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Until the Eighties the regional character of Kenyan prose writing was far less marked than that of Zanzibari novels. Different was the situation in poetry; in fact, Kimvita and Kiamu have been used even in modern times (see, e.g., Ahmad Nassir Juma Bhalo, Abdilatif Abdalla and Ahmed Sheikh Nabhany; the last one is well-known for his endeavour in enriching and modernizing Swahili terminology, and a few of his proposed terms, e. g. runinga for `television`, have been accepted). Kenyan prose fiction, on the other hand, used to be much alike to the up-country Tanzanian literary production, written as it was in standard Swahili, sometimes with many colloquial features.

This investigation is a response to the lack of research concerning the use of language in social service reports. Therefore, the purpose of this study is to investigate the role of language in childcare investigations. This is a qualitative study that looks at four Childcare investigation reports, recorded in the city of Malmö, with the purpose of examining the role of language in the investigation process. Furthermore, the study investigates what demands are placed on parents based on Bordieau´s notion of capital. This study also looks at how the language used in these reports can either be interpreted as accessible or inaccessible. According to the results, the language used in the investigations is characterized by difficult words and native concepts which places a certain requirement on the families involved to comprehend an academic language. Furthermore, the fact that the language in these reports is framed by an establishment separate from those affected by the investigation should be considered as a limitation to the families involved. It is of importance to consider how a Childcare investigation can often invoke emotional responses in those involved, as well as how the investigation process can mean personal exposure for the families in question. Consequently, for the social worker, this might entail a very complex work situation with tasks that can include high demands and difficulties fulfilling expectations. Another point to consider is that the investigator and the family are part of the investigation process under very different conditions, where one is there to assess whereas the other is the one being assessed. Therefore, it is of outmost importance to reflect on how their positions may vary based on their social class.

Tidigare forskning har visat att det finns ett samband mellan elevers förståelse för det formella matematiska språket och deras färdigheter i ämnet. Det är därför nödvändigt att lärare använder och undervisar om det formella matematiska språket i sin kommunikation i klassrummet. Avsikten med studien var att synliggöra i vilken utsträckning matematiklärare i årskurs 4-6 använder det matematiska språket under genomgångar. Avsikten var även att ta reda på hur lärare förtydligar det formella matematiska språket för eleverna. Studien genomfördes med observation som datainsamlingsmetod, där fyra lärare observerades fem gånger vardera. Resultatet av studien visar att lärare använder det formella matematiska språket i sina genomgångar i relativt hög utsträckning. Lärarna använder även olika förklaringsmodeller för att tydliggöra det formella matematiska språket för eleverna. / Previous research has shown that there is a relationship between students' understanding of the formal mathematical language and their skills in the subject. It is therefore necessary that teachers use and teach the formal mathematical language in their communication in the classroom. The purpose of the study was to make visible the extent to which mathematics teachers in grades 4-6 use the mathematical language during their introductions. The aim was also to find out how teachers clarify the formal mathematical language for students. The study was conducted using observation to collect data, where four teachers were observed, five times each. The result of the study showed that teachers use the formal mathematical language in their introductions. The teachers also use different explanatory models to clarify the formal mathematical language for the students.

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Made available in DSpace on 2016-04-28T19:33:30Z (GMT). No. of bitstreams: 1 Waldivia Maria de Jesus.pdf: 658869 bytes, checksum: e199b9a297401b0ccac3dd041f15347a (MD5) Previous issue date: 2011-10-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis is situated in the line of research reading, writing and teaching of Portuguese Language, is theoretically grounded in text linguistics, the cognitive aspects and socio-interactionist, complemented by Learning Theories. With a focus on practices of reading and writing of argumentative texts, with tending opinionated, it has aims to investigate the macro and micro-structural aspects of argumentative discourse, observing their function within intercommunicative processes; see how the linguistc theories and learning theories can support the elected teaching practices of teachers. It has by hypothesis that work with language, with emphasis on the ideia of linguistic activity tends to resize the look on teaching practices requiring innovation strategies and procedures, to the light of the dialogism between scientific knowledge and teachers practices, to promote the teaching of communicative use of language. The analysis material is constituted by reports of our experiences with reading and writing workshops realized with teachers of the Basic Education, Public Education Network, of the city of São Paulo. The hypothesis that guided the research was partially confirmed by the results obtained in reading and writing workshops. The results revealed that the work with language, with emphasis on the ideia of linguistic activity, encourage teachers to resize the look on the practices of language teaching and innovate teaching strategies and procedures, but does not develop skills so that they promote dialogue between scientific knowledge and practices of teaching communicative use of language. The results revealed that the development of skills to promote dialogue between scientific knowledge and practices of teaching is necessary to invest in language training for teachers and deepening of theatrical knowledge / Esta tese situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, está embasada teoricamente na Linguística Textual, nas vertentes sócio-cognitiva e interacionista, complementadas por Teorias de Aprendizagem. Com foco em práticas de leitura e escrita de textos argumentativos, com tendência opinativa, tem por objetivo investigar os aspectos macros e microestruturais do discurso argumentativo, observando suas funções dentro de processos intercomunicativos; verificar como as teorias linguísticas e de aprendizagem eleitas podem dar suporte às práticas de ensino dos professores.Tem por hipótese que o trabalho com a linguagem, com ênfase na ideia de atividade linguística tende a redimensionar o olhar sobre as práticas de ensino, exigindo a inovação de procedimentos e estratégias, à luz da dialogia entre saber científico e práticas dos professores, para promover o ensino do uso comunicativo da linguagem. O material de análise constitui-se por relatos de nossas experiências sobre oficinas de leitura e escrita realizadas com professores da Educação Básica, da Rede Pública de Ensino, da cidade de São Paulo. A hipótese que orientou a investigação foi confirmada, parcialmente, por meio dos resultados obtidos nas oficinas de leitura e escrita. Os resultados revelaram que o trabalho com a linguagem, com ênfase na ideia de atividade linguística, instiga os professores para redimensionar o olhar sobre as práticas de ensino da linguagem e para inovar procedimentos e estratégias de ensino, mas não desenvolve competências para que eles promovam o diálogo entre saber científico e as práticas de ensino do uso comunicativo da linguagem. Os resultados revelaram que o desenvolvimento de habilidades para promover o diálogo entre saber científico e práticas de ensino faz-se necessário investir na formação linguística dos professores e no aprofundamento de conhecimentos teóricos

