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Dissertations / Theses on the topic 'Children's literature, French'
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1
Ham, Linda. "Reason in the rhyme: The translation of sound and rhythm in children's books." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27850.
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Because child readers are still in the process of fully acquiring their language, children's books and their translations are closely linked to orality and the oral culture. Strong sound, rhyme and rhythm, which are habitual features of children's literature, also figure as important agents in the acquisition of language. Therefore, these linguistic principles might indicate a pedagogical skopos in the translation of children's literature, that of aiding in child language acquisition.
Theory on sound translation and commentaries from translators of children's literature provide arguments for the importance of retaining sound and rhythm in translation. Analyses of three French-Canadian children's books translated into English provide practical observations of how sound and rhythm are translated in actual texts.
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Yocco, Caitlin A. "La Seconde Guerre mondiale et l'Holocauste dans la littérature en français pour enfants." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275578962.
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Gaeta, Jill M. "In the eye of the hurricane Antillean children's literature, postcoloniality, and the uneasy reimagining of the self /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Dept. of French, Classics, and Italian, 2008.Title from PDF t.p. (viewed on Apr. 1, 2009) Includes bibliographical references (p. 238-244). Also issued in print.
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Barai, Aneesh. "Modernist repositionings of Rousseau's ideal childhood : place and space in English modernist children's literature and its French translations." Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/7903.
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It is a little-known fact that several modernists wrote for children: this project will focus on T.S. Eliot‘s Old Possum‟s Book of Practical Cats, James Joyce‘s The Cat and the Devil, Gertrude Stein‘s The World is Round and Virginia Woolf‘s Nurse Lugton‟s Curtain. While not often thought of as a modernist, I contend that Walter de la Mare‘s short stories for children, especially The Lord Fish, take part in this corpus of modernist texts for children. These children‘s stories, while scarcely represented in critical circles, have enjoyed a wide popular audience and have all been translated into French. Modernism is often considered an elitist movement, but these texts can contribute to its reassessment, as they suggest an effort towards inclusivity of audience. The translation of children‘s literature is a relatively new field of study, which builds from descriptive translation studies with what is unique to children‘s literature: its relation to pedagogy and consequent censorship or other tailoring to local knowledge; frequently, the importance of images; the dual audience that many children‘s books have in relating to the adults who will select, buy and potentially perform the texts; and what Puurtinen calls ‗readaloud- ability‘ for many texts. For these texts and their French translations, questions of children‘s relations to place and space are emphasised, and how these are complicated in translation through domestication, foreignisation and other cultural context adaptations. In particular, these modernists actively write against Rousseau‘s notion of the ―innocent‖ boy delighting in the countryside and learning from nature. I examine the international dialogue that takes place in these ideas of childhood moving between France and England, and renegotiated over the span of the twentieth and twenty-first centuries. This study thus seeks to contribute to British modernist studies, the growing field of the translation of children‘s literature, and children‘s geographies.
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Fouche, Marietjie. "Se construire en lisant : les petits héros ordinaires de Marie Desplechin." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2293.
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Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2008.Résumé La littérature de jeunesse est continuellement considérée comme un outil pédagogique indispensable, un moyen efficace pour éduquer les jeunes. Cependant, un roman de jeunesse ne peut pas atteindre son objectif d’enrichir les jeunes lecteurs s’ils ne s’amusent pas en le lisant. Il est donc essentiel que les auteurs de jeunesse créent des textes qui plaisent en premier lieu aux lecteurs, des textes qui captent leur intérêt. Si les lecteurs ne sont pas capables de s’identifier entièrement aux thèmes qu’un auteur aborde, son langage ou les personnages qu’il met en scène dans son histoire, le texte ne retiendra pas leur intérêt et l’auteur ne parviendra pas à les enrichir. Cette étude se concentre sur les romans pour jeunesse de Marie Desplechin afin de déterminer dans quelle mesure les petits héros ordinaires dans ses romans peuvent encourager et aider les lecteurs préadolescents (âgés de sept à quinze ans) à se construire d’une façon progressive. Opsomming Kinder- en jeugliteratuur word gereeld as `n ideale opvoedkundige medium beskou aangesien dit gebruik kan word om die jeug aan die wêreld en al sy fasette bloot te stel. `n Outeur kan egter slegs daarin slaag om `n boodskap aan die jong lesers te kommunikeer indien die leesproses `n genotvolle ervaring is en indien die jong lesers met die karakters, die temas en die taalgebruik in `n roman kan identifiseer. Hierdie studie fokus op Marie Desplechin se kinder- en jeugromans om te bepaal in watter mate die doodgewone kinders in haar stories preadolessente lesers (tussen die ouderdom van sewe tot vyftien jaar) kan aanmoedig om die struikelblokke in hulle bestaan deur middel van selfkennis en selfkritiek te oorkom en hulle lewenskwaliteit sodoende te verbeter.
