L’entrave majeure du système éducatif algérien dans sa démarche d’ascension scientifique et sociale réside dans sa politique linguistique en rupture avec l’ancien colonisateur mais aussi avec les langues locales à savoir l’algérien et le tamazight. Prise entre une idéologie d’arabisation, un élitisme francophone et une revendication identitaire amazighe, l’école algérienne d’aujourd’hui peine à répondre aux exigences du multiculturalisme local d’une part et celles du marché international d’une autre. En effet, dans la réforme de 2003 axée sur la pédagogie par compétences il a été question, entre autres, de redorer le blason de la langue française en lui accordant plus d’intérêt. L’évaluation officielle du système éducatif algérien repose sur une démarche statistique tirée des examens nationaux qui l’appuie et le cautionne; Le chiffre est au centre des réalisations que ce soit en taux de réussite, de recrutement d’enseignant ou de scolarisation. L’enjeu de notre recherche est de vérifier l’échec de cette refonte pédagogique qui une fois de plus écarte la langue mère de l’enfant du paysage scolaire. Nous avons choisi d’aborder ce sujet en menant deux grandes enquêtes de terrain sur deux compétences faisant partie du triptyque scolaire : la lecture et l’écriture chez des élèves de 6eme. Les tests de lecture ont été faits en français et en langue officielle (l’arabe littéral) afin de sonder le niveau dans les deux langues. Les résultats obtenus confirment dans les deux cas l’écart existant entre le niveau réel de l’élève et celui arboré par les instances officielles sous des chiffres symboliques donnant l’image illusoire de la réussite de tout un système. / The major impediment to the Algerian education system has been in its approach to science and social ascension lying in its language policy, at odds with the former colonizer but also with local languages namely Algerian and Tamazight. Caught in the grip of an Arabization ideology, Francophone elitism and an Amazigh claim for identity, the Algerian school today has troubles meeting the requirements of local multiculturalism on the one hand and the international market on the other hand. Indeed, in the 2003 reform-oriented skill-based pedagogy, among other things, the intention was to restore the prestige of French language by giving it more interest. The official evaluation of the Algerian education system is based on a statistical approach over national examinations that supports it and endorses it; Numbers are at the center of achievements both in success rate, hiring of teachers or of schooling. The goal of our research is to investigate about the failure of the pedagogic reform that once again rejects the mother tongue of the child from the educational landscape. We chose to address this issue by conducting two major surveys on two skills that are part of the triptych school: reading and writing among children in 6th grad. Tests in reading (ROLL) were given in French and in the official language (Arabic) to probe the level in both languages. Our results confirm in both cases the gap between the true level of students and the one presented by the official institutions with figures giving an illusory image of the success of the whole system.

