This study is an investigation of the contribution of second language learning experience to the professional knowledge and beliefs of teachers of ESL to adults. The literature reveals that very little has been written about the language background of the ESL teacher who teaches English through English to adult immigrants. The thesis proposes an explanation for this based on the historical development of the profession, and argues that despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in Australia. The research study is not a consideration of the merits of bilingual teaching versus monolingual teaching in English-only. Instead, it seeks to understand whether teachers who do have another language draw on it in ways relevant to the teaching of English, and to suggest reasons why teachers' languages are disregarded in the profession. In doing so, the thesis draws on key bodies of literature in bilingualism, second language acquisition, teacher cognition and critical studies in an attempt to provide a framework for considering the research questions. The study employed a qualitative, interpretive research design involving semi-structured interviews and the taking of detailed language biographies from a total of thirty-one practising teachers of ESL. Language biographies were analysed and categorised along several parameters, and the major distinctions made were between circumstantial bilinguals, elective bilinguals and monolinguals. Three key themes emerged: teachers' beliefs about learning a second language, the contribution made by teachers' language learning experience to their reported beliefs and practices, and teachers' beliefs about the role of the first language in second language learning. Bilingual teachers, both circumstantial and elective, appeared to have more realistic and optimistic beliefs about the nature of language learning than did monolingual teachers. Bilingual teachers appeared to see language learning as challenging but achievable. They recognised the dynamic nature of learning as incorporating progress, stagnation, attrition and re-learning. Monolingual teachers tended to see second language learning as almost impossible, and fraught with the potential for loss of self-esteem. Both groups talked about their own language learning as a private undertaking unrelated in any public way to their professional lives. The contribution made by language learning background fell into two groupings: of insights about language and language use, and about language learning and language teaching. Four key aspects of the former were insights about language in general deriving from knowledge of more than one; insights from contrasting LOTE and English; insights about the language-using experiences of bilinguals and biculturals, and insights about the possibilities of LOTE as a pedagogical tool in the ESL class. The second grouping included insights into learning strategies; insights about the affective aspects of being a language learner; knowledge of different teaching approaches from experience, and insights from different teaching contexts made possible by bilingualism. Overall the broader and richer the language background, the more sophisticated and developed were the insights which appeared to be relevant to teaching ESL. The third data chapter analysed teachers' expressed beliefs about the role of learners' first language(s) (L1) in the ESL class. Here little difference was found between bilingual and monolingual teachers, but overall L1 was characterised as an undesirable element in the ESL class. Teachers' discourse regarding L1 was analysed and found to be heavily characterised by negative and pejorative terms. This finding, combined with the teachers' generally weakly-articulated rationales for the exclusion of L1, led to the conclusion that beliefs and practices regarding L1 are a consequence of the monolingual focus of the ESL profession. The findings of the study in general are that ESL teachers draw on any language learning experience as a resource in teaching, and 'experiential knowledge' seems to be readily available to them in the ways they represent their own knowledge and beliefs in talk. It appears to be important in informing and shaping their conceptions of their practice as language teachers. There are differences between bilingual and monolingual teachers in that the former have much richer resources on which to draw. There are added insights which come from circumstantial or elective bilingual experience, from being a non-native English speaker, and from formal and informal learning experience. In general, the more and varied the language learning experience, the deeper and more sophisticated the resource it is to draw on in teaching. It is argued that the teaching of ESL is constructed as "the teaching of English" rather than as "the teaching of a second language", meaning that the 'experiential knowledge' (Wallace 1991) of bilingual teachers is unvalued. It appears to be accepted and unquestioned that a monolingual teacher can teach a learner to be bilingual. These propositions are discussed in the light of the writings of critical theorists to give a wider perspective on the monolingual discourse of the ESL profession. Bourdieu's notion of 'habitus' as strategic practice which is structured by a sociocultural environment (Bourdieu 1977a) is the basis for Gogolin's (1994) idea of a 'monolingual habitus' in education. Their work, and that of Skutnabb-Kangas (2000a) who refers to 'monolingual reductionism', suggest a social, political and discursal explanation for the invisibility of teachers' languages in the ESL profession. It is suggested that teacher language learning background should become a legitimate topic for discussion and further research.

La première partie est principalement consacrée à l'étude des perspectives théoriques de Gary Becker et de Pierre Bourdieu, avec comme fil conducteur la vision de l'éducation comme un capital. Les concepts de capital humain (Becker) et de capital culturel (Bourdieu) sont présentés, comparés, et critiqués, chacun d'eux étant replacé dans son contexte théorique. La seconde partie est consacrée aux analyses empiriques concernant le diplôme de doctorat. Nous tentons dans un premier temps une mesure de la rentabilité salariale de la thèse. Puis nous recherchons quels peuvent être les motifs de la poursuite d'études en thèse, étant donné que le gain monétaire ne peut à lui seul expliquer une telle décision. Il apparaît que la thèse est d'abord un passeport permettant d'accéder aux emplois de l'enseignement supérieur et de la recherche publique. Plus que de capital humain, il s'agirait d'un capital n'ayant de valeur réelle que dans le champ académique.

