BILINGUALISM

Author: BALLARÍN GARONA JOSEP MANEL.
Year: 2003.
University: BARCELONA [www.ub.es].
Place of defense: FILOLOGÍA.
Place of preparation: FACULTAD DE FILOLOGÍA DE LA UB.

Summary: The thesis aims to analyze social representations that have large groups of individuals who live in Andorra (Andorrans, Spanish, French and Portuguese) and their influence on the adoption or otherwise of the country's native language, Catalan. The assumption heading relates three axes basic research: the reference groups, the role of the various languages in the principality and usage rules lingüstico.La methodology is inclusive and innovative, so that combines quantitative methodology with one character cualitativo.Se have interviewed 100 subjects from various nationalities evenly distributed and subsequently transcribed have the answers and are encoded with the help of the Atlas software. The findings discussed the social gap that exists between the various ethnic groups and how that distance mediatiza behavior lingüsticos in intergroup encounters, and also describes the uses and perceptions that develops each of the groups studied.

Author: DOOLY OWENBY MELINDA.
Year: 2004.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: FACULTAD DE CIÈNCIS DE L'EDUCACIÓ.
Place of preparation: ESCUELA DE POSTGRADO.

Summary: Today the issue of diversity lingüstica is more important than ever, seen from the perspective of increasing students newcomers to schools Catalan. Within the theoretical framework that diversity lingüstica is a significant tool to promote language learning, the prospect that has the faculty on this diversity is a level of importance little recognized. The thesis, read by Melinda Dooly Owenby on April 25, 2005 and directed by Lucille Nussbaum Department of Teaching of Language, Literature and Social Sciences, examines the prospects for teachers of foreign languages towards alumando with different languages the vehicular language of the school. The investigation focuses on categorizations that build when hbalan diversity lingüstica and cultural development within the foreign language classroom. The research was done through a discourse analysis that looks at categorizations built during talks between language teachers who already exercise and education students, who are studying to become teachers of foreign languages. The key questions of the research are as follows: *  Are there dominant categorizations regarding diversity lingüstica in the interactions among groups of teachers in exercise and training? And if so, what are these Â?  * Are there significant differences in their categorizations on diversity lingüstica and cultural development among teachers in exercise and training? And if so what are Â? * With respect to teachers in formaicón  Is there any difference between those who have participated in international and intercultural projects, exchanges or experience, compared with the attitudes of teachers in training who have not done?  * Are there indications on the evolution of assembly categories in the course of the investigation? In the theoretical part of the investigation, the first chapter discusses some previous studies, cognitive patterns, and how these influence the behavior of the teacher, and ultimately enl as consistent expectations of students in the class. It also introduces the theme of discourse analysis and can be applied to the dialogue between teachers, using etnometodología of categorizations. The chapter also discusses the reasons for conducting a rapprochement qualitative rather than quantitative, and provides a review of the literature and studies on the expectations of the professor. The second chapter of the thesis discusses how the author is going to adapt the Membership Categorization Analyis (CSF) Sacks (1987), as a main part of the proposed research. This explains what is the MCA and how it can be adapted to the investigation, as well as providing definitions and examples of the more technical aspects of CSF. The other theoretical chapters focus on diversity lingüstica, which is the main focus of the analysis, and how the participants in the preservation categorize often "the other" as characteristics that make reference to the diversity lingüstica. The last part is the analysis, which consists of a qualitative analysis of the categorizations of more than 100 extracts taken from 25 hours of recordings of three groups (a group of teachers in exercise and two trainee teachers) to discuss respect for diversity lingüstica and cultural fields. The extracts were secleccionados depending on the frequency of such category (eg diversity lingüstica categorized as a problem), as the category was built (the negotiation of the category, mitigating features, and experience compartidad who was visibly concluded, and so on. ). All of this has continued with a more cercadno certain categories, noting differences in the way in which the categories, positive and negative, were 8 together 305 by groups of teachers in exercise and training.

Author: GARCÍA TESORO ANA ISABEL.
Year: 2004.
University: AUTÓNOMA DE MADRID [www.uam.es].
Place of defense: UNIVERSIDAD AUTÓNOMA DE MADRID.
Place of preparation: UNIVERSIDAD AUTÓNOMA DE MADRID.

Summary: Study pronominal system of Spanish spoken in areas of contact with the Maya language tzutujil.

Author: RALLO FABRA LUCRECÍA.
Year: 2004.
University: BARCELONA [www.ub.es].
Place of defense: FILOLOGÍA.
Place of preparation: FACULTAT DE FILOLOGÍA.