Syftet med denna uppsats var att utveckla kunskap om integrationsproblematiken för nyanlända ungdomar på språkintroduktion i Sverige. Kvalitativa intervjuer med en narrativ utgångspunkt användes som metod för datainsamling, där fem stycken nyanlända elever på språkintroduktion intervjuades. Det centrala teoretiska begreppet vilken tillämpades som analysverktyg i denna studie, har av oss tolkats utifrån Riessman, Johansson och Ricoeurs teorier om narrativ identitet. Studien utgick ifrån frågeställningar om hur eleverna framställer språkintroduktion, språk och gemenskap, samt hur deras identiteter framträder i deras narrativ. Följande frågeställningar låg därmed till grund för uppsatsen: hur framställs elevernas relation till språkintroduktion i deras berättelser, hur framträder elevernas identiteter i berättelserna, samt vilken funktion har språk och gemenskap i elevernas berättelser? Det övergripande narrativet präglades av elevernas förväntningar, besvikelser, ambivalens och slutligen lösningar. Resultatet visade att elevernas modersmål huvudsakligen framställdes i negativa termer, då ett användande av modersmålet framför det svenska språket hämmar språkfärdigheter i svenska och skapar svårigheter att integreras i den sociala gemenskapen i samhället. Oavsett grad av social gemenskap, framkom det i denna studie att elevernas identitet som invandrare blir bestående även efter språkintroduktion. Slutligen synliggjordes en ambivalent inställning kring hur eleverna framställer språk, skola och gemenskap, vilket illustrerade fenomenens mångsidiga inverkan på elevernas tillvaro. / The purpose of this essay was to develop knowledge about integration problems for newly arrived adolescents in a language introduction program in Sweden. Qualitative interviews with a focus on narrative aspects was used as a method for data collection. Five newly arrived pupils at language introduction program were interviewed. The central theoretical concept, which has been used as a tool for analysing in this study, has been understood through theories surrounding narrative identity by Riessman, Johansson and Ricoeur. This study was based on questions regarding how students present language introduction program, language and community, and how their identities appear in their narratives. Therefore, the following questions made the foundation of this essay; how is the students’ relation to language introduction program presented in their narratives, hur does the students’ identities appear in their narratives, and what function does language and community have in their narratives? The overarching narrative was characterized by the students’ expectations, disappointments, ambivalence, and finally, solutions. The results of this study showed that the students’ mother tongue was mainly presented in negative terms. Using the mother tongue, rather than the swedish language, inhibits language skills in swedish, and thus create difficulties concerning the integration into the social community. Regardless of the level of social inclusion, this study showed that the students’ identity as immigrants remain permanent even after language introduction. Finally, an ambivalent attitude was highlighted regarding how the students describe language, school and community. This illustrates the diverse effects of the phenomena on the students’ situation.

Made available in DSpace on 2016-04-28T18:23:54Z (GMT). No. of bitstreams: 1 Lucimar Bizio.pdf: 541847 bytes, checksum: 7905964cf5096a4b11b4202ec3a003f7 (MD5) Previous issue date: 2008-08-29 / Secretaria da Educação do Estado de São Paulo / This study discusses issues concerning pedagogical perspectives of Portuguese language teaching aiming at deaf people. In order to offer a critical view of steady tendencies in the field, namely those which focus the mother tongue, L1 and L2, this thesis presents an overview of the history of educational approaches directed to the deaf and discusses the Brazilian state of the art in that field and comments some studies which emphasizes the deafs writing. It is worth keeping in mind that the so called bilingual approach defines the Sign Language as L1 and the writing in Portuguese as L2. The present study approaches the deaf person writing ability from a theoretical perspective which tries to explain their productions and difficulties as effects of the functioning of language and not as cognitive deficits. The discussion developed here was guided by propositions from the Brazilian Interactionism, proposed and advanced by Cláudia Lemos and other authors as well as the theoretical developments put forward by the research group Language Pathology and Clinic, headed by Maria Francisca Lier-DeVitto and Lúcia Arantes / Este trabalho tece considerações sobre as práticas pedagógicas, no ensino de língua portuguesa, voltadas às pessoas surdas. Para encaminhar a reflexão sobre o tema em questão foi necessário desnaturalizar termos que circulam livremente no campo dos estudos sobre a surdez. Entre eles, destaca-se o de língua materna, L1 e L2, uma vez que, na abordagem bilingüísta, entende-se a Língua de Sinais como L1, enquanto a escrita do português é considerada como segunda língua L.2. A escrita do surdo neste projeto sempre foi vista por uma perspectiva teórica que entendesse as dificuldades apresentadas por esses sujeitos, como efeitos possíveis do funcionamento da língua e não apenas como déficit. Para cumprir a meta proposta foi necessário empreender uma discussão sobre a aquisição da linguagem, sobre as concepções de escrita e também sobre a problemática relação do surdo com a escrita. O ponto de partida foi uma apresentação da literatura brasileira sobre o assunto, seguida por um panorama sobre a história da educação dos surdos. Foram abordadas as possibilidades de contribuição do diálogo com a Lingüística e também com a Psicanálise, com vistas a considerar a singularidade do surdo. Neste trabalho está em questão a relação singular do sujeito surdo com a linguagem, que movimentou as discussões sobre a língua materna do surdo, o que é L1 e L2 e a entrada do surdo no universo da escrita. A discussão aqui encaminhada foi iluminada pelo Interacionismo Brasileiro, proposto por Cláudia Lemos, por outros autores filiados à sua proposta e pelos desdobramentos teóricos presentes nos trabalhos do grupo de pesquisa Aquisição, Patologias e Clínica de Linguagem, coordenado por Maria Francisca Lier-DeVitto