<p>The aim of this paper is exploring questions regarding the problem of absenteeism among high-school students in Sweden. Fifteen students attending an urban high-school have been interviewed about their views and experiences of absenteeism. The author analyzes the students’ answers by taking into account two different sociological approaches which give two different explanations about the way young people experience and estimate education. The French sociologist Bourdieu theorized that differences in cultural capital influence the permanent internalization of patterns of thought and behavior. Bourdieu defined as <em>habitus</em> the result of the process of internalization of cultural and social structures which affects the way individuals think and act.</p><p>The German pedagogue Thomas Ziehe explored the changes in norms and tradition connected with the modernization of society. Ziehe argued that we are witnessing a period of cultural release and erosion crisis that have deeply affected and changed the lives of young people today.  What does influence students’ attitude towards absenteeism? Does absenteeism reflect different possession of cultural resources or may be explained by the changes in norms that have occurred over recent decades? The findings of this study show that the students’ socio-economical background still matters in affecting their opinions and attitude towards absenteeism, but that is not an exhaustive argument in explaining all the reasons why students do not go till school. The students’ answer suggested that the relation to the teacher may be a determining factor in explaining absenteeism.</p>

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This study documents the problematic translator-publisher relationship in the case of the English translation of Simone de Beauvoir’s Le deuxième sexe. The socio-historical investigation of the case study demonstrates that the 1953 translation was complicated by several factors: the translator’s lack of philosophical knowledge, the editor’s demands to cut and simplify the text, the publisher’s intention to emphasize the book’s scientific cachet, and Beauvoir’s lack of cooperation. The investigation focuses on two aspects: the translator’s subservience and the involvement of multiple actors. Primarily concerned with the interaction between the translator and other actors, this study seeks answers that require investigation into historical documents and the work of other scholars critical of The Second Sex. In this enquiry, more than one hundred letters between the translator, H. M. Parshley, and the publisher, Knopf, are thoroughly analyzed. The study combines Bruno Latour’s and Pierre Bourdieu’s sociological concepts in order to provide a more detailed and encompassing examination within the context of Translation Studies. The letter correspondence is the primary evidence on which the study’s conclusions are based. / Social Sciences and Humanities Research Council of Canada

This study documents the problematic translator-publisher relationship in the case of the English translation of Simone de Beauvoir’s Le deuxième sexe. The socio-historical investigation of the case study demonstrates that the 1953 translation was complicated by several factors: the translator’s lack of philosophical knowledge, the editor’s demands to cut and simplify the text, the publisher’s intention to emphasize the book’s scientific cachet, and Beauvoir’s lack of cooperation. The investigation focuses on two aspects: the translator’s subservience and the involvement of multiple actors. Primarily concerned with the interaction between the translator and other actors, this study seeks answers that require investigation into historical documents and the work of other scholars critical of The Second Sex. In this enquiry, more than one hundred letters between the translator, H. M. Parshley, and the publisher, Knopf, are thoroughly analyzed. The study combines Bruno Latour’s and Pierre Bourdieu’s sociological concepts in order to provide a more detailed and encompassing examination within the context of Translation Studies. The letter correspondence is the primary evidence on which the study’s conclusions are based. / Social Sciences and Humanities Research Council of Canada

Ayant la boxe comme objet d’étude, le présent mémoire de maîtrise cherche à mettre en lumière le processus par lequel le boxeur fait l’acquisition de l’habitus pugilistique sous l’angle abordé par Loïc Wacquant, où la boxe est envisagée comme un sport individuel, mais qui s’acquiert sous un mode collectif. Dans une étude combinant observation participante, notes de terrain et entrevues, le mémoire a pour objectif de se pencher sur l’apprentissage de ce sport à travers les relations nouées dans les murs du gymnase de boxe, élaboré sous les notions d’habitus, d’esprit de corps, de sens pratique et de capital agonistique. En effet, c’est sur la base de l’entraînement collectif que se développera un « esprit de corps », sous la forme d’habitus susceptibles de gouverner le corps comme les représentations des boxeurs et, par-delà, de fonder une communauté solidaire en vertu duquel le corps « sauvage » se mue en un corps « habitué ». / The subject of this master’s thesis being boxing, it seeks to shine a light on the process through which the boxer acquires the pugilistic habitus, from Loïc Wacquant’s viewpoint. Wacquant sees boxing as an individual sport even while it is acquired collectively. The thesis aims to analyse the learning of this sports discipline in a study that combines participant observation, notes from the field and interviews, through the relationships fostered within the boxing gymnasium, developed through the notions of habitus, esprit de corps, sens pratique and capital agonistique. It is in fact based upon collective training that the “esprit de corps” is developed, in the shape of habitus likely to govern the body as well as the representation of the boxers, and further to create a united community through which the “wild body” becomes a “habituated body”.

