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Hits 1 – 18 of 18
1
Dynamic of French in Cameroon ; Dynamique du français au Cameroun
Assipolo Nkepseu, Laurain Lauras
. - : HAL CCSD, 2018
In: https://hal.archives-ouvertes.fr/tel-01876679 ; Linguistique. Université de Yaoundé I, Cameroun; Département de français, 2018. Français (2018)
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2
Dynamic of French in Cameroon ; DYNAMIQUE DU FRANÇAIS AU CAMEROUN
Assipolo Nkepseu, Laurain Lauras
. - : HAL CCSD, 2018
In: https://hal.archives-ouvertes.fr/tel-02130254 ; Linguistique. Université de Yaoundé I (Cameroun), 2018. Français (2018)
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3
Pingweng Official
Chirkova, Katia
;
Garong Tshi'er
;
Waxia Danyong
. - : Centre de recherches linguistiques sur l'Asie orientale, 2018
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4
Santé mentale des jeunes des communautés de langue officielle en situation minoritaire (CLOSM) au Canada : l’état des lieux
Beaton, Ann M.
;
Benoit, Monique
;
Mulatris, Paulin
. - : Institut canadien de recherche sur les minorités linguistiques / Canadian Institute for Research on Linguistic Minorities, 2018. : Érudit, 2018
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5
Criteria for the legal framework of the official languages of the Republic of Catalonia and Aran ; Criteris per al règim d’oficialitat lingüística de la República de Catalunya i l’Aran
Daniel Escribano
In: Treballs de Sociolingüística Catalana; Núm. 28 (2018): Llengua i poder; 47-59 (2018)
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6
Pingweng Official
Chirkova, Katia
;
Garong Tshi'er
. - : Centre de recherches linguistiques sur l'Asie orientale, 2018
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7
Державотворча проблематика в друкованих ЗМІ початку ХХ століття ; Stateforming Issues in the Printed Mass Media at the Beginning of the XXth Century
Zykun, Nataliia
In: Ukrainian Information Space; № 2 (2018); 160-175 ; Український інформаційний простір; № 2 (2018); 160-175 ; 2617-1244 ; 2616-7948 (2018)
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8
Топонимическое пространство города: «культурные слои» в лексикографическом отображении ; The Urban Toponymic Space: “Cultural Layers” from the Lexicographic Perspective
Nikitina, T. G.
;
Никитина, Т. Г.
. - : Издательство Уральского университета, 2018
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9
Конституция РСФСР 1918 г.: лингвистический портрет текста ; The 1918 Constitution of the RSFSR: A Linguistic Portrait of the Text
Фролова, О. Е.
;
Frolova, O. E.
. - : Уральский федеральный университет, 2018
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10
Experiências de ensino bilíngue em Bubaque, Guiné-Bissau : línguas e saberes locais na educação escolar
Mendes, Etoal
. - 2018
Abstract:
A dissertação analisa experiências de ensino bilíngue nos Centros de Experimentação de Educação e Formação (CEEF) e no Projeto de Apoio ao Ensino Bilíngue no Arquipélago de Ilhas Bijagós (PAEBB), em Bubaque, região de Bolama Bijagós, Guiné-Bissau. Aborda a problemática da relação entre línguas e saberes locais, no processo de alfabetização e no currículo do Ensino Básico, com finalidade de reconhecer suas vantagens para a aprendizagem das crianças em escolarização inicial. Esta discussão é baseada na institucionalização do kriol e abre a possibilidade de integrar os conteúdos e práticas culturais no currículo local. A finalidade da introdução do kriol como língua de ensino é reduzir a distância entre a escola e a comunidade, assim como descolonizar o próprio currículo, saber e poder (QUIJANO, 2005). O ensino bilíngue dos CEEF e PAEBB integra saberes comunitários para estimular aprendizagens, utilizando e reconhecendo as línguas locais na escola. Essa premissa sustenta que as escolas devem associar-se à cultura autóctone e ao seu valor intrínseco. Entende-se que a inclusão dos saberes locais na escola pode facilitar aprendizagem e contextualizar os conhecimentos socioculturais locais. Com a introdução da língua local, o kriol, cria-se um espaço de convivência dos saberes local e universal e lança-se um repto aos educadores no sentido de serem responsáveis na produção e disseminação de conhecimento. A base teórica do trabalho é fundada no pensamento de Paulo Freire (1978), acerca da relação entre educação e cultura nos processos de alfabetização; Michael Apple (2000), base para pensar o currículo; Clifford Geertz (1997), para o conceito de cultura. O material empírico foi produzido em pesquisa de campo, com busca documental no Ministério de Educação e no escritório da Fundação para o Apoio ao Desenvolvimento dos Povos dos Arquipélagos de Bijagós (FASPEBI), na Guiné-Bissau, com recorte temporal entre 1986 e 2017. A produção documental para análise incluiu questionários sociolinguísticos e entrevistas semiestruturadas com professores e estudantes de duas escolas vinculadas à FASPEBI. A partir da análise das experiências que agregam as línguas locais, destaca-se positivamente a integração do kriol como língua de ensino e a fusão de conteúdos disciplinares com saberes da tradição local. No entanto, ressalta-se a falta de formação superior e diplomada de professores no domínio de ensino bilíngue, a heterogeneidade de turmas, as dificuldades metodológicas e didáticas dos docentes. ; The present pos-graduation