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Madore, Édith. "Constitution de la littérature québécoise pour la jeunesse, 1920-1995." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26077.pdf.
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Di, Cecco Daniela. "Entre femmes et jeunes filles, le roman pour adolescentes en France et au Québec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0029/NQ27131.pdf.
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Marcoux, Josée. "De l'Apostolat de la presse aux Éditions Paulines : l'activité éditoriale de la Société Saint-Paul en littérature de jeunesse au Québec (1947-1995)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ26591.pdf.
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Read, Andrew. "Translating and adapting fictional speech : the case of Philip Pullman's 'Northern Lights'." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/translating-and-adapting-fictional-speech-the-case-of-philip-pullmans-northern-lights(3dff0298-ca8a-4795-9bed-cc0c3a69cabc).html.
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This thesis is an examination of the effects of translation into French and of adaptation for the stage, in English, on the dialogue of Philip Pullman’s novel Northern Lights (published in North America as The Golden Compass). The study focuses on the speech of Lyra, the novel’s protagonist, in terms of both its linguistic qualities and the functions it supports within the novel and the trilogy of which it forms part, His Dark Materials. The study aims to identify the ways in which not just the linguistic surface of fictional speech is affected by translation and adaptation but also the degree to which the roles played by the dialogue in the source text are reflected or transformed in the different versions. The unusual research design, involving a comparison of the effects of interlingual translation and intermedial adaptation on the same text, consists of two main elements. In the first quantitative section, the relative incidence of three variables is measured for the purposes of identifying how features of spoken style and non-standard variation are treated. This analysis is followed by a detailed qualitative evaluation of a small number of dialogue passages that exemplify the key linguistic features and likely textual functions of Lyra’s speech in the novel. The passages concerned are compared with equivalent stretches of dialogue in the French translation and the theatrical script. The study finds evidence to suggest that Pullman uses dialogue in support of characterisation, plot, and also ideological and intertextual concerns. All of these aspects are affected, in subtle but significant ways, by the different decisions made by the translator and the dramatist in respect of Lyra’s speech. The study also finds that aspects of both user-related and situation-related variation in fictional speech may be worthy of further research.
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Ali-Khodja, Jamel. "L'enfant, prétexte littéraire dans le roman maghrébin des années 1950 aux années 1980." Villeneuve-d'Ascq : Presses universitaires du Septentrion, 2001. http://books.google.com/books?id=llJcAAAAMAAJ.
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Kamal, Sabrina Sharmin. ""Come on powerful, come on my fresh green" : representations of the child and constructions of childhood in Rabindranath Tagore's writings for children." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267967.
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The present study investigates Asia’s first Nobel Laureate Rabindranath Tagore’s (1861-1941) writings for children, situating his work in the tumultuous time of colonial India marching towards independence. The study makes an original contribution to Tagore scholarship and the field of children’s literature arguing that Tagore’s designated protagonist, the Bengali child, subverts social and political structures of power and authority, and is a vehicle for the author’s hopes for future. The discourse of Tagore’s literature for children posits, hopes for, and construes an implied child reader - the imagined nation’s future citizens. His constructions of childhood, the study claims, are symbolic, oscillating between the reflective and the transformative and synthesising the author’s intentions, fears, desires, values and attitudes towards childhood. In order to reach its overarching conclusions, the present study has considered the political and social contexts of the original production of the texts which is reflected in the study’s theoretical assumption - the historicist reading of childhood informed by postcolonial and power-oriented theories of children’s literature. Close reading of a selection of Tagore’s writings for children suggest that Tagore’s own ideologies about childhood were decisively shaped by the colonial time and the colonised place in which he lived, and his images of childhood concentrate on physical landscapes of the indigenous Bengal in order to construct an imagined decolonised landscape, and form consciousness of national identity. The present study has also argued that Tagore’s fictional world(s) of children are a result of restorative re-imagining and re-inventing, not just manifestation of his personal grief and experiences. Additionally, Tagore has employed fictive children for a variety of conflicting and complementary uses: mighty and empowered children in fantasy critique fascist regimentation, but their images are juxtaposed elsewhere with realistic portrayals of helpless and disempowered children who are unable to seek agency against societal oppression. Tagore’s persistent but persuasive portrayals of uninspired children in mechanised colonial education and of coercive teachers and teaching methods illuminate his educational ideologies and confirm a prescriptive authorial presence in the narrative. Yet, the present study has contended that Tagore’s imagined childhood is an empowered time and space in which fictive children are able to acquire agency and self-awareness through a variety of pleasurable and unpleasurable experiences, functioning as a democratic channel where child-adult power relations are constantly being negotiated.
