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This thesis presents an analysis of third person accusative pronouns in Brazilian Portuguese. With the aim to analyze the variation between the use of standard (prescribed by normative grammar) and non-standard pronouns found in oral language, I gathered data from three kinds of TV show (news, non-scripted and soap-opera) in order to determine which form of pronoun is more common and if there is any linguistic and/or sociolinguistic factors that will influence on their usage. Based on data collected, I demonstrate that non-standard forms are favored in general and that the rules prescribed by normative grammar involving standard forms are only followed in specific contexts. Among all the variables considered for the analysis, the ones that showed to be significant were the kind of show, the context of the utterance, the socio-economic status of the speaker and verbs in the infinitive. Considering my results, I provide a discussion regarding to which extent the distribution of the 3rd-person pronouns on TV reflect their use by Brazilians and a brief discussion of other issues related to my findings conclude this work. / February 2016

abstract: Through interviews and observations, this thesis provides an overview of refugee resettlement and explores the way one community is providing English language instruction to recently resettled refugees. It also describes the research process of this thesis so other researchers will be aware of the challenges such research contexts provide. In the southwestern state studied here, one of the refugee resettlement agencies holds the contract to provide English Language instruction to refugees. Other agencies provide supplemental English instruction and tutoring. The U.S. federal statute Immigration and Nationality Act, title 45 of the Code of Federal Regulations part 400--Refugee Resettlement Program, and the local contract between the state and the agency were examined to understand the laws, regulations, and contracted agreement governing the provision of English language instruction for refugees being resettled in the United States. English language faculty and staff, staff at refugee resettlement agencies, and a state official were interviewed to understand their goals and the challenges they face as they address the language needs of refugees. English language instruction classes were observed to note the consistencies as well as some discrepancies between interviews and what could actually be accomplished in the classroom. As the classes are unable to provide intensive language instruction, most students struggle with becoming proficient in English. A list of recommendations is included regarding ways the local community can better address linguistic needs of refugees. Yet as Fass (1985) argues, it is unknown whether changing refugee resettlement efforts will actually produce different results. Though there are problems, the way the linguistic needs are being addressed in this community is sufficient given the numerous other expectations put on the refugees and the refugee resettlement agencies. / Dissertation/Thesis / M.A. English 2010

abstract: This empirical study aims to identify and analyze the accumulated literacies and multilingual repertoires of three Karenni refugee families originally from the highlands of Burma but who had lived in refugee camps in Thailand before arriving in Phoenix, Arizona. Through participant observation in the families' households and neighborhood, artifact collection, and individual and group interviews, I observe, document, and examine the everyday literacy practices of these three families in order to understand how these literacies are used to foster new understandings and social networks while maintaining transnational connections. The data analysis demonstrates that there are similarities and differences between the literacy practices and language choices of the sixteen individuals who participated and that there are significant differences across generations as well as across the three families. The findings shed light on the complicated relationship between migration and language learning, ideologies of language, literacy practices, and various modes of communication (face-to-face and digital). Building on a long tradition of ethnographic work that examines language learning and literacy in relation to educational access and opportunity, this research is relevant to educational researchers, policy makers, and teachers who are committed to rethinking what counts as literacy, for whom, in what contexts, and with what kinds of consequences. In a time of increased movement of people across borders, and increased use of information and communication technologies, this investigation has important implications for teacher preparation, theories of language learning and literacy development, and educational research. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

