scholarly journals Sistema de escrita alfabética: problematizando um sistema conceitual

2020 ◽  
Vol 13 (1) ◽  
pp. 288
Author(s):  
Edeil Reis do Espírito Santo ◽  
Osvaldo Barreto Oliveira Júnior
Keyword(s):  
Conceptual Understanding ◽  
Written Language ◽  
Writing System ◽  
Literacy Practice ◽  
De Se ◽  
The Subject ◽  
Cognitive Monitoring ◽  
Notational System ◽  
Alphabetic Writing ◽  
Object Of Knowledge

O domínio do Sistema de Escrita Alfabética (SEA) requer do sujeito cognoscente um eivado esforço conceitual, no sentido de perceber o que a escrita representa e como ela representa. Nós, adultos, por vezes, nos esquecemos de que a construção da base alfabética é um processo que exige estratégias, levantamento de hipóteses e superação paulatina dessas hipóteses, numa ação de monitoramento cognitivo. O domínio progressivo das propriedades do SEA depende da compreensão conceitual da escrita como objeto do conhecimento e da capacidade do professor alfabetizador em, por meio dessa compreensão, engendrar propostas que contemplem ações interventivo-mediadoras voltadas à problematização dos conhecimentos e concepções prévias dos aprendentes, fazendo-os construir novos esquemas e ampliar suas estruturas cognitivas. Entender a escrita como código ou como sistema notacional tem implicações didático-pedagógicas e epistêmicas, haja vista a prática alfabetizadora ser condicionada pela forma como se pensa a escrita e o papel que o sujeito tem nesse processo de apropriação. Defendemos um ensino explícito das propriedades do sistema alfabético aliado aos usos socioculturais da escrita e da leitura, por entendermos que desse ensino intencional resulta a ajuda (mediação) que o docente presta ao sujeito aprendente no percurso em busca de se tornar um proficiente leitor e produtor de textos, afinal, o fim basilar da alfabetização é levar o sujeito a ler e escrever com autonomia, uma vez que leitura e escrita são ferramentas de inserção sociocultural. Contudo, sem domínio das convenções da notação alfabética não se participa de situações de escrita e de leitura como tecnologias inclusivas.Palavras-chave: Sistema de escrita alfabética. Psicogênese da língua escrita. Ação interventivo-mediadora.Alphabetical writing system: problematizing a conceptual systemABSTRACTThe domain of the Alphabetic Writing System (AWS) requires the cognoscent subject to express a conceptual effort in order to perceive what writing represents and how it represents it. Us, adults, sometimes forget that the construction of the alphabetical base is a process that requires strategies, hypothesis collection and gradual overcoming of these hypotheses, in a cognitive monitoring action. The progressive mastery of SEA properties depends on the conceptual understanding of writing as an object of knowledge and the ability of the literacy teacher to, through this understanding, generate proposals that contemplate intervening-mediating actions aimed at the problematization of knowledge and conceptions of learners, making them construct new schemes and expand their cognitive structures. Understanding writing as a code or as a notational system has didactic-pedagogical and epistemic implications, since the literacy practice is conditioned by the way in which writing is thought and the role that the subject has in this process of appropriation. We advocate an explicit teaching of the properties of the alphabetic system combined with the sociocultural uses of writing and reading, since we understand that from this intentional teaching results the help (mediation) that the teacher gives to the learner in the course in order to become a proficient reader and producer of texts, after all, the basic aim of literacy is to lead the subject to read and write with autonomy, since reading and writing are tools of socio-cultural insertion. However, without mastery of the conventions of alphabetic notation, writing and reading situations are not included as inclusive technologies.Keywords: Alphabetical writing system. Psychogenesis of written language. Interventional-mediating action.Sistema de escrita alfabética: problematizando un sistema conceptualRESUMENEl dominio del Sistema de Escritura Alfabética (SEA) requiere del sujeto cognoscente un eivado esfuerzo conceptual, en el sentido de percibir lo que la escritura representa y cómo ella representa. Los adultos a veces nos olvidamos de que la construcción de la base alfabética es un proceso que requiere estrategias, levantamiento de hipótesis y superación paulatina de esas hipótesis, en una acción de monitoreo cognitivo. El dominio progresivo de las propiedades del SEA depende de la comprensión conceptual de la escritura como objeto del conocimiento y de la capacidad del profesor alfabetizador en, por medio de esa comprensión, engendrar propuestas que contemplen acciones intervencionista mediadoras volcadas a la problematización de los conocimientos y concepciones previas de los alumnos, haciéndoles construir nuevos esquemas y ampliar sus estructuras cognitivas. Entender la escritura como código o como sistema notacional tiene implicaciones didáctico pedagógicas y epistémicas, hay que la práctica alfabetizadora estar condicionada por la forma en que se piensa la escritura y el papel que el sujeto tiene en ese proceso de apropiación. Defendemos una enseñanza explícita de las propiedades del sistema alfabético aliado a los usos socioculturales de la escritura y de la lectura, por entender que de esa enseñanza intencional resulta la ayuda (mediación) que el docente presta al sujeto aprendente en el recorrido en busca de convertirse en un proficiente lector y el productor de textos, alfinal, el fi n basilar de la alfabetización es llevar al sujeto a leer y escribir con autonomía, una vez que lectura y escritura son herramientas de inserción sociocultural. Sin embargo, sin dominio de las convenciones de la notación alfabética no se participa de situaciones de escritura y de lectura como tecnologías inclusivas.Palabras clave: Sistema de escritura alfabética. Psicogénesis de la lengua escrita. Acción intervencionista-mediadora.

