Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 25, 2007) Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains x, 137 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 85-91).

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 25, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Orientador: Ucy Soto / Banca: Isadora Valencise Gregolin / Banca: Antônio Suárez Abreu / Resumo: Esta pesquisa investiga a construção textual do chat educacional - uma conversação síncrona por escrito mediada por computador voltada para a esfera educacional - a partir de análises de sessões de chat de duas turmas de um curso de espanhol com fins específicos para estudantes brasileiros, intitulado "Español para Turismo", ministrado a distância. Este trabalho teve como objetivos i) descrever o gênero digital chat educacional a partir da análise da construção composicional, dos conteúdos temáticos e da função de acordo com a teoria bakhtiniana de gêneros discursivos (Bakhtin (2003), Marcuschi (2005; 2008), Fiorin (2006); ii) descrever, com base nos postulados teórico-metodológicos da perspectiva textual-interativa (JUBRAN, 2006a, 2007), as estratégias de construção textual que se inscrevem na materialidade linguística do texto, a partir das regularidades dos procedimentos de construção textual (Koch (2006), Marcuschi (2006a, 2006b), Jubran (2006a, 2006b), Fávero, Andrade & Aquino (2006a, 2006b), Travaglia (2006), Risso, Oliveira & Urbano (2006) e Urbano (2006)). Com este fim, foram analisadas as seguintes estratégias: repetição lexical, frasal e de letras, correção, parentetização, hesitação, pontuação (reticências, pontos de exclamação e de interrogação), maiúscula, onomatopéia, turnos, fragmentação da linguagem, vocativos, marcadores discursivos, emoticons, abreviações, segmentação de palavras e par dialógico (pergunta-resposta). A descrição das estratégias de construção textual dos chats educacionais permitiu identificar que há estratégias que atendem à adequação à norma padrão (escrita) da língua espanhola; outras que reproduzem as características da fala; e ainda outras que reelaboram o sentido ortográfico convencional de recursos típicos da escrita. Além do uso da variante padrão e da reelaboração... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research investigates the textual construction in educational chat - a synchronous written conversation mediated by computer, with the focus on education - based on the analysis of chat sessions of two classes of Spanish for Specific Purposes course, taught to Brazilian students. It was an online course entitled "Español for Tourism". This study aimed at i) describing the digital gender of educational chat based on the compositional construction analysis, on the theme content and on its function, according to the Bakhtinian theory for speech genre (Bakhtin (2003), Marcuschi (2005, 2008), Fiorin (2006), ii) describing, based on the theory and methodology of textual-interactive perspective (JUBRAN, 2006a, 2007), the textual-construction strategies that fall under the linguistic materiality of the text, based on the regularities of textual construction procedures (Koch (2006), Marcuschi (2006a, 2006b), Jubran (2006a, 2006b), Fávero, Andrade and Aquino (2006a, 2006b), Travaglia (2006), Risso, Oliveira & Urban (2006) and Urban (2006)). Based on these theories, we analyzed the following strategies: lexical, sentence and letter repetition, correction, bracketing, hesitation, punctuation (ellipses, exclamation points and question marks), capitalization, onomatopoeia, shifts, language fragmentation, vocative, discourse markers, emoticons, abbreviations, word segmentation and dialogic pair. The description of the textual construction strategies of educational chats enabled us to identify that there are strategies that meet the adequacy of standard (written) Spanish, as well as others, which reproduce the characteristics of speech, and a third kind, that reelaborates the conventional sense of spelling of typical written resources. Besides the use of standard and variant features of redevelopment of writing, there was also the use of strategies for textual construction which... (Complete abstract click electronic access below) / Mestre