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Clarinval, Olivier. "Temple of the unfamiliar : childhood memories in Nina Bouraoui, Ying Chen, and Gisele Pineau /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6208.
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Thesis (Ph. D.)--University of Oregon, 2007.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 205-213). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Barros, Sandra. "Qual a melhor abordagem terapêutica para o tratamento do pé equino-varus-aductus em bebés? – uma revisão da literatura." Bachelor's thesis, [s.n.], 2020. http://hdl.handle.net/10284/9290.
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Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em FisioterapiaIntrodução: o Pé Equino-Varus-Aductus, (PEA), é uma deformidade do pé, de etiologia desconhecida, detetada durante a gestação ou logo após o nascimento. O objetivo principal do tratamento é providenciar uma correção de todos os componentes da deformidade, sem necessidade de intervenção cirúrgica, e ter um pé totalmente funcional e indolor. Objetivo: avaliar a melhor abordagem terapêutica no tratamento do Pé Equino-Varus- Aducutus em bebés. Metodologia: A pesquisa foi realizada nas bases de dados Pubmed, PEDro e Science Direct, incluindo artigos randomizados controlados, artigos de livre acesso, com texto integral disponível, realizados em humanos, cuja amostra fosse composta por bebés com idades compreendidas entre os 0-2 anos. Resultados: 113 artigos foram encontrados, dos quais 5 foram incluídos, de acordo com os critérios de inclusão. Conclusão: Atualmente a melhor abordagem terapeutica para o tratamento do PEA é o método de Ponseti.
Introduction: Clubfootis a foot deformity, of unknown etiology, detected during pregnancy or shortly after birth. The main objective of the treatment is to provide a correction of all components of the deformity, without the need for surgical intervention, and to have a fully functional and painless foot. Objective: to identify randomized controlled studies that evaluate the best therapeutic approach for treating Clubfoot. Methodology: The research was carried out in the Pubmed, PEDro and Science Direct databases, including randomized controlled articles, articles of free access, with full text available, performed in humans, whose sample was composed of babies aged 0-2 years. Results: 113 articles were found, of which 5 were included, according to the inclusion criteria. Conclusion: Currently, the best therapeutic approach for the treatment of Clubfoot is the Ponseti Method.
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Van, Staden Drieka. "Intercultural issues in the translation of parody; or, getting Alice to speak French and Afrikaans in Wonderland." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6590.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The classic Victorian tale by Lewis Carroll, Alice’s Adventures in Wonderland (1865), has been enjoyed by adults and children alike in many countries and in many languages. In this book, Carroll parodies the accepted style of children’s books of the Victorian Age by mocking the moralistic and realistic expectations. All the poems in the book are parodies of once familiar nursery rhymes, which often conveyed a moral lesson. Translating Alice’s Adventures in Wonderland is a challenging task, as it poses culturespecific, text-specific and language-specific problems. Although the book has been translated into more than 70 languages, it seems to be more popular in some cultures than in others. At the same time, some cultures seem to be content with “older” translations, while others need “updated” versions. Cultural differences seem to play a role in these preferences. The aim of this study is to examine the French and Afrikaans translations of a parodied poem (as found in chapter 2 of Alice’s Adventures in Wonderland) from an intercultural perspective. In both cases, the translators seem to have found equivalents in their respective cultures that would be acceptable to their target readers.