scholarly journals Writing systems as modular objects: proposals for theory design in grapholinguistics

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Martin Neef
Keyword(s):  
Solution Space ◽  
Written Language ◽  
Writing System ◽  
Writing Systems ◽  
Specific Level ◽  
Language System ◽  
The Status ◽  
Pertinent Question ◽  
Typical Component ◽  
Notational System

AbstractThis paper gives an outline of the Modular Theory of Writing Systems by answering the question: what are the elements or modules that are necessary for a writing system to work? A writing system is a notational system for a natural language. Based on this characterization, it is obvious that a necessary component of a writing system is a specific language system. What eventually constitutes a writing system in addition to this language system is a device that, put simply, relates units of a language system to units of a script. This component is termed ‘graphematics’ in the present framework and is regarded as a necessary module of a writing system. Above that, another typical component of writing systems, namely ‘systematic orthography’, applies to the ‘graphematic solution space’ and restricts the spelling possibilities of specific words in accordance to their belonging to a specific level of the vocabulary of the language. Supplemented by reflections on the status of scripts as well as of IPA as a writing system, an answer is finally given to the pertinent question how spoken language and written language are related to each other. The answer is that this relation is of a considerably indirect nature.

scholarly journals PECULIAR FEATURES OF THE KRYMCHAK DZHONK SCRIPT AND THE KRYMCHAK WRITTEN LANGUAGE TRADITION

Movoznavstvo ◽  
2020 ◽  
Vol 315 (6) ◽  
pp. 22-31
Author(s):  
O. O. TYSHCHENKO-MONASTYRSKA ◽  
Keyword(s):  
Native Speaker ◽  
Close Relation ◽  
Word Formation ◽  
Written Language ◽  
Writing System ◽  
Linguistic Features ◽  
Turkish Origin ◽  
Special Value ◽  
The Subject ◽  
Crimean Tatar

The subject of the present publication is to bring to the light some orthographic features of the Yosyf Gabai’s Krymchak manuscript, called jonk, from Crimean Ethnographic Museum (Simferopol). Fragments of the manuscript were first transcribed, translated into Russian and published by David Rebi, who was a teacher of Krymchak and native speaker. However, the jonk has never been edited before. A special value of this manuscript lies in its language (or even languages), as well as styles represented. The manuscript is multilingual, contains folklore texts (poetry and narrative) of the Crimean and Turkish origin, written in Hebrew script, diary notes both in Krymchak and Russian, prayers and religion texts in Hebrew partially translated into Turkic written in the early XX century in Feodosia. This research is dedicated to Turkic linguistic features and their orthography. Despite of using Hebrew script Krymchak writing system developed in close relation to pre-reform Crimean Tatar writing tradition, both variants in their turn connected to Ottoman and pre-Ottoman orthographic traditions. Several orthographic features point to that, for instance principles of writing some vowels, consonants ( in initial, central, final positions), grammatical and word-formation suffixes (connected or separate writing), morphonological change, ways of transcription and adopting loanwords. Language of Yosyf Gabai’s jonk reflects orthographic and colloquial features of Krymchak and shares them with other Crimean Turkic manuscripts of this period. Schematically marked suffixes, together with some archaic morphonological changes, graphically reflected in the text, such as disrupted vowel harmony, alternations in labial harmony, syncope, epenthesis, protheses, disrupted consonant change between morphemes characterize orthography of the Krymchak manuscript.

