Second language acquisition has seen a shift toward sociocultural approaches over the past fifteen years (Block, 2007). Sociocultural theory (Offord, 2005), language socialization (Schieffelin and Ochs, 1986), and “communities of practice” (Lave and Wenger, 1991) highlight how language learner identity, like language itself, is both socially and individually constructed. As learners acquire a foreign language, they also gain a new awareness of who and how they are—they develop a second language (L2) self (Granger, 2004). How language learners identify themselves depends on contextual factors (Norton, 1995). This report focuses on how language learner social identity is negotiated in three contexts: the foreign language classroom, the study abroad setting, and in face-to-face interactions. / text

This study examined indigenous infants, children, and youth in rural central Mexico for developmental delays by using a mixed methods approach. A two-person team consisting of a researcher and a translator completed this study. They conducted observations of 665 minors and interviews with their caregivers. A self-designed rubric was the guide to evaluate children using standards previously researched, developed and tested during the researcher's employment as director of a bilingual school in the United States (USA). This tool was used to evaluate the children, ninety-five percent of which were of Mexican heritage. The tool was modified to meet the needs of indigenous participants within this study in Central Mexico. This study found that the identification of developmental delays or special needs using traditional assessments might fail to take into account sociocultural factors (Baez, 2002; Cattey, 1980; Kelly, Sacker, Schoon, and Nazroo, 2006; Ogbu, 1992b; Rogoff, 2003) present in indigenous rural Mexican farm or ranch communities (`campos'). Data suggested that Native Indian or indigenous (`campesino') parents or other caregivers struggle with self-esteem issues related to class status thus failing to advocate for themselves or their children. Data additionally implied that caregivers lack access to social services including those aimed at working with developmental delays, special needs, (Fletcher, 1999; Forlin, Cedillo, Romero-Contreras, Fletcher, and Rodriguez, in press) and children without disabilities. Cultural factors maintained the status quo: the upper class held power, the middle class struggled, and the `campesino' continued to lose vital assets necessary to meet basic human needs. The findings identified a disproportionate number of developmentally delayed children, mainly due to malnutrition or other environmental influences; resulting from class status and/or lack of access to information. `Campesino' participants from in eighteen rural Central Mexican facilities were studied. Participants represented over one hundred `campos.' This study utilized an emic ethnographic approach (researcher being an "insider" researcher-participant) employing both qualitative and quantitative methodology. Results indicated that factors related to social status affected rural Mexican children's ability to acquire the basic nutritional intake necessary to achieve academic success and/or social elevation in Mexico or elsewhere due to the caregivers limited ability to improve the quality of life for his/her `campesino' children.

The research of competence of specialists working in a field of social and cultural diversity was made in Lithuania and Ukraine. We have used the questionnaire of European Council (The Research of European Council concerning Teacher Training and Diversity) in our research. The aim of the research was: to reveal the level of management of sociocultural diversity of Lithuanian and Ukrainian socioeducational assistants. The results of researches where described from the contexts of sociocultural diversity, training of specialists and perspectives of training. Question of management of sociocultural diversity training professionals of socioeducational assistance – is an actual question of XXI century, and the level of training of specialists on this topic is quite low. The basic curricula of these future specialists have to be created regarding the calls of XXI century – global and multicultural society, integration and socialization. / Darbe, panaudojus Europos Tarybos klausimyną, buvo ištirtos dvi Europos šalys (Vakarų ir Rytų Europos – Lietuva ir Ukraina) sociokultūrinės įvairovės valdymo bei profesionalų rengimo aukštosiose mokyklose aspektais. Tyrimo tikslas yra iliustruoti, pateikiant konkrečius pavyzdžius, tikrąją mokytojų rengimo padėtį sociokultūrinės įvairovės aspektu. Tyrimo rezultatai buvo apžvelgiami iš sociokultūrinės įvairovės valdymo ir specialistų rengimo kontekstų bei perspektyvos. Sociokultūrinės įvairovės valdymas rengiant profesionalus socioedukacinei pagalbai yra aktualus XXI amžiaus klausimas, o specialistų rengimo lygis yra pakankamai neaukštas. Šios srities specialistų studijų programos turi būti sudaromos atsižvelgiant į XXI amžiaus iššūkius – globalią bei daugiakultūrę visuomenę.

