Diploma thesis deals with questions of cognition, language and consciousness in the fields of autism and slovene-french bilingualism. They concern not only linguists, but also professionals in the fields of pedagogy and didactics. In the theoretical part, we present communication and intersubjectivity from a developmental and a semiotic view and we connect them with institutional discourse on children called different. In the empirical part, we study different ways of expression by so calles mental languages, for three groups of children: with autism, with slovene-french bilingalism and with autism and slovene-french bilingualism. The analysis of their narration discourses shows different achievements for each mental language. We suggest that the use of foreign language could ameliorate children's achievements in mental languages and also their language ability as a speaker. Mechanisms of language learning and acquisition, become an important part of neurodeveloppemental context in communication with children called different and thereby, the communication the central part of pedagogy practice. The quality of relationship between a child and a pedagogue is conditioned even more by the mutual understanding and interpretation of their different unconscious minds.
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