Made available in DSpace on 2016-04-28T19:34:18Z (GMT). No. of bitstreams: 1 Rosangela Garcia Medeiros.pdf: 522225 bytes, checksum: ad3721d471e525e7f2ab10b6aab221c8 (MD5) Previous issue date: 2007-10-10 / Language has as principal function to transmit information among the speakers. Besides that, it's a way to provide the members of a community different acts and behavior, considering the functioning and the established rules for the social group in which they are inserted. The objective of this work is to verify the present characteristics on the interacional process between the characters of the play Os sete gatinhos and the elements that compete for the establishment of relations on linguistic interaction, so present on spoken language, pointed out on a theater text. The present study begins from a small sample of international elements in the play and showing how the characters face the problems, for example, the use of pronouns, the "ready sentences" and the relations of knowledge that each one introduces, the diminutive and the intentionality that the use of this words can suggest in the context; the choice of a slang vocabulary and a lot of relations possible among the speakers that feel the need to preserve the face in front of these situations. The emotions, feelings and opinions present on the character's conversations reflect, in the text, marks of the speech / A linguagem tem como principal função transmitir informações entre os interlocutores. Além disso, é uma forma de propiciar aos membros de uma comunidade diferentes atos e comportamentos, levando-se em consideração os funcionamentos e regras estabelecidas pelo grupo social em que estão inseridos. O objetivo deste trabalho é verificar as características presentes no processo interacional entre as personagens da peça Os sete gatinhos e os elementos que concorrem para este estabelecimento, marcados em um texto teatral. O presente estudo parte de uma pequena amostra de elementos interacionais presentes na peça no intuito de demonstrar como as personagens se posicionam diante das estratégias no momento da conversação. Para isso, alguns elementos foram destacados, como por exemplo, o uso dos pronomes, as frases formulaicas (frases feitas) e as relações de conhecimento que cada uma apresenta, os diminutivos e a intencionalidade que o uso dessas palavras pode sugerir no contexto, a escolha de um vocábulo gírio e as muitas possibilidades de relações entre os interlocutores que sentem a necessidade de preservar a face diante de uma situação. As emoções, os sentimentos e as opiniões presentes nas falas das personagens refletem, no texto, marcas da oralidade

Am 01.04.2013 ist in der Bundesrepublik Deutschland eine neue Straßenverkehrsordnung (StVO) in Kraft getreten, die Frauen gleichermaßen ansprechen soll wie Männer. Die vorliegende Arbeit stellt die Frage, inwieweit die sprachliche Gleichbehandlung der Geschlechter in der StVO tatsächlich umgesetzt werden konnte. Auf Grundlage einer Online-Befragung wird zudem die öffentliche Einstellung zu den in der StVO primär verwendeten Formen genderneutraler Sprache untersucht.

Studiens syfte var att undersöka hur lärare som undervisar i matematik i årskurs 7-9 använder matematiskt språk i relation till ett vardagligt samt i vilken utsträckning de använder en kombination av de två språken. Studien var kvalitativ och metoderna som använts är observation med efterföljande samtal. Syftet med studien medför att ett lärarperspektiv var givet. De observerade lektionerna och samtalen resulterade i olika kategorier av begrepp vilka sedan resulterade i en teori kring hur lärare använder de olika språken vid genomgångar. Samtliga lärare använde både matematiskt och vardagligt språk vid genomgång medan endast ett fåtal använde språken i kombination. Studien visade att lärare använder sig av både matematiskt och vardagligt språk vid genomgångar med elever, men i varierande grad. / The purpose of the study was to investigate how teachers teaching mathematics in grades 7-9 use mathematical language in relation to a everyday language as well as the extent to which they use a combination of the two. The study was qualitative and the methods used are observation with subsequent conversations. The purpose of the study implies that a teacher's perspective was necessary. The observed lessons and the conversations resulted in different categories of concepts which then resulted in a theory of how teachers use the different languages during the lecture. All the teachers used both mathematical and everyday language during the lecture while only a few used the two languages in combination. The study showed that teachers use both mathematical and everyday language during lectures with students, but in varying extent.