La présente recherche doctorale prétend, depuis la philosophie politique, penser les relations entre les individus et la collectivité, au moyen de l’exploration de trois catégories utilisées en référence aux systèmes démocratiques actuels, à savoir les catégories de « citoyenneté », de « société civile » et d’ « État ». Le sens de la recherche repose sur l’approfondissement, depuis une perspective démocratique, de la valeur épistémologique des trois catégories lors d’une réflexion sur les limites et les possibilités offertes par ces systèmes politiques à l’égard des individus, du point de vue de différents courants théoriques. De même, notre recherche, dans une tentative d’appliquer les résultats nés de l’exploration des concepts, esquisse un portrait de la société espagnole contemporaine, à travers lequel nous avons tenté de montrer ses relations avec le système démocratique, en se fondant sur les liens établis entre les individus et la collectivité sur le territoire espagnol, à partir des trois catégories. / This PhD investigation pretends to analyse the relations between the individuals and the communities by usage of political philosophy and taking into consideration the examination of three categories:citizenship, civil society and the state. These categories are usedwhen one refers to contemporary democratic systems.The purpose of this thesis is to study in depth the cognitive value of three above mentioned categories from democratic perspective and when thinking of the limits and opportunities that the political systems offer to the individuals in different theoretical trends. At the same time this investigationis trying to apply the results extracted from the examination of the concepts and drawsa picture of the contemporary Spanish society by showing its relations with democratic system. This system is presented from the perspective of the links that are established between the individuals and the community in Spain and looking into the three categories. / La presente investigación doctoral pretende, desde la filosofía política, pensar las relaciones entre los individuos y las colectividades, mediante la exploración de tres categorías utilizadas para referirse a los sistemas democráticos del presente, esto es, las categorías de «ciudadanía», «sociedad civil» y «Estado». El sentido de la misma es el de profundizar, desde un punto de vista democrático, en el valor epistemológico de las tres categorías a la hora de pensar los límites y las posibilidades que ofrecen dichos sistemas políticos para con los individuos desde diferentes corrientes teóricas. Al tiempo, nuestra investigación, en un intento por aplicar los resultados extraídos de la exploración de los conceptos, traza un retrato de la sociedad española contemporánea, mediante el que se intentan mostrar sus relaciones con el sistema democrático desde la perspectiva de los vínculos que se establecen entre los sujetos y la colectividad en el país ibérico a partir de las tres categorías.

Researchers from Jean Piaget (1932) to Sehlauoi (2008) have utilized small case studies to intensively examine naturally occurring child language production in the home environment. This qualitative, 5-year longitudinal, five-year case study continues the focus of previous research on child bilingualism and code-switching; however, it aims to strengthen the previously tenuous connection linking said bilingualism with the speech of fraternal boy/girl twins, who are simultaneously making code choices and reflecting their gender language usage of these choices. The purpose of this study was to identify each twin’s code-switching patterns in Spanish and English in the bilingual home environment, examine the differences in their language choices, and reflect on their gendered language use as it pertains to each child’s own language production choices. The study connects the results of this research to previous research on child code-switching and reveals the similarities and differences between these two patterns and new ways of understanding the rich variety of linguistic understandings and possibilities in bilingual speech of twins. The study demonstrates that while Spanish code-maintenance was the preferred code choice by both twins throughout the length of the study, the female twin consistently code-switched into English and took more total turns in English than her twin brother while the male twin code-switched more frequently within a turn. These code-switching occurrences may be related to their gender. The limitations of this study, future directions of research, and conclusions are also discussed.

The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools to assess reading skills in the languages of instruction, and interpretation of results needs to acknowledge the complexity of cross-linguistic learning. Although passage reading fluency in English strongly predicts overall reading proficiency in English in the primary grades and there is some indication that passage reading fluency in Spanish provides equivalent information regarding Spanish reading skills, rarely have the two been examined simultaneously and within a dual-language instructional context. The current study examined predictive and concurrent validity of passage reading fluency in English and Spanish within third grade within a dual-language instructional environment. Using a state assessment of reading as the criterion measure, a correlational design was used to investigate the relation between passage reading fluency in English and Spanish and performance on the statewide assessment of reading in English. Findings indicate that within a dual-language context, passage reading fluency in English is the stronger predictor of performance on the state assessment in English, regardless of the student's home language. Spanish reading fluency is also strongly related to English reading fluency but did not explain additional variance in predicting performance on the statewide large-scale assessment of reading in English beyond what English fluency explained. Results are consistent with the idea that same language assessments are more predictive of reading performance than cross-language assessments are, but the benefits of formative assessment in the language of instruction remain.

Esta dissertação apresenta uma análise das representações da marginalidade na obra cinematográfica de Pedro Almodóvar, com base na Sociologia do Desvio de Goffman, Becker e Elias, atualizada pela teoria de covering de Yoshino. A intenção do trabalho é problematizar a produção audiovisual do início da carreira do diretor manchego, de forma a comprovar que os filmes Pepi, Luci e Bom e outras garotas de montão (1980), Labirinto de Paixões (1982), Maus hábitos (1983) e O que eu fiz para merecer isto? (1984) documentam seu engajamento na dinâmica contracultural desenvolvida na Espanha da época. Almodóvar representa a marginalidade em seus filmes do período, configurando o que alguns críticos denominam como estética do mau gosto, de tal forma que as obras produzidas registram a luta pela liberdade democrática após anos de regime ditatorial. Pensar na cinematografia de Almodóvar a partir do ponto de vista da sociologia do desvio é refletir sobre as políticas de visibilidade de identidades culturais minoritárias. O trabalho do diretor apresenta menos inovações formais, pois parte de estruturas narrativas clássicas, mesmo quando mistura os gêneros; mas inova quando revela a marginalidade, cotidianiza-a, potencializando o processo de sua assimilação. / This research presents an analysis of the portrayal of deviance in Pedro Almodóvars early movies, based upon the Sociology of Deviance by Goffman, Becker and Elias, reviewed through Yoshinos covering theory. The purpose of the work is to review the movies produced by Almodóvar in the early 80s, in order to prove that features like Pepi, Luci, Bom and other girls on the heap (1980), Labyrinth of Passion (1982), Bad habits (1983) and What have I done to deserve this? (1984) register his commitment in the countercultural dynamics developed in Spain at the time. Almodóvar portrays deviants in his movies of the period, configuring what some critics name aesthetics of bad taste, in such a way that the films produced register the fight for democratic freedom after years of dictatorship. To think about Almodóvars cinematography from the point of view of the sociology of deviance is to reflect about the visibility of cultural minorities identities. The work of the director presents less formal innovations, as he uses classical narrative structures, even when mixing genres; but innovates when reveals deviance, from a day-by-day perspective, empowering the process of its assimilation.