Orientador: Rosane de Andrade Berlinck / Banca: Maria Marta Pereira Scherre / Banca: Marymarcia Guedes / Resumo: Pesquisas sobre concordância verbal de terceira pessoa do plural no português brasileiro têm mostrado que esse fenômeno constitui uma variável lingüística que abrange duas variantes: a presença ou a ausência de marca formal de plural no verbo. A presente pesquisa também analisa esse fenômeno variável partindo da relação sujeito/verbo, objetivando compreender os fatores lingüísticos e sociais que condicionam/determinam a variação lingüística no âmbito da concordância verbal. Dessa forma, adotamos os pressupostos teóricometodológicos da "Teoria da Variação e Mudança Lingüística" ou "Sociolingüística Quantitativa". Os dados foram obtidos de uma amostra de língua falada de uma comunidade periférica da cidade de São Carlos, localizada no interior do Estado de São Paulo. A amostra utilizada é constituída de 20 entrevistas entre informante e documentador. Do total de 1.000 ocorrências de terceira pessoa do plural estudadas no nosso corpus, 753 (75%) não trazem a marca formal de plural nos verbos, sendo que apenas 247 (25%) apresentam a marca formal de plural. Apesar de predominar a não-concordância, os resultados evidenciam que estamos diante de um caso de variação. Dentre os fatores lingüísticos atuantes, destacamos a saliência fônica verbal, o paralelismo formal e a presença/ausência do pronome ‘que’ relativo. Já, dentre os fatores sociais, a escolaridade se mostrou a variável mais relevante. / Abstract: Research regarding subject/verb agreement in the third person plural in Brazilian Portuguese has shown that this phenomenon constitutes a linguistic variable that encompasses two variants: the presence or absence of the plural desinence in the verb. The present research also analyses this variable phenomenon f rom the relation subject/verb, aiming to understand the linguist ic and social factors that condit ion/determine such subject/verb agreement linguistic variation. Thus, we have adopted the theoretical/methodological framework called "Linguistic Variation and Change Theory" or "Quantitative Sociolinguistics". The data was obtained f rom a sample of spoken language in a suburban community in the city of São Carlos, located in the interior of São Paulo State. The sample used contains 20 interviews between the "informer/ interviewee" and the "interviewer/researcher". From a total of 1,000 occurrences of the third person plural studied in this corpus, 753 (75%) do not use the plural desinence in the verbs, with only 247 (25%) presenting it . Despite the predominant nonagreement, the results clearly show that this is a variat ion case. Among the prevailing linguist ic factors, we can highlight the phonet ic salience of the verb, the formal parallelism and the presence/absence of the relative pronoun que (that /who/which). Among the social factors, school ing was found to be the most relevant variable. / Mestre

BARROS, Zuleica de Sousa. Um estudo sociolinguístico dos erros na escrita das crianças dos I e II ciclos. 2010. 139f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2010. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-22T13:24:56Z No. of bitstreams: 1 2010_dis_zsbarros.pdf: 8232135 bytes, checksum: f4ccc4e5de9c9a6f649ac57cc0acbdd6 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-22T17:00:59Z (GMT) No. of bitstreams: 1 2010_dis_zsbarros.pdf: 8232135 bytes, checksum: f4ccc4e5de9c9a6f649ac57cc0acbdd6 (MD5) / Made available in DSpace on 2014-08-22T17:00:59Z (GMT). No. of bitstreams: 1 2010_dis_zsbarros.pdf: 8232135 bytes, checksum: f4ccc4e5de9c9a6f649ac57cc0acbdd6 (MD5) Previous issue date: 2010 / In this dissertation we investigated children’s difficulties about the learning of writing. To develop this issue, we selected writings of students from the I and II Learning Cycles of a municipal public school located in São Luís, Maranhão. Through the analysis, this qualitative research investigated problems in children’s writing, focusing the interference of the orality and the ignorance of orthography arbitrary conventions, classifying the errors into four categories from the model suggested by Bortoni-Ricardo (2005): 1) errors due to the ignorance of the arbitrary nature of the writing convention system; 2) errors arising from the transposition of oral habits for writing. This latter one is subdivided into: i) errors due to the interference of categorical phonological rules in the dialect we study; ii) errors due to the interference of gradual variable phonological rules; and iii) errors due to the interference of discontinuous phonological rules. / Nesta dissertação foram pesquisadas as dificuldades das crianças com relação ao aprendizado da escrita. Para o desenvolvimento da temática, foram selecionadas escritas de estudantes do I e II Ciclo de Aprendizagem de escola pública da rede municipal de educação de São Luís, Maranhão. Por meio dessa análise, esta pesquisa de cunho qualitativo investigou os problemas na escrita infantil, enfocando a interferência da oralidade e o desconhecimento das convenções arbitrárias da ortografia, classificando os erros em quatro categorias a partir do modelo sugerido por Bortoni-Ricardo (2005): 1) erros decorrentes do desconhecimento da natureza arbitrária do sistema de convenções da escrita; 2) erros decorrentes da transposição dos hábitos de fala para a escrita. Estes últimos, subdivididos em: i) erros decorrentes da interferência de regras fonológicas categóricas no dialeto estudado; ii) erros decorrentes da interferência de regras fonológicas variáveis graduais; e iii) erros decorrentes da interferência de regras fonológicas descontínuas.