Summary: This thesis investigates the acquisition of the vowels of English as a second language in a group of Catalan speakers whose exposure to the target language took place elapsed called "critical age" for the acquisition of language. Three experiments were performed. Two tests and a perception of production. The resutados showed that listeners had difficulty in discriminating high vowels. The results were adjusted production to prediciones made by the "Speech learnig Model" (Flege 1995), namely that the production sounds of a second language is guaranteed if listeners establishing mental representations to these sounds, called "categories phonetic" .

Author: BLASCO MAYOR MARIA JESUS.
Year: 2005.
University: JAUME I DE CASTELLON [www.uji.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: The thesis proposes better training for interpreters at the university level through a new pedagogy that includes specific training on the ability of listening to the L2. This revised understanding) as general cognitive ability, b) as a specific skill in the acquisition of foreign languages and c) as subdestreza of the task to interpret the total. These fundamentals led to the design of an experiment aimed at finding out whether intensive treatment in listening to the L2 applied to an experimental group increased academic performance in the subjects of interpretation. Implemented a battery of tests to gather data both qualitative and quantitative (questionnaire prior sociological questionnaire, tests L1, tests L2 questionnaire self-perception of the task, final test of consecutive and simultaneous interpretation), and is followed by research methodology action . The results confirmed the hypothesis of departure: the low level of L2 interpreters in training and intensive training in listening to the L2 increases the performance of students in English-Spanish interpretation.

Author: GALINDO SOLÉ MIREIA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: UNIVERSITAT DE BARCELONA.
Place of preparation: UNIVERSITAT DE BARCELONA.

Summary: The objective of the investigaicón is studying practices lingüsticas of children who complete the final year of primary education in Catalonia, in the informal context of the time of the courtyard. Specifically, I propose to analyze three phenomena (interference source and use of languages), and to establish what relationship are variables extralingüsticas related to the size sociolingüsticas the speaker and the addressee (language familiar language of social networks and competition lingüstica oral production and understanding, in both Spanish and Catalan), with various aspects of the immediate context (language family of pupils of the school, declared knowledge of Catalan in the area where the school is located, language teaching and variety dialect), and other aspects (relation between the two - interactions between students and interactions with teachers-and subject of conservación9. analyzed data from a survey conducted in 52 schools throughout Catalonia, which have been collected three types of data: declared (through questionnaires), experimental (with the implementation of tests on language skills) and observed (by recording three students from each school-one of catalanohablante, others Castilian and one bilingà ¼ - and the rest of his companions) . analysis combines qualitative methodology with the quantitative. The findings are most relevant to the rule ocnvergencia Spanish remains valid, especially in the contexts more Castilian; that informants sobredimensionan on information they declared the use of Catalan in the everyday interactions and the use of Catalan only are superior in contexts where this language has a presence in each of the variables.

Author: PISOT DIAZ RAFAEL.
Year: 2005.
University: SALAMANCA [www.usal.es].
Place of defense: FACULTAD DE FILOLOGIA.
Place of preparation: FACULTAD DE FILOLOGIA.

Author: GOIKOETXEA AGIRRE MIREN NEKANE.
Year: 2005.
University: PAÍS VASCO [www.ehu.es].
Place of defense: FACULTAD DE FILOSOFÍA Y CIENCIAS DE LA EDUCACIÓN.
Place of preparation: ESCUELA UNVIERSITARIA DE MAGISTERIO DE GIPUZKOA.

Summary: This thesis has as its main purpose to analyze the communicative competence of young people in the Basque Autonomous Community. Based on the theoretical models on communicative competence, we have developed a method of analyzing it appropriate to our educational context. Specifically, based on the proposal of Celce-Murica, Dà ¶ rnyei and Thurrell (1995), we have given a central role to competition discursive. We proceeded to analyze accional competition, competition sociocultural, discursive competition, competition lingüstica and strategic competition show that young people in Basque, Spanish and English. Moreover, the communicative competence of plurilingà ¼ is has been analyzed through study of the influence between different languages. The influence interlingüstica between Basque, Spanish and English on subjects analyzed is also under study in this thesis. Both areas of interest have been analyzed taking into account the schedule that still students in the educational system. Specifically, we are interested to know the difference between the early introduction of English in subjects who follow a program of immersion lingüstica to Basque, as in subjects who follow a program bilingà ¼ and keeping their own mother tongue minorizada. The school system in the CAV, is increasingly widespread over the early introduction of English. However, in many of the studies on the subject, usually not taken into account either the incidence of this introduction in the rest of languages spoken by children or in the communicative competence resulting from the acquisition process lingüstica them. This dissertation is also called upon to clarify the processes that occur in these areas holistically.