Made available in DSpace on 2016-04-28T18:24:10Z (GMT). No. of bitstreams: 1 Eduardo de Carvalho Cassimiro.pdf: 1020935 bytes, checksum: 5f58f40cd77d7501317d1d1802e15821 (MD5) Previous issue date: 2009-08-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Through this research, its author investigated the reasons why there were some errors in the essays written by his students in a foreign language. They were all adult, Brazilian learners of English at a language institute. Such errors used to make those students communication in written English quite difficult, and this fact would leave them bothered and bitterly frustrated. In the author s research group, papers whose focus was exactly like his, which brought up methodological and institutional implications, were scarce. This is a qualitative and interpretative case study that can be placed in the Applied Linguistics field, and its theoretical bases are the studies by Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygostky (2000) and Corder (1981), among others. The evidence seems to warrant the conclusion that those learners of English used to write their essays in the foreign language in accordance with their linguistic awareness of their mother tongue (Portuguese), and such awareness of language had been built , developed, social--historically, throughout their experiences in their native tongue / O autor desta pesquisa investigou as razões da existência de agramaticalidades nas redações escritas em inglês pelos seus alunos adultos numa escola de idiomas. Tais agramaticalidades dificultavam a comunicação desses aprendizes em língua estrangeira, o que os incomodava e frustrava bastante. No grupo de pesquisa do autor, eram escassos trabalhos cujo foco fosse igual ao deste, que teve implicações metodológicas e institucionais. Trata-se de um estudo de caso qualitativo e interpretativo que se insere no campo da Lingüística Aplicada e se fundamenta nos trabalhos de.Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygotsky (2000) e Corder (1981), dentre outros. Os resultados parecem revelar que os discentes-participantes norteavam a sua produção escrita em língua estrangeira pelos conhecimentos construídos socioistoricamente em língua materna

This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...

Made available in DSpace on 2015-03-05T18:10:48Z (GMT). No. of bitstreams: 0 Previous issue date: 5 / Nenhuma / Esta pesquisa é norteada pelo pressuposto de que o dicionário é um potencial instrumento didático, para o ensino da língua materna, e que o proveitoso uso pedagógico do dicionário está relacionado à escolha de uma obra lexicográfica adequada ao nível de ensino e aprendizagem dos alunos. Diante disso, este trabalho analisa e compara 13, dos 18 dicionários selecionados pelo Ministério da Educação e Cultura (MEC), no âmbito do Programa Nacional do Livro Didático (PNLD, 2006), visando salientar as características peculiares de cada obra para poder sugerir aquela, ou aquelas obras, mais adequadas a cada situação de aprendizagem. Os dicionários selecionados pelo MEC são considerados como importante material didático de apoio ao ensino e aprendizagem da língua materna, nos dois primeiros ciclos do Ensino Fundamental. A seleção determinou 2 acervos, um destinado ao 1º ciclo, que é composto de 1ª e 2ª série, período em que os alunos se encontram em fase de alfabetização, e outro para o 2º ciclo do Ensino Fundamental, / This research is guided by the supposition that the dictionary is a potential didactic tool for the mother’s tongue education and that the pedagogic benefit of the use of the dictionary is related to the choice of a lexical work, suitable to the level of education and learning of the students. According to this, this study analyses and compares 13, of the 18 dictionaries selected by MEC (Ministry of Education and Culture), in the ambit of the National Program of the Didactic Book (PNLD, 2006), emphasizing the special characteristics of each work that can be able to suggest that one, or those works, more suitable to each learning situation. The dictionaries selected by MEC are considered as a very important didactic material support to the mother’s tongue education and learning, on the two first cycles of Elementary Education. The selection has determined 2 quantities, one destinated for the 1st cycle and another one for the 2nd cycle. This study has considered two profiles of pupils: the ones that are in t