This study documents the problematic translator-publisher relationship in the case of the English translation of Simone de Beauvoir’s Le deuxième sexe. The socio-historical investigation of the case study demonstrates that the 1953 translation was complicated by several factors: the translator’s lack of philosophical knowledge, the editor’s demands to cut and simplify the text, the publisher’s intention to emphasize the book’s scientific cachet, and Beauvoir’s lack of cooperation. The investigation focuses on two aspects: the translator’s subservience and the involvement of multiple actors. Primarily concerned with the interaction between the translator and other actors, this study seeks answers that require investigation into historical documents and the work of other scholars critical of The Second Sex. In this enquiry, more than one hundred letters between the translator, H. M. Parshley, and the publisher, Knopf, are thoroughly analyzed. The study combines Bruno Latour’s and Pierre Bourdieu’s sociological concepts in order to provide a more detailed and encompassing examination within the context of Translation Studies. The letter correspondence is the primary evidence on which the study’s conclusions are based. / Social Sciences and Humanities Research Council of Canada

An unprecedented production of discourses on contemporary Indian architects and architecture occurred in the 1980s. Published in a period of political transition and conspicuous new cultural production and debate in many fields, four decades after India’s independence from colonial rule in 1947, these architectural discourses have become privileged references that have shaped but also limited perception of late-twentieth century architectural production in India. While subsequent writers have addressed some of these limitations, the small but growing critical literature in this field still exhibits many of the same problems of representation. Despite problematising the construction of ‘Indian architecture’ in colonial and postcolonial discourse, these critiques have nevertheless taken for granted (as in the more popular and professionally oriented discourses of the 1980s) the existence of a pan-Indian community of architects, united in their search for a collective identity. Such monolithic perceptions of contemporary ‘Indian architecture’ have yet to be interpreted with regard to the conspicuous contexts in which they were produced — that is, from an ‘Indian’ point of view. Through a selective focus on a particularly productive site of discourse in 1980s India, I investigate complexities that have not yet been examined in the formation and reproduction of a dominant consensus on the identity of contemporary Indian architecture. The argument draws attention not only to the agency of particular contemporary Indian architects in the construction of this identity, but also the relativity of region in the architectural production of India during the 1980s. Specifically, I focus on an influential architectural magazine, Architecture + Design (A+D) that began publishing in 1984 from a dominant region of architectural production, Delhi. I provide an account of the manner in which history, context, agency and agents, came together at a point in time, within this architectural magazine, as a complex set of historically constituted social relations, to authorise and sustain particular viewpoints about contemporary Indian architecture. Using the French sociologist, Pierre Bourdieu’s theory of the field of cultural production, I relate issues of dominance and marginalisation observable in the production of this particular discourse on contemporary Indian architecture to the space of the positions held by its producers. Despite its avowed agenda of viewing contemporary Indian architecture differently in the 1980s, I argue, the selection and judgement of exemplary contemporary work deemed worthy of discussion in A+D as ‘Indian Architecture’ functioned (and continues to function) through established categories of perception and appreciation. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1331621 / Thesis (Ph.D.) - University of Adelaide, School of Architecture, 2008

An unprecedented production of discourses on contemporary Indian architects and architecture occurred in the 1980s. Published in a period of political transition and conspicuous new cultural production and debate in many fields, four decades after India’s independence from colonial rule in 1947, these architectural discourses have become privileged references that have shaped but also limited perception of late-twentieth century architectural production in India. While subsequent writers have addressed some of these limitations, the small but growing critical literature in this field still exhibits many of the same problems of representation. Despite problematising the construction of ‘Indian architecture’ in colonial and postcolonial discourse, these critiques have nevertheless taken for granted (as in the more popular and professionally oriented discourses of the 1980s) the existence of a pan-Indian community of architects, united in their search for a collective identity. Such monolithic perceptions of contemporary ‘Indian architecture’ have yet to be interpreted with regard to the conspicuous contexts in which they were produced — that is, from an ‘Indian’ point of view. Through a selective focus on a particularly productive site of discourse in 1980s India, I investigate complexities that have not yet been examined in the formation and reproduction of a dominant consensus on the identity of contemporary Indian architecture. The argument draws attention not only to the agency of particular contemporary Indian architects in the construction of this identity, but also the relativity of region in the architectural production of India during the 1980s. Specifically, I focus on an influential architectural magazine, Architecture + Design (A+D) that began publishing in 1984 from a dominant region of architectural production, Delhi. I provide an account of the manner in which history, context, agency and agents, came together at a point in time, within this architectural magazine, as a complex set of historically constituted social relations, to authorise and sustain particular viewpoints about contemporary Indian architecture. Using the French sociologist, Pierre Bourdieu’s theory of the field of cultural production, I relate issues of dominance and marginalisation observable in the production of this particular discourse on contemporary Indian architecture to the space of the positions held by its producers. Despite its avowed agenda of viewing contemporary Indian architecture differently in the 1980s, I argue, the selection and judgement of exemplary contemporary work deemed worthy of discussion in A+D as ‘Indian Architecture’ functioned (and continues to function) through established categories of perception and appreciation. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1331621 / Thesis (Ph.D.) - University of Adelaide, School of Architecture, 2008