constituição da identidade desse aluno, que tem o português como primeira língua e aprende inglês como língua estrangeira. Nossa hipótese é que a diferença significativa que se observa na relação entre o aluno brasileiro e falantes nativos, de um lado, e entre o mesmo aluno e falantes não-nativos, de outro, afeta as representações construídas pelo aprendiz, podendo resultar numa tentativa de resistência ao lugar aparentemente fixo ocupado pelo brasileiro enquanto falante não-nativo de inglês. A análise dessas representações baseia-se num corpus constituído por dez entrevistas com alunos brasileiros de inglês de uma escola de idiomas de São Paulo. Nossa pesquisa é embasada nos preceitos teóricos da Análise do Discurso, assim como em conceitos dos Estudos Culturais e da perspectiva psicanalista. Com base na análise da materialidade lingüística do corpus, destacamos representações sustentadas por oposições binárias que, se por um lado, parecem imobilizar o sujeito-aluno na relação com o falante nativo, pelo fato de o aluno brasileiro ser sempre representado como o polo negativo da oposição, por outro, permitem, na relação com o falante não-nativo, vislumbrar a possibilidade de um deslocamento dessas representações associadas ao aprendiz brasileiro. Porém, observamos que esse deslocamento é sempre adiado e não se concretiza devido à força que o falante nativo ainda exerce sobre o aluno brasileiro/falante não-nativo. Concluímos que essas representações fixistas, baseadas em oposições binárias, dificultam a prática de ensino de língua inglesa como um lugar de produção de novos sentidos. Com base nessa conclusão, ressaltamos a importância de uma prática pedagógica que vá além do ensino de inglês como mero instrumento de comunicação, permitindo desconstruir as oposições binárias e contribuir para uma ressignificação do lugar do aprendiz brasileiro/falante não-nativo de inglês em relação ao falante nativo e à língua inglesa. / This work aims at analyzing the representations of native and non-native speakers of English built by Brazilian students, and the implications of these representations to students identity as Portuguese native speakers and learners of English as a foreign language. Our hypothesis is that the significative difference noticed in the relationship between Brazilian students and native speakers of English, on the one hand, and between these students and other non-native speakers, on the other, affects the way Brazilian students represent themselves and other speakers, and may result in an attempt to resist the apparently fixed place occupied by Brazilians as non-native speakers of English. The analysis of these representations is based on a corpus containing ten interviews with Brazilian students of English from a language school in São Paulo. Our work is based upon the theoretical tenets of Discourse Analysis, as well as on concepts from the Cultural Studies and Psychoanalysis. The analysis of the linguistic materiality of the corpus showed representations that were sustained by binary oppositions, which seemed to immobilize the learners in the interaction with native speakers, since the Brazilian student is always represented as the negative pole of the opposition, but also suggested the possibility of dislocation of these representations when the interaction involved Brazilian students and other non-native speakers of English. However, it is argued that this dislocation is always postponed and never takes place because of the power that the native speaker has over the Brazilian student/non-native speaker of English. We concluded that these fixed representations, based on binary oppositions, make it difficult for the English language teaching practice to allow for the production of new meanings. Based on this conclusion, we highlight the importance of a pedagogical practice that goes beyond teaching English merely as a communication tool, by deconstructing binary oppositions and making it possible for the Brazilian student/non-native speaker of English to occupy a new place in the relationship with the native speaker and the English language.

This study examines the beliefs of foreign language teachers regarding the relative positions of native and nonnative speakers in foreign and second language education. In particular, I am concerned with the idealization of the native speaker in this context and the foreign language anxiety that may occur in nonnative speaker language teachers if they internalize this idealization. I collected data from 29 college-level Arabic and Hebrew teachers using four methods: (1) a questionnaire on their background and beliefs regarding native and nonnative speaker language teachers, (2) a version of the Teacher Foreign Language Anxiety Scale (Horwitz, 2007), (3) a one-on-one interview, and (4) class observation. By and large, study participants believed that native speakers, because of their nativity, have reached higher levels of linguistic and cultural proficiency with relative ease, and as a result are more readily granted credibility as teachers of their native language. Participants believed that nonnative speakers are more empathetic and understanding of their students' problems because of their own experience and efforts as students of the language. With regard to foreign language anxiety, the main sources of anxiety among the nonnative speaker participants were the fear of making mistakes (and losing credibility as a result), of not having the authority to speak on cultural issues, of not being hired when competing with native speakers, and of addressing professional audiences. Native speakers feared that they cannot anticipate or understand as easily as nonnative speaker teachers the difficulties their students have in learning their language, because they cannot relate to their experiences in the same way. Neither group, however, reported feeling particularly anxious overall. I argue that anxiety was minimal for both groups because of specific steps that participants have taken to overcome the perceived disadvantages of their group and thereby bolster their confidence. Participants reported gaining confidence through some combination of the following factors: (1) gaining experience and education, (2) improving their linguistic and cultural proficiency, (3) presenting the persona of a credible language teacher through extra preparation and language choices, (4) receiving external validation, and (5) realizing that everyone can learn from and teach others. / text