AFRIKAANSE OPSOMMING: Die klassieke Victoriaanse verhaal deur Lewis Carroll, Alice se Avonture in Wonderland (1865), het plesier verskaf aan volwassenes en kinders in baie lande en in baie tale. In hierdie boek parodieer Carroll die aanvaarbare styl van kinderboeke van die Victoriaanse tydperk deur die spot te dryf met die moralistiese en realistiese verwagtinge. Al die gedigte in die boek is parodieë van eens bekende rympies, wat dikwels ‘n morele les bevat het. Die vertaling van Alice se Avonture in Wonderland is ‘n uitdagende taak, aangesien dit bepaalde kultuur-, teks- en taalverwante probleme inhou. Hoewel die boek in meer as 70 tale vertaal is, blyk dit meer gewild te wees in sekere kulture as in ander. Terselfdertyd is sommige kulture skynbaar tevrede met “ouer” vertalings, terwyl ander meer “hersiene” weergawes verkies. Kultuurverskille speel oënskynlik ‘n rol in hierdie voorkeure. Die doel van hierdie studie is om die Franse en Afrikaanse vertalings van ‘n geparodieerde gedig (soos dit voorkom in hoofstuk 2 van Alice se Avonture in Wonderland) te ondersoek vanuit ‘n interkulturele perspektief. Klaarblyklik het die vertalers in beide gevalle ekwivalente in hulle onderskeie kulture gevind wat aanvaarbaar sou wees vir hulle teikenlesers.
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Konate, Sié. "La litterature d'enfance et de jeunesse en Afrique noire francophone les cas du Burkina Faso, de la Cote d'Ivoire et du Senegal : l'impérialisme culturel a travers la production et la distribution du livre pour enfants /." 1993. http://catalog.hathitrust.org/api/volumes/oclc/32338900.html.
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Maizonniaux, Christelle. "The contribution of children's literature to the teaching and learning of French language and culture : a case study of an Australian university." Phd thesis, 2013. http://hdl.handle.net/1885/151151.
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The focus of this thesis is the use in a university course of reading/literature in French as a Foreign Language of iconotexts written originally for children. The primary objective of the research is to show that works of this nature, proposed ab initio for extensive reading, engage students in the reading and writing process. The research also aims to demonstrate the contribution that creative writing, and in particular writing tasks within set constraints, can make to the teaching and learning of French as a Foreign Language at university level. The research was undertaken during the first semester of 2009 at The Australian National University (ANU) (Canberra), and was based on a case study. The data collected comprise two sets of 26 pieces of writing produced by the students following the study of multimodal works-picture books or illustrated stories-and two questionnaires distributed at the beginning and end of the semester. It is important to note that the teaching environment of the ANU is a multilingual and multicultural one in that there are many international students enrolled in the French programme at this university. The framework for the analysis was developed in order to highlight the extent to which students became engaged both in the reading of the selected iconotexts and in the creative writing task itself. This framework, which was based on the three notions of creativity, "literarity" and "the subjective reader" (Rouxel and Langlade 2004), was adapted to the particularities of each of the two writing tasks. In the first of these it was broadened to include the distinction of the "degree of variation" used by Pintado (2006) and the system of classification according to type of rewrite proposed by Beckett (2002). The conclusion drawn from the analysis of both sets of writing is that all the students involved became engaged in the reading of the selected iconotexts and their investment in the two proposed writing tasks was evident. The analysis also highlights the different ways in which students may engage with writing and emphasises the sophistication, subtlety and richness of many of the pieces, as well as the way in which elements drawn from the iconotexts read in class are blended together with elements from the student reader/writer's own repertoire in the final written production. Furthermore, the results of the analyses and their comparison with the responses provided in the questionnaires completed by the students demonstrate the relevance of ambitious writing activities at a relatively low level of mastery of the target language and show that the use of iconotextual works written for children, that are both accessible and complex, is appropriate for the development of reading and writing skills at this level.
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Bugaeva, Evgeniya. "Translating Françoize Boucher’s Le Livre Qui t’Explique Enfin Tout sur les Parents for US Audiences: Playing with Words and Images." 2015. https://scholarworks.umass.edu/masters_theses_2/139.
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The focus of this thesis is my translation of Le livre qui t'explique enfin tout sur les parents by Françoize Boucher from French into English. Chapter one begins with a brief history and definition of children’s literature, as well as children’s literature in translation. I discuss the subgenre of informational picturebooks—its objectives, characteristics, and current trends. What follows is a short biographic and bibliographic sketch of Françoize Boucher. Then, I discuss the content, format, style, and illustrations of Le livre qui t'explique as well as examine the work’s audience, aims, and values. Finally, I discuss my English translation of the work—providing an overview of the translation strategies and methodologies that I used. Chapter two focuses on specific challenges encountered during the translation process. The chapter begins with the challenge of translating culturally significant topics such as French cultural references, brands, slang, and metric measurements. Then, I discuss the translation of linguistically bound terms such as wordplay, the use of English in a French text, and onomatopoeia. Finally, I discuss the translation of taboo subjects. Chapter three is my complete English-language translation: The Book That Finally Explains About Your Parents.