Made available in DSpace on 2014-06-11T19:26:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-12Bitstream added on 2014-06-13T19:55:13Z : No. of bitstreams: 1 monte_a_me_arafcl.pdf: 1037176 bytes, checksum: 9ffbe1048d24e22fd698e4172b70baa1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Educação / Pesquisas sobre concordância verbal de terceira pessoa do plural no português brasileiro têm mostrado que esse fenômeno constitui uma variável lingüística que abrange duas variantes: a presença ou a ausência de marca formal de plural no verbo. A presente pesquisa também analisa esse fenômeno variável partindo da relação sujeito/verbo, objetivando compreender os fatores lingüísticos e sociais que condicionam/determinam a variação lingüística no âmbito da concordância verbal. Dessa forma, adotamos os pressupostos teóricometodológicos da Teoria da Variação e Mudança Lingüística ou Sociolingüística Quantitativa. Os dados foram obtidos de uma amostra de língua falada de uma comunidade periférica da cidade de São Carlos, localizada no interior do Estado de São Paulo. A amostra utilizada é constituída de 20 entrevistas entre informante e documentador. Do total de 1.000 ocorrências de terceira pessoa do plural estudadas no nosso corpus, 753 (75%) não trazem a marca formal de plural nos verbos, sendo que apenas 247 (25%) apresentam a marca formal de plural. Apesar de predominar a não-concordância, os resultados evidenciam que estamos diante de um caso de variação. Dentre os fatores lingüísticos atuantes, destacamos a saliência fônica verbal, o paralelismo formal e a presença/ausência do pronome que relativo. Já, dentre os fatores sociais, a escolaridade se mostrou a variável mais relevante. / Research regarding subject/verb agreement in the third person plural in Brazilian Portuguese has shown that this phenomenon constitutes a linguistic variable that encompasses two variants: the presence or absence of the plural desinence in the verb. The present research also analyses this variable phenomenon f rom the relation subject/verb, aiming to understand the linguist ic and social factors that condit ion/determine such subject/verb agreement linguistic variation. Thus, we have adopted the theoretical/methodological framework called Linguistic Variation and Change Theory or Quantitative Sociolinguistics. The data was obtained f rom a sample of spoken language in a suburban community in the city of São Carlos, located in the interior of São Paulo State. The sample used contains 20 interviews between the informer/ interviewee and the interviewer/researcher. From a total of 1,000 occurrences of the third person plural studied in this corpus, 753 (75%) do not use the plural desinence in the verbs, with only 247 (25%) presenting it . Despite the predominant nonagreement, the results clearly show that this is a variat ion case. Among the prevailing linguist ic factors, we can highlight the phonet ic salience of the verb, the formal parallelism and the presence/absence of the relative pronoun que (that /who/which). Among the social factors, school ing was found to be the most relevant variable.

