499 resultados para nordiska språk (namnforskning)


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This study aims to investigate Namibian teachers attitudes towards English as a medium of instruction in Namibian classrooms. Regardless of the fact that English has no historical ties with Namibia, English still operates as the official language and the language of instruction in schools. This study briefly discusses the probable reasons for choosing English as an official language in Namibia, and as the medium of instruction in educational institutions. Furthermore, it discusses the attitudes that Namibian teachers have towards English as a medium of instruction in Namibian classrooms. A pilot electronic questionnaire, a revised questionnaire, and telephone interviews were used to acquire data for the study. The results indicate that English is a challenge for many learners and this poses a challenge to teachers as well. However, a majority of teachers from this study portray English as the language that is capable of uniting Namibian learners from different backgrounds, and a language that makes education possible in Namibia. In addition, teachers also reported that knowledge of English opens up educational opportunities for learners to study abroad.

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Lobjectif de ce mmoire est une analyse et une valuation de la retraduction en sudois de Le Petit Prince dAntoine de Saint-Exupry (T2), parue chez Modernista, en 2015, en relation avec le texte source en franais et en relation avec la traduction classique, parue chez Rabn&Sjgren, en 1952 (T1 ; la version rvise de 2015, actuelle au moment de la retraduction). Lanalyse se base sur quelques concepts de Lita Lundquist, notamment la distinction entre stratgie de traduction imitative et fonctionnelle , et la cohrence entre la stratgie globale et les stratgies locales . De plus, notre analyse nous mne la distinction entre traduction et rvision , comme prsente par Philippe Bouquet (2012), et la distinction entre une dfinition linguistique de traduction approche principale de ce travail et une dfinition socio-culturelle selon Toury (1995). Les rsultats principaux sont 1) la dcouverte dun manque de stratgie globale cohrente dans la T2 la diffrence de la T1 et 2) une dpendance forte de la T1 dans la T2. Aussi, dans la retraduction, nous avons remarqu une stratgie locale remarquable de suppression totale du pronom personnel sudois de man. Ces rsultats sont brivement discuts sous la lumire des aspects socio-culturels et dans une section sur lapplicabilit de lhypothse de la retraduction (Tegelberg 2014).

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This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group. Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development. The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling. The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenper (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998). This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.

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This article examines two American vampire narratives that depict the perspective and memories of a main character who is turned into a vampire in the US in the nineteenth century: Jewelle Gomezs novel The Gilda Stories (1991), and the first season of Alan Balls popular TV series True Blood (2008). In both narratives, the relationship between the past and the present, embodied by the main vampire character, is of utmost importance, but the two narratives use vampire conventions as well as representations of and references to the nineteenth century in different ways that comment on, revise, or reinscribe generic and socio-historical assumptions about race, gender, class, and sexuality.

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Introduction For a long time, language learning research focusing on young learners was a neglected field of research. Most empirical studies within the broad area of second/foreign language acquisition were instead carried out among adults in tertiary education and it was not until in the 1990s that the scope of research broadened to include also young learners, then loosely defined as children in primary and/or secondary education (see, for example, Hasselgreen & Drew, 2012; McKay, 2006; Nikolov, 2009a). In fact, some agreement upon how to define young learners was not properly discussed until in 2013, when Gail Ellis (2013) provided some useful clarifications as regards how to label learners within the broad age-span that encompasses both primary and secondary school. In short, based on a literature overview, she concludes that the term young learners is most often used for children between the ages of five and eleven/twelve, which in most countries would be equivalent to learners in primary school. Thus, since young learners did not catch much scholarly attention until fairly recently, research volumes on the topic have been scarce. However, with a rapidly growing interest in examining how small children learn foreign languages, there has been a sudden increase in terms of the number of books available targeting young language learners. A first, major contribution was Nikolovs (2009b) Early learning of modern foreign languages, in which 16 studies of young language learners from different countries are accounted for. Another important contribution is the edited book that will be reviewed here, which specifically targets studies about various aspects of second/foreign language learning among young (mainly Norwegian) learners. Bearing in mind that Norway and Sweden are very similar countries in terms of schooling, language background, and demographics only to give three examples of similarities between these two nations it is particularly relevant for Swedish scholars within the fields of education and second language acquisition to become familiar with research findings from the neighboring country. In this review, the editors and the outline of the book are first described, then brief summaries of each chapter are provided, before the text closes with an evaluation of the volume.

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Artikeln visar hur den engelske renssanspoeten Edmund Spenser i sin politiska teori, uttryckt i bok 1 av hans epos The Faerie Queene, gr en balansgng mellan de tv kyrkofderna Eusebius och Augustinus

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This study relates discourse-pragmatic aspects of the use of the quotatives say, belike, beall, and go to the question of the supposed or actual spoken-likeness of written computer-mediated communication (CMC). 1,800 tokens of reported speech, collected from Twitter, were analyzed in a constructed dialogue framework (Tannen, 2007). The results show that users of Twitter employ various CMC devices to animate and modally enrich reported speech, especially in speech reports with belike, beall, and go. They perform a style of communication that is reminiscent of conversational speech, even while having qualities that seem to belong uniquely to CMC.

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This study investigates various communicative functions served by hashtags in written communication on Twitter from a linguistic pragmatic perspective. A tweet containing a hashtag links to, and is integrated into, a timeline of other tweets containing the same hashtag. Thus, hashtags are by default categorizing or organizing; a user of Twitter may add the tag #food to their tweet to integrate it into a general conversation about this topic. However, this study demonstrates that hashtags are also used creatively to perform other communicative functions. In the data presented, hashtags are employed as complexly multifunctional linguistic devices for, among other things, structuring information, playing games, and engaging in reflexive meta-commentary. Notably, while pragmatic methodology is typically applied to speech, this study indicates that a traditional speech acts framework may be profitably applied to written communication in new media.

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Artikeln visar hur bde Petrarca och Wordsworth anvnder sig av kyrkofadern Augustinus' teorier och personliga exempel tagna frn hans Beknnelser

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Artikeln jmfr de bda engelska poeterna Philip Sidneys och William Wordsworths instllning till den skapande processen, och till språket som kommunikativt medium

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