After Lithuania has entered the world community not equal position of some social groups in society, especially disabled, came to light. Although disabled people are considered to be equal members of society, still there are no conditions equal to those of healthy people to educate themselves in sociocultural environment or integrate into labour market. The paper analyses the possibilities for socialization and reintegration of the disabled by executing sociocultural activity in community. The object of the research is the sociocultural education of the disabled people in Utena district community. The aim of the research is to analyse the sociocultural education of the disabled people in Utena district community. The objectives of the research are as follows: 1. Discuss the peculiarities of sociocultural education of the disabled people in community. 2. Discuss the activity of NGOs of the disabled in Utena, their functions and preconditions for sociocultural education. 3. Carry out the analysis of sociocultural activity of the disabled people NGOs in Utena district. The methods of the research: 1. The analysis of the scientific and methodological references. 2. Document analysis. 3. A questionnaire based inquiry. 4. Statistical data analysis of a questionnaire based inquiry. The theoretical part discusses the concept of disability, socialization and integration of the disabled in society and sociocultural education in community. It also discusses the activity of the... [to full text]

This study reports data from a three-month discourse analysis of a fifth-grade teacher`s language used to negotiate meaning of text with linguistically and culturally diverse students. Specifically, I use Gee`s (2005) discourse analysis methodology to examine the teacher`s language-in-use for seven building tasks of language--significance, activities, identities, relationships, politics (the distribution of social goods), connections, and sign systems and knowledge--in a micro level analysis for eight teaching episodes covering reading and/or social studies instruction. In doing so, I conceptualize categories and subcategories of language use for each of the language building tasks. I find that the teacher used instructional language overwhelmingly to build significance (almost two-thirds of the coded data) and that in building significance the teacher used reproduction of meaning (including repetition, paraphrase, and citation), prosodic devices, questions, overt attention, life connection, and adjective labeling. In a macro level of analysis, I examine the content of the meanings the teacher negotiated, and find that situated meanings in her discourse often allude to issues of power that implicate a discourse model of a critical outlook on social studies and social issues that appear in social studies, reading and other texts. I end with a discussion of how these findings might be of practical use for educators and suggestions for future research.

Este estudo aborda o fenômeno do turismo do ponto de vista sociológico, analisando a interação entre os indivíduos que dele participam e o conseqüente intercâmbio sociocultural que dele resulta. O estudo das relações entre os turistas argentinos e os residentes de Porto Belo, em Santa Catarina, durante a temporada de verão, pretende mostrar as transformações, desencadeadas pelas relações que se estabelecem entre turistas e residentes, na vida desses indivíduos e o papel cumprido pelo turismo na aproximação e o entendimento recíproco entre eles.

Calls for more creative teaching and learning in classrooms are often matched by increasingly stringent accountability measures. Negotiating the creativity/accountability paradox is difficult for teachers, who are often isolated as they interpret, design, and deliver curriculum in their classrooms. This dissertation introduces and refines a 7-stage process called the Community Creative Collective (3-C) designed to generate solutions to three problems that derive from this paradox. First, narrowing of curriculum inhibits the ability of teachers to generate creative teaching and learning. Second, factors, including time constraints and teacher training, limit teachers' ability to develop the creative habit. Third, inclusion of family and community members as co-creators of curriculum provides a potential source of creative curriculum development. Three research questions guide the exploration of the process: 1. How does the 3-C process allow teachers and community members to collaboratively generate creative teaching and learning opportunities for their students? 2. What are the distinguishing features of this collaborative curricular process? 3. How does such a process impact teachers' interpretations of their role as interpreters, designers and deliverers of curriculum? Using a Design Based approach, these questions investigate the process as it was implemented in a 5th-grade classroom. The first question uses a case study methodology to trace the development of the 3-C process as it was developed and implemented. Findings demonstrated that communication at multiple stages impacted the generation of creative ideas. The second question uses qualitative data from documents, interviews, audio and video recordings and observations to extrapolate some of the distinguishing feature of the process. Key features included the Ideational Speed Dating (ISD) process for idea-generation, the 3-C process as a peak flow experience and the impact of parent and community expertise to generate creative classroom content. The third question uses interviews with the participating teacher to examine the impact of the 3-C process on her interpretation of her role in the classroom. The process influenced her view on family and community involvement, providing space through which tensions can be resolved and creative engagement can flourish. Finally refinements for future iterations are discussed in addition to implications for future research.