scholarly journals Outlandish Spelling System Invented by Indonesian Internet Society: The Case of Language Usage in Social Networking Site

2018 ◽  
Vol 7 (7) ◽  
pp. 66
Author(s):  
Rizky Anugrah Putra ◽  
Sulis Triyono
Keyword(s):  
Social Factor ◽  
Written Language ◽  
Social Networking Site ◽  
Human Interaction ◽  
Writing System ◽  
Written Form ◽  
Actual Meaning ◽  
Language User ◽  
Alphabetic Writing ◽  
Bahasa Indonesia

Before having consistent alphabetic writing system, Bahasa Indonesia had encountered several developments in orthographic enhancement. Bahasa Indonesia need to be enhanced for several reasons such as to create national identity and also to provide an ideal spelling system. Orthography system helps the language user to associate the symbol, sound, and meaning. For those reasons, the spelling system is important in written language since most of information and knowledge are preserved in written form. As time passes, there is almost no barrier in human interaction since the distance is narrowed by the technology. To use it efficiently, the language users utilize their language to be shorter but it is easier to understand. However, it creates discrepancy in the orthography system which hinders the interlocutor to get the actual meaning of the written language. This article reveals an issue about orthography system which is made by internet society in which has unusual alphabetic spelling system. The peculiarity is caused by psychological and social factor which revert the spelling model to be identical to children (immature speech).

scholarly journals XIX. Eugraphia Sinensis; or, the Art of Writing the Chinese Character with Correctness: contained in Ninety-two Rules and Examples. To which are prefixed, Some Observations on the Chinese Writing

1827 ◽  
Vol 1 ◽  
pp. 304-312
Author(s):  
John Francis Davis
Keyword(s):  
Chinese Character ◽  
Written Language ◽  
General Rules ◽  
The Subject ◽  
Chinese Writing ◽  
Alphabetic Writing

The graphic beauty of a written language, which approaches so near to the hieroglyphic as the Chinese, where many of the characters are intended as pictures of the idea to be conveyed, where the variety of the lines, or strokes, is so great, and their combinations are so numerous, must be allowed at once to exceed, and to be more difficult of attainment than, that of the alphabetic writing of Europe. The number of the simple characters, or elements, of which all the compounds of the language are formed, greatly exceeds that of any one alphabet; but, when compounded, their relative juxta-position and arrangement, the shortening of some strokes and the lengthening of others, is of course subject to some general rules; which, from the very nature of the subject, must be more numerous and complicated, than the mere joining together of our European letters. The advantage of simplicity (and a very great advantage it is) constitutes the chief merit of alphabetic writing; that of variety and graphic beauty may fairly be claimed by the Chinese.

Teaching Resilience to People With Visual Disabilities

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Inger Solange Maitta Rosado ◽  
Jenmer Maricela Pinargote Ortega ◽  
Eva Alcivar Medranda ◽  
Elisa Ximena Coello Basurto
Keyword(s):  
Visual Impairment ◽  
Conceptual Understanding ◽  
Conceptual Analysis ◽  
Psychological Support ◽  
Visual Disability ◽  
Visual Disabilities ◽  
The Subject ◽  
Technical University

The objective of the research is to develop resilience in people with visual disabilities at the Technical University of Manabí. The work offers a conceptual analysis on visual disability in students. It deals with what is related to the conceptual understanding of resilience, where several authors who have studied the subject are analyzed. The resilient capacity of students with visual impairment and the importance of psychological support is analyzed. The importance of the intervention in resilience is exposed, where the content of the Manual of Intervention in Resilience of Eugenio Saavedra 2011 is analyzed. The results of the measurement of resilience are shown in the students of the Technical University of Manabí who suffer from a visual disability and the situation that could be verified after applying the work of training in resilience to said personnel. Finally, the conclusions of the work are exposed, where the relevance of the study is demonstrated and a group of recommendations is made based on the importance of the results obtained in the research.