Made available in DSpace on 2014-06-11T19:26:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-12Bitstream added on 2014-06-13T18:55:17Z : No. of bitstreams: 1 paiva_clb_me_arafcl.pdf: 1108146 bytes, checksum: f3b2431f89cd0cd5a63911859f334564 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa investiga a construção textual do chat educacional – uma conversação síncrona por escrito mediada por computador voltada para a esfera educacional – a partir de análises de sessões de chat de duas turmas de um curso de espanhol com fins específicos para estudantes brasileiros, intitulado “Español para Turismo”, ministrado a distância. Este trabalho teve como objetivos i) descrever o gênero digital chat educacional a partir da análise da construção composicional, dos conteúdos temáticos e da função de acordo com a teoria bakhtiniana de gêneros discursivos (Bakhtin (2003), Marcuschi (2005; 2008), Fiorin (2006); ii) descrever, com base nos postulados teórico-metodológicos da perspectiva textual-interativa (JUBRAN, 2006a, 2007), as estratégias de construção textual que se inscrevem na materialidade linguística do texto, a partir das regularidades dos procedimentos de construção textual (Koch (2006), Marcuschi (2006a, 2006b), Jubran (2006a, 2006b), Fávero, Andrade & Aquino (2006a, 2006b), Travaglia (2006), Risso, Oliveira & Urbano (2006) e Urbano (2006)). Com este fim, foram analisadas as seguintes estratégias: repetição lexical, frasal e de letras, correção, parentetização, hesitação, pontuação (reticências, pontos de exclamação e de interrogação), maiúscula, onomatopéia, turnos, fragmentação da linguagem, vocativos, marcadores discursivos, emoticons, abreviações, segmentação de palavras e par dialógico (pergunta-resposta). A descrição das estratégias de construção textual dos chats educacionais permitiu identificar que há estratégias que atendem à adequação à norma padrão (escrita) da língua espanhola; outras que reproduzem as características da fala; e ainda outras que reelaboram o sentido ortográfico convencional de recursos típicos da escrita. Além do uso da variante padrão e da reelaboração... / This research investigates the textual construction in educational chat – a synchronous written conversation mediated by computer, with the focus on education – based on the analysis of chat sessions of two classes of Spanish for Specific Purposes course, taught to Brazilian students. It was an online course entitled “Español for Tourism”. This study aimed at i) describing the digital gender of educational chat based on the compositional construction analysis, on the theme content and on its function, according to the Bakhtinian theory for speech genre (Bakhtin (2003), Marcuschi (2005, 2008), Fiorin (2006), ii) describing, based on the theory and methodology of textual-interactive perspective (JUBRAN, 2006a, 2007), the textual-construction strategies that fall under the linguistic materiality of the text, based on the regularities of textual construction procedures (Koch (2006), Marcuschi (2006a, 2006b), Jubran (2006a, 2006b), Fávero, Andrade and Aquino (2006a, 2006b), Travaglia (2006), Risso, Oliveira & Urban (2006) and Urban (2006)). Based on these theories, we analyzed the following strategies: lexical, sentence and letter repetition, correction, bracketing, hesitation, punctuation (ellipses, exclamation points and question marks), capitalization, onomatopoeia, shifts, language fragmentation, vocative, discourse markers, emoticons, abbreviations, word segmentation and dialogic pair. The description of the textual construction strategies of educational chats enabled us to identify that there are strategies that meet the adequacy of standard (written) Spanish, as well as others, which reproduce the characteristics of speech, and a third kind, that reelaborates the conventional sense of spelling of typical written resources. Besides the use of standard and variant features of redevelopment of writing, there was also the use of strategies for textual construction which... (Complete abstract click electronic access below)