dissertation analyzes bilingual education experiences in the Education and Training Experimentation Centers (CEEF) and the Bilingual Education Support Project in the Bijagós Islands (PAEBB), in Bubaque, Bolama region of Bijagós, Guiné-Bissau. It addresses the issue of the relationship between languages and local knowledge, in the literacy process and in the Basic Education curriculum, in order to recognize its advantages for the learning of children in initial schooling. This discussion is based on the institutionalization of kriol and opens the possibility of integrating cultural content and practices into the local curriculum. The purpose of introducing Kriol as a teaching language is to reduce the distance between school and community, as well as decolonize one's own curriculum, knowledge and power (QUIJANO, 2005). The bilingual education of CEEF and PAEBB integrates community knowledge to stimulate learning, using and recognizing local languages in school. This premise maintains that schools must associate themselves with the indigenous culture and its intrinsic value. It is understood that the inclusion of local knowledge in school can facilitate learning and contextualize local socio-cultural knowledge. With the introduction of the local language, kriol, a space is created for the coexistence of local and universal knowledge, and a challenge is presented to educators in order to be responsible for the production and dissemination of knowledge. The theoretical basis of work is based on the thinking of Paulo Freire (1978), about the relationship between education and culture in literacy processes; Michael Apple (2000), basis for thinking the curriculum; Clifford Geertz (1997), for the concept of culture. The empirical material was produced in field research, with documentary search in the Ministry of Education and in the office of the Foundation for the Support to the Development of the Peoples of the Bijagós Archipelagos (FASPEBI), in Guinea-Bissau, with temporal cut between 1986 and 2017. The documentary production for analysis included sociolinguistic questionnaires and semi-structured interviews with teachers and students from two schools linked to FASPEBI. From the analysis of the experiences that add the local languages, the integration of kriol as a teaching language and the fusion of disciplinary contents with local traditions are positively highlighted. However, there is a lack of superior and qualified teacher training in bilingual education, the heterogeneity of classes, the methodological and didactic difficulties of teachers.
Keyword:
Bilingual Teaching
;
Diversidade
;
Educação bilíngue
;
Língua oficial
;
Linguistic Diversity
;
Linguística
;
Local Knowledge
;
Local Languages
;
Official language
URL:
http://hdl.handle.net/10183/178453
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11
International Symposium on Bilingualism
Nicoladis, Elena
. - 2018
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12
Explicitation in Official Document Translation: A Case Study on the Chinese Translation of the 2016 UN Secretary-General's Annual Report
Ling,Xiaoxi
. - : The University of Queensland, School of Languages and Cultures, 2018
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13
Frequently Reported Practices in Communicative Language Teaching: an exploratory study at Secondary Schools and Official Schools of Languages in the Madrid region
Garrote Salazar, Marta
;
Alonso Belmonte, Isabel
;
Galetti, Edgardo
In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, null 17, Nº. 1, 2018, pags. 45-61 (2018)
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14
Jurisprudència del Tribunal Constitucional. Segon semestre de 2017 ; Constitutional Court Jurisprudence. Second half of 2017 ; Jurisprudencia del Tribunal Constitucional. Segundo semestre de 2017
Pou Pujolràs, Agustí
;
Pons Parera, Eva
In: Revista de Llengua i Dret; Núm. 69, juny de 2018; p. 281-295 ; 0212-5056 (2018)
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15
Jurisprudència del Tribunal Constitucional. Primer semestre de 2018 ; Constitutional Court Jurisprudence. First half of 2018 ; Jurisprudencia del Tribunal Constitucional. Primer semestre de 2018
Pou Pujolràs, Agustí
;
Pons Parera, Eva
In: Revista de Llengua i Dret; Núm. 70, desembre de 2018; p. 221-233 ; 0212-5056 (2018)
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16
Jurisprudència del Tribunal Suprem. Primer semestre de 2018 ; Supreme Court Jurisprudence. First half of 2018 ; Jurisprudencia del Tribunal Supremo. Primer semestre de 2018
Pou Pujolràs, Agustí
;
Pons Parera, Eva
In: Revista de Llengua i Dret; Núm. 70, desembre de 2018; p. 234-244 ; 0212-5056 (2018)
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17
Jurisprudència del Tribunal Suprem. Segon semestre de 2017 ; Jurisprudence on Suprem Court. Second half of 2017 ; Jurisprudencia del Tribunal Supremo. Segundo semestre de 2017
Pou Pujolràs, Agustí
;
Pons Parera, Eva
In: Revista de Llengua i Dret; Núm. 69, juny de 2018; p. 296-307 ; 0212-5056 (2018)
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18
The English Teacher’s Work in Relation to the Prescriptions of the Official Documents and the Work Conditions in the Public School
Renata H. P. Pucci
In: Signum: Estudos da Linguagem, Vol 21, Iss 2, Pp 243-260 (2018) (2018)
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