Radical Tense-Indexical Historicality and the De Se

KronoScope ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 7-27
Author(s):  
Carl Humphries
Keyword(s):  
Alternative View ◽  
The Past ◽  
Starting Point ◽  
De Se ◽  
Temporal Expressions ◽  
The Subject ◽  
The One ◽  
Self Reference ◽  
A Current ◽  
Shed Light

Abstract “Being is said in many ways,” claimed Aristotle, initiating a discussion about existential commitment that continues today. Might there not be reasons to say something similar about “having been,” or “having happened,” where these expressions denote something’s being located in the past? Moreover, if history – construed not only as an object of inquiry (actual events, etc.) but also as a way of casting light on certain matters – is primarily concerned with “things past,” then the question just posed also seems relevant to the question of what historical understanding amounts to. While the idea that ‘being’ may mean different things in different contexts has indisputable importance, the implications of other, past-temporal expressions are elusive. In what might any differences of substantive meaning encountered there consist? One starting point for responding – the one that provides the subject matter explored here – is furnished by the question of whether or not a certain way of addressing matters relating to the past permits or precludes forms of intelligibility that could be said to be ‘radically historical.’ After arguing that the existing options for addressing this issue remain unsatisfactory, I set out an alternative view of what it could mean to endorse or reject such an idea. This involves drawing distinctions and analogies connected with notions of temporal situatedness, human practicality and historicality, which are then linked to a further contrast between two ways of understanding the referential significance of what is involved when we self-ascribe a relation to a current situation in a manner construable as implying that we take ourselves to occupy a unique, yet circumstantially defined, perspective on that situation. As regards the latter, on one reading, the specific kind of indexically referring language we use – commonly labelled “de se” – is something whose rationale is exhausted by its practical utility as a communicative tool. On the other, it is viewed as capturing something of substantive importance about how we can be thought of as standing in relation to reality. I claim that this second reading, together with the line of thinking about self-identification and self-reference it helps foreground, can shed light on what it would mean to affirm or deny the possibility of radically historical forms of intelligibility – and thus also on what it could mean to ascribe a plurality of meanings to talk concerning things being ‘in the past.’

scholarly journals Skriftsprogskompetence og skriftsprogsvalg hos to kommandanter på Kronborg i 2. halvdel af 1600-tallet

2016 ◽  
Vol 52 ◽  
Author(s):  
Birgit Christensen
Keyword(s):  
Empirical Study ◽  
Language Skills ◽  
Written Language ◽  
German Language ◽  
Construction Work ◽  
Command Language ◽  
Vital Importance ◽  
The Subject ◽  
Professional Writers ◽  
Selection Of

It is a rule of thumb that the army’s command language was German until 1773 andafter that Danish. But along with the language of the army, the army’s administrationalso had a written language, and that is the subject of this brief empirical study. Thestudy will discuss the written language skills and the choice of written language by twocommandants of the same age at Kronborg, who were otherwise very different people,each holding the position of commandant at the fortress for a number of years in thesecond half of 17th century, in a selection of letters from them to the king and thecentral administration. The letters are often about the construction work, which tookplace at Kronborg at the time. The following questions are asked: Which language wasused when writing to whom? And what language did they allow to be written to whom,when they used professional writers? In what situations did they use professional writers?Was the choice of language determined by the recipient? The first is the Danishnobleman Eiller Holck (1627–1696). The letters examined are from 1660–1664. EillerHolck, who was quite well-educated, was skilled at writing in both Danish and German,but mostly used a writer, and when writing himself, he seldomly wrote more than ashort text near his signature. When he himself wrote to the king, he wrote Danish,but when writing to the king using a writer, the writer used German. This was also thecase when writing to the Danish/Norwegian nobleman Jørgen Bielke. This is perhapslinked with the language skills of the writer that was available. Holck took into accountthe fact that his superior, Danish Field Marshall Hans Schack, preferred German. BothHans Schack and Eiller Holck used translations in communications with their troops.The second is Jacob Geueke, son of a commoner from Burg on the German island ofFemern (1617–1699). The letters examined are from 1688–1692. He used German language writers, only wrote amendments on the letters himself and only in Germanand was not satisfied with his own standard of writing. Perhaps he understood Danish.It is of vital importance that many of the recipients of the letters in the central administrationwere from Holsten. Perhaps the delivered correspondence would have beenin Danish to a greater extent had Jørgen Bielke been more involved in the administration?

scholarly journals Neurocognitive Basis of Dyslexia in Different Writing Systems

2019 ◽  
Author(s):  
Li Liu ◽  
James R. Booth
Keyword(s):  
Developmental Dyslexia ◽  
Writing System ◽  
Writing Systems ◽  
Neural Basis ◽  
Chinese Writing System ◽  
Chinese Writing ◽  
Alphabetic Writing