Demographic behaviour of the Vietnamese people in the Czech Republic Abstract The Vietnamese have been living on the Czech territory for many years, even for several generations. Besides the Ukrainians and the Slovaks, the Vietnamese are the third largest group of foreigners in the Czech Republic. Even though the Vietnamese are nowadays an integral and common part of the Czech population, they have not yet received much demographic attention based on national data sources. This diploma thesis is focused on demographic issues of this minority. The thesis also deals with demographic differences between the Czech and Vietnamese population living in the Czech Republic. In addition, the thesis offers selected demographic features through which demographic disparities between the two parts of the population are analysed. The theoretical part of the thesis is focused on the legislative issues of terms such as: citizenship, nationality and mother tongue, as it is very important to understand and distinguish these terms, especially for the analytical part of the thesis. Each term is defined and described in the introduction, so the differences between terms are explained. However, more attention is paid to the term citizenship, as the analytical part of the thesis is based primarily on this term. In the theoretical...

Studien undersöker flerspråkiga föräldrars erfarenheter av upplevt socialt stöd i föräldrarollen till ett barn med kommunikationsnedsättningar. Forskningsfrågorna berör även vilken betydelse stödet får för kontakten med barnet. Metoden som använts är en sekventiell mixad metod (enkätundersökning och fokusgruppsintervjuer) som utgår från en transformativ strategi. Studiens vetenskapsteoretiska ansats grundar sig i Benno Herzogs teori om social diskursiv exkludering och analysen utgår från Barreras samt Hellers och Swindles grundantaganden om upplevt socialt stöd. Respondenterna deltog i utbildningarna TAKK på Modersmålet och FAMN som anordnades av Projekt TAKK för Språket i Göteborg. Resultaten visar att föräldrarna i studien upplevde socialt stöd utifrån att utbildningarna anpassades och erbjöd: språkstöd på modersmålet, samtal kring användning av alternativ och kompletterade kommunikation (AKK) tillsammans med modersmålet samt samtal om funktionsnedsättningar och samhällstöd. Därutöver visar resultaten att föräldrarna, genom dessa anpassningar, upplever en ökad förståelse för stöddiskursen och stärkt självförtroende. Detta, i sin tur, leder till att föräldrarna upplever större handlingsutrymme i stressrelaterade situationer och en ökad benägenhet att söka och ta emot stöd. / The study examines multilingual parents' experiences of perceived social support when parenting a child with communication impairments. Research questions also deal with the importance of perceived social support for the contact between parents and child. The method used is a sequential mixed methodology (survey and focus group interviews) based on a transformative strategy. The study's scientific theoretical approach is based on Benno Herzog's theory of social discursive exclusion and the analysis starts from Barrera´s and from Heller´s and Swindle´s basic assumptions about perceived social support. The respondents participated in the parenting programs TAKK på Modersmålet and FAMN, that focused the use was of AAC (augmentative and alternative communication) together with the mother tongue, which was organized by the project TAKK för Språket (AAC for multilingualism) in Gothenburg. The results show that the parents in the study perceived social support when the education programs were adapted and offered language support in the mother tongue, discussions about the use of AAC together with the mother tongue (AAC) and information about disabilities as well as information about society’s support system. In addition, the results show that parents, through these adjustments, experience an increased understanding of support discourse and strengthened confidence. This, in turn, leads to parents´ experience of greater freedom of action in stress-related situations and therefor an increased inclination to seek and receive support. / El estudio examina las experiencias de apoyo social percibido por los padres multilingües en relacion al cuidado de un niño con problemas de comunicación. Las preguntas de investigación también se ocupan de la importancia del apoyo social percibido para el establecimiento del contacto entre padres e hijos. El método utilizado es una metodología mixta secuencial (encuesta y grupos de enfoque) basado en una estrategia transformadora. El enfoque teórico científico del estudio se basa en la teoría de la exclusión social discursiva de Benno Herzog y el análisis parte de los conceptos de apoyo social percibido que Barrera y Heller & Swindle describen. Los participantes formaron parte de los cursos para padres TAKK på Modersmålet y FAMN, que enfatizaron el uso de la CAA (comunicación aumentativa y alternativa) junto con la lengua materna, los cuales fueron organizados por el proyecto TAKK för Språket (AAC para el multilingüismo) en Gotemburgo, Suecia. Los resultados muestran que los padres de familia en el estudio perciben apoyo social a partir de que el contenido de los cursos para padres ofrecieron: apoyo en el idioma materno, discusiones sobre el uso de la AAC junto con la lengua materna, información acerca de diferentes discapacidades e información sobre el sistema de apoyo social en Suecia. Además, los resultados muestran que los padres, a través de estos ajustes, experimentan una mayor comprensión del discurso de apoyo a la comunicación lo cual refuerza su autoconfianza. Esto, a su vez, ayudo a los padres a experimentar una mayor libertad de acción ante situaciones estresantes, lo cual aumento la propensión de los padres a buscar y aceptar apoyo.