Submitted by Roberth Novaes (roberth.novaes@live.com) on 2018-09-13T12:50:58Z No. of bitstreams: 1 ALONSO, Márcio Carvalho. Análise das atividades de leitura e.pdf: 1155520 bytes, checksum: 3ce6c4cbdb9da8b4eec6ea9a1627a7cd (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-09-13T20:29:00Z (GMT) No. of bitstreams: 1 ALONSO, Márcio Carvalho. Análise das atividades de leitura e.pdf: 1155520 bytes, checksum: 3ce6c4cbdb9da8b4eec6ea9a1627a7cd (MD5) / Made available in DSpace on 2018-09-13T20:29:00Z (GMT). No. of bitstreams: 1 ALONSO, Márcio Carvalho. Análise das atividades de leitura e.pdf: 1155520 bytes, checksum: 3ce6c4cbdb9da8b4eec6ea9a1627a7cd (MD5) / O objetivo dessa dissertação de Mestrado, fundamentada em perspectivas críticas do ensino de línguas, foi analisar as atividades de leitura utilizadas na rede pública de ensino do estado da Bahia. Para tanto, foi realizada uma pesquisa que mesclou aspectos do estudo etnográfico e da pesquisa de análise documental, considerando: como era feita a escolha dos textos que seriam levados para a sala de aula; se as questões de interpretação textual favoreciam o desenvolvimento da leitura crítica; se os temas escolhidos colaboravam para o desenvolvimento da consciência crítica dos estudantes. A análise das atividades, de sua utilização na sala de aula e dos questionários respondidos pelas professoras e pelos alunos, mostrou que, embora o tema do texto escolhido pelo professor sirva como ponto de partida para uma reflexão maior por parte do aluno, isso acaba sendo bloqueado por questões de interpretação, que se limitam a pedir a localização de informações, ou à identificação de aspectos gramaticais do texto, tendo como consequência a perpetuação de práticas leitoras reducionistas. Ao final, algumas atividades de leitura são sugeridas, a partir das quais os alunos poderão refletir criticamente sobre temas que fazem parte de sua realidade sociocultural. / The purpose of the present Master’s thesis, based on critical perspectives of Language Teaching, was to analyze the reading activities practiced at public schools in the state of Bahia, Brazil. To this end, a survey was conducted, combining different aspects of Ethnographic Studies with researches on documentary analysis, considering the following aspects: how the selection of texts that would be brought to classroom was done; whether textual interpretation favored the critical reading practices; and, finally, whether the chosen themes would be collaborating with the improvement of the students critical thinking. The analysis of activities, its uses in classroom, and surveys answered by teachers and students showed that although the text’s theme chosen by teachers serves as a starting point for further reflection, they are rather blocked by interpretation matters that would simply require the students to identify and highlight information, or identify grammatical aspects, resulting in the perpetuation of reductive, poor reading practices. At the end of this analysis, some reading activities were proposed, in which students can reflect critically on issues that are part of their socio-cultural reality

Este estudo aborda o fenômeno do turismo do ponto de vista sociológico, analisando a interação entre os indivíduos que dele participam e o conseqüente intercâmbio sociocultural que dele resulta. O estudo das relações entre os turistas argentinos e os residentes de Porto Belo, em Santa Catarina, durante a temporada de verão, pretende mostrar as transformações, desencadeadas pelas relações que se estabelecem entre turistas e residentes, na vida desses indivíduos e o papel cumprido pelo turismo na aproximação e o entendimento recíproco entre eles.

Banca: Vania Maria Rodrigues Hermes de Araújo; Alfredo Tiommo Tolmasquim; Liz-Rejane Issberner Legey; Marcos do Couto Bezerra Cavalcanti / Submitted by Sonia Burnier (sdesouza@ibict.br) on 2012-07-16T17:57:45Z No. of bitstreams: 1 isafreireDOUT2001.pdf: 2204931 bytes, checksum: 0bb2d7ae2c717209b14e360fe83013d8 (MD5) / Made available in DSpace on 2012-07-16T17:57:45Z (GMT). No. of bitstreams: 1 isafreireDOUT2001.pdf: 2204931 bytes, checksum: 0bb2d7ae2c717209b14e360fe83013d8 (MD5) Previous issue date: 2001 / Neste trabalho, um modelo proposto por Wersig e utilizado para tecer, no tear interdisciplinar da ciencia da informacao, uma "rede conceitual" para apreender o sentido de um evento no campo cientifico. O evento estudado foi artigo, de 1975, de G. Wersig a U. Neveling propondo como fundamento para a ciencia da informacao a responsabilidade social da transmissao do conhecimento.