Made available in DSpace on 2016-06-02T20:25:02Z (GMT). No. of bitstreams: 1 2467.pdf: 700754 bytes, checksum: 776c8b4794118bee25110f26bd0ec2ad (MD5) Previous issue date: 2008-02-11 / Based upon French Discourse Analysis, our purpose in this study is bring and analyze discursive sentences produced by Spanish native speakers, symptoms of their enunciative projections, imaginary and discursive memories, in relation to their concepts, impressions, allusions concerning Portuguese language and Spanish language, in situations of immersion and interlocution in Brazilian contexts. We start from Serrani-Infante s (1998) formulations, that the subject, when speaking another language, becomes part of the identification process in the target language discursive formations that build up the happening of enunciative positions. In order to realize this study it is necessary to understand the insertion of the Spanish native speaker in Brazilian Portuguese language in the immersion process as a subjective process (SERRANI, 1997b), which requires the subjectivity from the Spanish native speaker and will submit him to inscribe himself in different enunciative positions, missteps, displacements and transference motions (CELADA, 2004). Thus, we understand that part of these enunciative positions is associated with the Spanish native speaker s mother tongue, with their own language positions, and that many of them are brought up in the encounter with the foreign language, leading the subject to conflict situations generated by the distinct understanding of reality linked to those two languages. These conflict situations, concerning the processes of production and attribution of meanings by native speakers of Spanish as they enunciate in Brazilian Portuguese language, constitute the focus of this study. / A partir da Análise de Discurso de linha francesa, nossa proposta de pesquisa foi elicitar e analisar seqüências discursivas produzidas por sujeitos falantes nativos de espanhol, sintomas de suas projeções imaginárias e memórias discursivas em jogo, em relação às suas concepções, impressões, alusões, no que concerne à língua portuguesa e à língua espanhola, em situação de interlocução, imersos na língua e na cultura do brasileiro. Partimos de formulações de Serrani-Infante (1998), de que o sujeito, ao tomar a palavra em outra língua, inscreve-se em processos de identificação em formações discursivas da língua alvo que constituem o acontecimento de posições enunciativas. Para realizarmos este estudo foi necessário entender o processo de inscrição do sujeito hispano-falante na língua do brasileiro no processo de imersão como um processo subjetivo (SERRANI, 1997b), que solicitará a subjetividade do sujeito hispano-falante e o submeterá a circular por diferentes posições enunciativas, a deslizes, a deslocamentos e a movimentos transferenciais (CELADA, 2004). Dessa forma, entendemos que parte dessas posições enunciativas estão ligadas ao âmbito da língua materna do sujeito hispano-falante, a posições próprias de sua língua materna, e muitas delas serão trazidas à tona pelo encontro com a língua estrangeira, e levam o sujeito a situações de confronto entre as formas de recortar o real dessas duas línguas. São estas as situações que constituíram o objeto de estudo no processo de produção e atribuição de sentidos por parte de sujeitos hispânicos ao enunciarem na língua portuguesa.

This study examines the extent of the impact of proficiency and language use on sociophonetic variation in Indian English (IE). It is based on an oral corpus using the methods and tools of the PAC project and derived from a pool of South Delhi-based highly proficient speakers. The investigation was conducted using quantitative and qualitative methods and focused on two understudied variables: (1) the fricative realisation of th, and (2) the realisations of the vowels in words of the NORTH and FORCE lexical sets. First, the results demonstrate that a significant amount of variation which cannot be accounted for by the traditional age, gender and social class factors can be explained by the language use parameter. A degree of correlation was found between the volume of use of English in a range of domains, and how speakers take advantage of the sociolinguistic potential of prestigious forms. This offers indications on the location of the leaders of the linguistic change. The second central feature of this study is derived from the investigation of the NORTH versus FORCE distinction. It is argued that the general maintenance of this distinction in IE provides evidence for the endo-normative nature of this variety. In the light of these findings, issues ultimately relating to the debate over nativeness are discussed.

The binary distinction of “native speaker” and “non-native speaker” (NS/NNS) remains the primary way in which professionals are categorised in the field of teaching English to speakers of other languages (TESOL). This distinction is problematic because it is used to place greater value on native English speaking teachers (NEST) over non-native English speaking teachers (NNESTs). This distinction is argued to be largely based on linguistic features (Medgyes 1992; Cook 1999). However the aspect of race remains to be adequately discussed (Kubota and Lin 2006).This thesis has its origins in my personal experiences with racism because, as a Canadian- Filipino, my employer and my students did not accept me as a “real” NEST because I am “non-white”. In my initial research, during my MA TESOL, into the professional experiences of racism I coined the acronym “VEM-NEST”: visible ethnic minority, native English speaking teacher. I used this term to describe the particular group of teachers, to which I belong, who do not easily fit into the available categories of NS/NNS, and consequently NEST/NNEST.My thesis reported on the experiences of nine VEM-NESTs and how they performed specific identities during specific events. Their experiences were presented as individual restoried narratives which were developed from the combination of the participants’ written stories and one-to-one interviews. The restoried narratives were analysed using an analytical lens based on Labov and Waletzky’s (1967) structural approach. The findings suggest that VEM-NESTs need to meet a certain amount of “native speaker” norms in order to be given the opportunity to perform their VEM-NEST role identities in specific situations. This has particular implications for how the NS/NNS binary distinction needs a more nuanced understanding as a way of addressing the inequalities embedded in the way TESOL professionals are valued.

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