Le nombre d'unions où les deux conjoints n'ont pas la même langue maternelle est en augmentation depuis les dernières décennies au Québec. Sachant que les enfants issus de ces unions gravitent dans un univers familial plurilingue, l'objectif de ce mémoire est de connaître les langues qui leur sont transmises. En utilisant les données du questionnaire long du recensement canadien de 2006, nous avons procédé à différentes analyses descriptives nous permettant de cerner les langues maternelles véhiculées aux enfants issus d'une union mixte, de vérifier si ces enfants héritent davantage de la langue maternelle de leur mère ou de leur père et s'ils opèrent des substitutions linguistiques avant l'âge de 18 ans, c'est-à-dire si leur langue maternelle diffère de leur langue d'usage. De plus, par le biais de régressions logistiques, nous avons étudié les déterminants contextuel, ethno-culturel et socio-économique les plus susceptibles d'expliquer le choix de la langue transmise aux enfants. Les résultats obtenus démontrent la place prédominante des langues officielles canadiennes, au détriment des langues non officielles, chez les familles exogames. De plus, le choix de la langue maternelle transmise s'avère principalement conditionné par le lieu de résidence, le parcours migratoire des parents et le pays de naissance des enfants. / The number of unions where both partners do not share the same mother tongue has grown substantially over the last decades in Quebec. Given that children born to these unions live in a multilingual family setting, the purpose of this research is to study the mother tongue transmitted to these children. Using the 2006 Canadian census long-form questionnaire, we first conducted various descriptive analyses. These were intended to identify the mother tongue transmitted to children born to mixed-language unions, to ascertain whether children inherit either their mother or father's mother tongue, and to determine if a language shift occurs before the age of 18 years old, in other words whether their mother tongue differs from the principal language they use at home. In addition, through logistic regressions, we examined the contextual, ethnocultural and socioeconomic determinants explaining the choice of the language transmitted to children. The results show the predominance of the two official Canadian languages in mixed-language families, at the expense of non-official languages. Furthermore, the choice of the mother tongue transmitted is mainly conditioned by the place of residence, the parent's migration path and the children's birthplace.

Language is the learning device and the device which forms the student's knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.