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Detaille, Nováková Jana. "Horizont očekávání českých a frankofonních čtenářů knih pro děti a mládež." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340828.
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anglicky: Title of the thesis: Horizon of expectations of Czech and French speaking readers of children's literature Keywords: czech and french children's literature, horizon of expectations, reception of literature, reader, writer's strategy, Petr Nikl, Philippe Lechermeier Abstract: The study entitled Horizon of expectations of Czech and French speaking readers of children's literature is concerned with the reception of children's literature in Czech and French speaking environment. The aim of the thesis is to find out if and how the expectations of the readers change with their literary context and to discover the extent to which the contemporary writers Petr Nikl and Philippe Lechermeier come to meet their audiences. To answer this question various methodological procedures are employed: observation and then comparison of Czech and French literary context to form the hypotheses. The hypotheses are verified by the case study based on the analyses of two books (Záhádky by Petr Nikl and Le Journal secret de Petit Poucet form Philippe Lechermeier) and on the analyses of critical reviews and comments. We discovered the writer's strategies and the expectations of the readers and we compared them with our hypotheses to make a final appraisal. The thesis is divided into eight parts: Introduction, 1....
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Cobban, Michelle. "Bridging the two solitudes : translated French-Canadian children’s literature from 1900 to 2004." Thesis, 2006. http://hdl.handle.net/2429/17922.
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In Canada, where only 18% of the population is bilingual in English and French, translation should be an essential part of Canadian literature, and research on translation should be an essential part of research on Canadian literature. In the field of Canadian children’s literature, however, research on translation has been minimal. There has not been a significant, in-depth overview of translated Canadian children’s literature since 1987, and since then, much has changed. This study updates the current knowledge of Canadian children’s books that have been translated from French into English and published in Canada from 1900 to 2004. It compiles a comprehensive list of the translated French-Canadian children’s books held by Library and Archives Canada and analyses characteristics of the books in order to identify historical and contemporary trends in translated French-Canadian children’s literature. The study identifies 678 translations, observing that the annual number of translations has increased fairly steadily since 1900, peaking in 2001 and decreasing dramatically since then. The majority of translations are picture books and illustrated nonfiction, with other genres like novels, drama, and short stories figuring much less prominently, and poetry not being translated at all. Series have played a significant role in translation, particularly the Caillou series, which makes up over 12% of the translations in this study. Overall, Canadian publishers have tended to be cautious, publishing well-known French-Canadian authors, illustrators, and series almost exclusively, rather than taking risks on unfamiliar authors or challenging themes. Translations by English-Canadian publishers, who had historically published the majority of English translations, have decreased steadily since 1988, while translations by Quebec publishers increased from the 1970s to 2001, when they also began to decrease. The relatively low popularity of translated books in the English language market, coupled with Canadian publishers’ increasing reliance on the American market, as well as inconsistent government support for translations, has left French-Canadian children’s literature in a state of crisis. As a result, the number and diversity of translated French-Canadian children’s books are limited; this is a particular concern for anglophone Canadians, who have no other way to experience French-Canadian children’s literature except in translation.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Kubiková, Karolína. "Nakladatelství Labyrint a mediální reflexe edic Fresh a Raketa." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-398853.
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This Master Thesis is focused on analysis of media response to editions Fresh and Raketa of publishing house Labyrint in the context of history of publishing practice in the Czech Republic in the nineties. It also discusses contemporary literature for children and youth. Thesis studies critical media response to three particular books from studied editions Tajemství oblázkové hory by Bára Dočkalová, Robinson by Petr Sís and Plyš by Michal Hvorecký. Novel Plyš by Michal Hvorecký was covered the most in the media. The smallest number of articles was published about Tajemství oblázkové hory by Bára Dočkalová. Even though it was nominated for Magnesia Litera Award, it did not win the price in the end. The closing part focuses on a unique project by publishing house Labyrint, a magazine for children called Raketa. Media attention is focused on creators of magazine, either it is the owner of publishing house Labyrint Joachim Dvořák or its chief editors Johana Švejdíková and Radana Litošová. Critical reflection is rare, there are mostly short notes recommending buying the magazine or describing a new issue. There is a broad spectrum of media chosen for this analysis, from news media to cultural and literary periodical such as Tvar, Host, A2 and catalog Nejlepší knihy dětem.
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Wallace, David Jeremy. "Former ou déformer: la pédagogie noire en France au XIXe siècle." Thesis, 1998. http://hdl.handle.net/2429/10108.