An important issue in dyslexia research is whether developmental dyslexia in different writing systems has a common neurocognitive basis across writing systems or whether there are specific neurocognitive alterations. In this chapter, we review studies that investigate the neurocognitive basis of dyslexia in Chinese, a logographic writing system, and compare the findings of these studies with dyslexia in alphabetic writing systems. We begin with a brief review of the characteristics of the Chinese writing system because to fully understand the commonality and specificity in the neural basis of Chinese dyslexia one must understand how logographic writing systems are structured differently than alphabetic systems.

scholarly journals Rehabilitation of the afasic patient in speech therapy

2022 ◽  
Vol 3 (1) ◽  
Author(s):  
Rômulo Evandro Brito de Leão ◽  
Francisca Canindé Rosário da Silva Araújo ◽  
Lúcia Natsuko Sakai
Keyword(s):  
Speech Therapy ◽  
Written Language ◽  
Neurophysiological Mechanism ◽  
Her Family ◽  
Speech Language Pathologist ◽  
Final Sample ◽  
The Subject ◽  
Potential Impact ◽  
Therapeutic Behavior

Aphasias are considered to be neurological linguistic disorders in which the comprehension and/or expression of oral and/or written language is compromised, thus having a significant potential impact on the quality of life of an individual and his / her family. Although much studied in its neurophysiological mechanism, aphasia is not always discussed in terms of rehabilitation. Therefore, this article aims to discuss the scientific production in speech therapy on the rehabilitation of aphasia. For this purpose, an Integrative Review of Literature was carried out, covering the period from 2000 to 2021 on the Scielo and BVS data platforms of articles available in full and in the Portuguese language, using as a descriptor the unitermo "aphasia", in which the articles found were submitted to the relevance tests I and II, in which the final sample made only those that passed the established criteria. A total of 236 articles were found on the Scielo platform, with only 29 discussing rehabilitation and only 5 on speech therapy. In the BVS platform, 98.901 articles were found, but only 86 were discussing deaf aphasia and were available, none of which addressed speech therapy rehabilitation. The electronic search reached a total of 5 relevant articles that included the theme of speech and hearing rehabilitation to the aphasic patient, all of them being from the Scielo platform. Thus, scientific scarcity on the subject of aphasia becomes evident, and it is necessary to invest in production that encapsulate the therapeutic behavior of the speech-language pathologist.   As afasias são consideradas distúrbios linguísticos de cunho neurológico em que a compreensão e/ou expressão da linguagem oral e/ou escrita encontra-se comprometida, tendo desta maneira um potencial significativo de impacto na qualidade de vida de um indivíduo e sua família. Embora muito estudada em seu mecanismo neurofisiológico, as afasias nem sempre são discutidas sob o aspecto de reabilitação. Diante disso, este artigo objetiva discutir sobre a produção cientifica em fonoaudiologia sobre a reabilitação da afasia. Para tanto, foi realizada uma Revisão Integrativa da Literatura, contemplando o período de 2000 a 2021 nas plataformas de dados Scielo e BVS de artigos disponíveis na íntegra e no idioma em português, utilizando como descritor o unitermo “afasia”, em que os artigos encontrados foram submetidos aos testes de relevância I e II, em que fizeram a amostra final apenas aqueles que passaram pelos critérios estabelecidos. Foram encontrados na plataforma Scielo o total de 236 artigos, sendo que apenas 29 discutiam sobre reabilitação e apenas 5 sobre terapia fonoaudiológica. Na plataforma BVS foram encontrados 98.901 artigos, porém apenas 86 discutiam sobre afasia de fato e estavam disponíveis, sendo que nenhum abordava a reabilitação fonoaudiológica. A busca eletrônica alcançou o total de 5 artigos relevantes que contemplassem a temática de reabilitação fonoaudiológica ao paciente afásico, sendo todos da plataforma Scielo. Assim, torna-se evidente a escassez científica sobre o tema de afasia, sendo necessário investimentos para produção que embase a conduta terapêutica do profissional fonoaudiólogo.

scholarly journals Tankar kring det "museologiska företaget"

1970 ◽  
pp. 47
Author(s):  
Kerstin Smeds
Keyword(s):  
Crucial Question ◽  
The Subject ◽  
Museum Practice ◽  
Object Of Knowledge

Some reflections on «the museologicalproject» Firstly, this article provides a very brief survey of the discussion about museology as a «field of research and study», a debate which has been going on among ICOFOM-members for the last twenty to thirty years. ICOFOM was founded in 1976 in answer to demands from the field of museum practice, which changed radically in the 1970s. Since that time the crucial question has been: Is museology a discipline or is it not? What is the object of knowledge and the subject of research in museology? 

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