Made available in DSpace on 2014-06-11T19:32:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-09-13Bitstream added on 2014-06-13T20:43:59Z : No. of bitstreams: 1 gabler_i_dr_arafcl.pdf: 1147031 bytes, checksum: dd16a08e415d6c1ec0c1225e11daf6a3 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo deste estudo é contribuir para a reflexão a respeito das marcas deixadas pelo meio social no processo de aquisição da língua escrita, através da investigação e da análise das características das variantes lingüísticas utilizadas pelas crianças ribeirinhas rurais. Trata-se de um estudo de caráter qualitativo em que se observou a presença do cotidiano, do meio ambiente, das heranças culturais e das influências externas na produção escrita das crianças. Não tivemos a intenção de avaliar o desempenho quanto ao uso das variedades de prestígio, nem os aspectos formais da produção textual. Interessou-nos observar as marcas do meio social presentes em seus textos, vislumbrando a possibilidade de sugerir às instituições públicas de ensino ações que possam colaborar para o melhor desenvolvimento das habilidades de ler, escrever e interpretar. Para embasar a reflexão e a análise que nos permitiu traçar o perfil da língua escrita daquelas crianças, selecionamos aspectos teóricos de três áreas de conhecimento: Sociolingüística, Psicologia Escolar e Aquisição da Linguagem. O campo para coleta de dados da pesquisa foi a Escola Municipal Antônio Vasconcelos, que atende crianças do ensino fundamental, localizada às margens da Cachoeira de Teotônio (Rio Madeira), na Vila de Teotônio, área rural do município de Porto Velho/RO, onde residem famílias muito tradicionais e de baixíssima renda. A comunidade apresenta significativa multiplicidade cultural e étnica, variedades lingüísticas bem marcadas e nível sócio-econômico-cultural baixo. Esta pesquisa desenvolveu uma reflexão a respeito do processo de aquisição da linguagem e seu uso nesse meio social tão singular, por se tratar de uma comunidade específica, e tão plural, por ser semelhante a tantas outras pelo Brasil afora. Fez-nos entender, também, que as... / The aim of this study is to contribute towards the reflection on the signs left by the social environment during the process of written language acquisition. This will be done through the investigation and analysis of the linguistic characteristics used by the children who live along rivers in the country side. It has been noticed in this very study the presence of the every day life, the environment, the cultural heritage and the external influences in the written production of the kids. We did not intend to evaluate their performance according to the use of prestige ranges, nor the formal aspects of the textual production. We were interested in looking over the signs of the social environment in the children s texts, and we wanted to point out the possibility of suggesting the teaching public institutions some activities that could help a better development of reading, writing and interpretation skills. In order to base the reflexion and the analysis which have let us draw out the written language profile of those children, we have selected some theoretical aspects from three areas of knowledge: Sociolinguistics, School Psychology and Language Acquisition. The site for the collection of the data for the research was Antônio Vasconcelos Council School, which enrolls primary school children, and it is located on the banks of Teotônio Waterfall ( Madeira river ), in Teotônio Village, a rural area of Porto Velho/RO, where very traditional families and in quite poor conditions live. These people present a significant cultural and ethnic multiplicity, very distinguished linguistic ranges and a low socio-economic-cultural level. This research has developed a reflection on the language acquisition process and its use in this social environment, which is so singular in the matter of being a specific community, and so general or plural, as it seems like so many other... (Complete abstract click electronic access below)

Some youth in London speak a non-standard variety of English whose lexical items are difficult for non-speakers to understand. This study collected naturally produced speech samples from students of various ethnicities and class backgrounds who spoke this dialect. It also polled students about their identity, as well as about their use of particular slang words. The recordings were glossed to determine the kind of slang used, as well which populations were more or less likely to use slang. The surveys were analyzed to determine relevant background characteristics of those who used slang versus those who did not. This study concludes that one’s geographic background, as well as one’s class and peer group, impact the variety of English spoken. The idea of language as a method of counter culture is advanced, claiming that speakers are using this dialect as a way to signify resistance against the highly rigid class systems of the U.K.