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Inspired by the work of the Swiss psychotherapist Alice Miller (For Your Own
Good, 1983) on the negative effects of traditional childrearing practices in Germany, this
thesis posits the existence in France of a similar tradition of "poisonous pedagogy," also
founded on a set of moral principles and pedagogical techniques designed to desensitize,
demoralize, and blame the child while protecting the parent/teacher.
Working under the banner of Cultural Studies, I study examples of pedagogical
discourse taken from a variety of cultural productions, ranging from moral treatises (lay
and religious) and books on infant care (puericulture) to children's stories, primary
school readers, and civics texts. Drawing on Michel Foucault's paradigms of
power/knowledge and the "archeology" of knowledge, this study focusses on the various
constructions of the child in nineteenth-century France.
Beginning with an analysis of Jean-Jacques Rousseau's influential Emile ou de
l’education (1762), this study traces the legacy of poisonous pedagogy in France during
the July Monarchy, the Second Empire and the Third Republic. During the nineteenth
century the discourse on children was in constant mutation, and opposing perspectives
clashed throughout the century, although criticism of poisonous pedagogy became strong
only in the last quarter of the century during the Third Republic. Child advocates at this
time can be found in many different spheres-education, politics, medicine-but the
contribution of literary writers to the discourse on children is perhaps the most dramatic
of any group.
The harshest criticisms of poisonous pedagogy and its concomitant construction of
the child came at the end of the century in the form of two literary works: Jules Valles's
L'Enfant (1879), and Jules Renard's Poil de Carotte (1894). By skillfully weaving
powerful attacks on the techniques and principles of poisonous pedagogy into their texts,
these two writers prefigure the pedagogical discourse of modern-day psychologists and
child specialists.
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Huynh, Thi Tram Sinh. "L'évolution des conceptions et des pratiques relatives à la notion de phrase en FLE d’enseignants vietnamiens du secondaire engagés dans une formation continue en syntaxe." Thèse, 2012. http://hdl.handle.net/1866/9001.
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Cette recherche vise à décrire l’évolution des conceptions et des pratiques relatives à la notion de phrase de cinq enseignantes de français vietnamiennes engagées dans une formation sur la syntaxe en grammaire nouvelle et la littérature de jeunesse.
Afin d’examiner l’évolution des conceptions sur la phrase des enseignantes, nous avons effectué deux entrevues semi-dirigées, l’une avant et l’autre après la formation. Pour étudier l’évolution des pratiques d’enseignement de la phrase, nous avons observé une seule enseignante à deux reprises après la formation. De plus, celle-ci a décrit ses pratiques sur la phrase lors d’une entrevue téléphonique qui se déroulait à la fin de chaque mois (novembre 2011- mars 2012).
Nos résultats montrent que les enseignantes ont changé leurs conceptions sur la phrase à la suite de la formation. En effet, dans la deuxième entrevue, nous avons noté une meilleure réussite dans l’identification des phrases, des critères d’identification plus convaincants, plus de précision dans les commentaires relatifs aux définitions et dans les explications des erreurs chez les cinq enseignantes.
Quant aux pratiques, l’enseignante suivie a réalisé des activités autour de la phrase après la formation, ce qui constitue une évolution dans ses pratiques, puisqu’avant la formation, cette notion était négligée. Ses pratiques observées et déclarées indiquent qu’elle a intégré dans sa classe les notions clés de la grammaire nouvelle autour de la phrase et la littérature de jeunesse au service de l’enseignement de cette notion.This research aims to describe the evolution of conceptions and teaching practices related to the notion of sentence of five Vietnamese French teachers involved in a training program about syntax in new grammar and children’s literature. To examine the evolution of teachers’ conceptions of sentence, we conducted two semi-structured interviews, one before and one after the training program. To study the evolution of teaching practices on sentence, we observed only one teacher after training. In addition, she described her practices on sentence in a telephone interview that took place at the end of each month (November 2011-March 2012). Our results indicate that teachers changed their conceptions on sentence. Indeed, in the second interview, we observed for the five teachers better results in identifying sentences, most convincing identification criteria, improved accuracy in the comments relative to the definitions and in explanations of errors. As far as practices are concerned, the teacher we followed has completed activities on sentence after training, which constitutes an improvement in practices since before training, this concept was neglected. Her observed and reported practices indicate that she has integrated in her class the key concepts of new grammar concerning the sentence and children’s literature in teaching this concept.