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Ballón, Aguirre Enrique. "Diglosia poética: Vallejo / Verlaine." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/103285.
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La poesía de César Vallejo, al incorporar estrategias de expresión poética en las que se aleja de la “escritura monolingüe ideal” y hace intervenir diversos niveles de habla del castellano andino, es una clara muestra de una obra comprometida con el carácter plurilingüe de la sociedad en la que se inserta. Ahora bien, cuando Vallejo se traslada a París y cambia su entorno andino original por el del francés, solo algunas de las primeras innovaciones fueron mantenidas. En ese sentido, el objetivo del presente artículo es mostrar los modos en que se manifiesta el cambio de diglosia literaria castellano-quechua por la intervención del francés en la poesía vallejiana a partir del análisis del poema sin título incluido en Poemas humanos.Because the poetry of César Vallejo incorporates strategies poetic expression in which it moves away from the “ideal monolingual writing” and involves different levels of the Andean Castilian speech, it is a clear sign of a committed work with the multilingual character of the society in which it is inserted. Now, when Vallejo moved to Paris and changed its original Andean setting by French, only some of the early innovations were kept. In that sense, the purpose of this article is to show the ways in which it is evidence the change of Castilian-Quechua literary diglossia by the intervention of French in Vallejo’s poetry from the analysis of the poem untitled included in Poemas humanos.
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Bejarano, Garzón Hugo de Jesús. "Análisis sociolingüístico sobre el multilingüismo social en la comunidad de habla indígena ticuna (Brasil)." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/72528.
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Rendsburg, Gary Alan. "Diglossia in ancient Hebrew /." New Haven (Conn.) : American oriental society, 1990. http://catalogue.bnf.fr/ark:/12148/cb388319157.
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Tairova, Elvira. "Bilinguisme et politiques linguistiques et éducatives au Tatarstan." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30063.
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La réflexion proposée concerne les grandes lignes des politiques linguistiques et éducatives dans le contexte tatarstanais. Après un parcours des différents aspects de la configuration sociolinguistique ( les médias, l’enseignement, l’édition et la production littéraire) dans une perspective transdisciplinaire incluant les approches historiques et sociolinguistiques, on aborde un sujet particulier de l’aménagement linguistique – la sélection d’un système graphique. La deuxième partie s’attache à l’analyse de discours épilinguistiques médiatiques et ordinaires : en prenant appui sur un corpus d’entretiens et de questionnaires on explore le fonctionnement des représentations et des stéréotypes sociolinguistiques dans le contexte du bilinguisme officielThis work goes along the principal lines of language and educational policy in the context of Tatarstan. After a survey of various aspects of the given sociolinguistic situation ( including the media, educational system, literary activities) we’ll analyse a specific area of language planning – that of writing system options – from an interdisciplinary perspective associating historical and sociolinguistic approaches. The second part is dedicated to discourse analysis based on the body of interviews and questionnaires; it explores the sociolinguistic representations and stereotypes functioning in the officially bilingual context
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Tsiouris, Evanthia. "Modern Greek : a study of diglossia." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329814.
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Carrión, González Paola. "Las lenguas criollas de base léxica francesa en la zona americano-caribeña: estudio traductológico y conceptual de tres obras literarias antillanas y tratamiento informático para la creación de recursos lexicográficos." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/53128.
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Según el enfoque tradicional, las lenguas criollas han sido siempre categorizadas bajo la etiqueta de “minoritarias” o “mixtas”, debido por una parte al bajo nivel de normalización de algunas o a sus orígenes composicionales. Si bien es cierto que sus bases se fundamentan sobre la fusión de los componentes de diversos sistemas lingüísticos, esto es, una situación de multilingüismo y por ende, de multiculturalismo, no lo hacen siguiendo unas pautas bien diferenciadas entre los estratos concomitantes, pues evolucionan según las circunstancias que las enmarcan. Nos centramos en este caso en las lenguas criollas tradicionalmente denominadas de base léxica francesa de la zona americano-caribeña y especialmente, en las regiones de las Antillas. Estas lenguas de contacto cohabitan en una situación de diglosia, por lo que su reconocimiento institucional y grado de estandarización, que por derecho le correspondería, no es siempre el deseado; el desequilibrio de poder con respecto a su variedad acrolectal, junto con el continuum léxico que le profieren, hacen de ellas sistemas con una gran variación gráfica pero también vehículos de comunicación cultural, cuya existencia no se ve a penas reflejada en los diccionarios referenciales. Junto a la evolución lingüística, las representaciones artísticas crecen bajo una conceptualización que va desde teorías postestructuralistas hasta corrientes de pensamiento más contemporáneas, como la negritud, en cuyo desarrollo tomó la lengua como principal sujeto para transformarse en la llamada “créolité”, que baña de imaginario antillano la literatura actual. Esta última incluye entre sus mecanismos de escritura procedimientos híbridos, que combinan francés y lenguas criollas con un universo conceptual muy amplio, suponiendo de esta manera un desafío para la labor traductológica. Ante este marco tan específico presentamos la complejidad del traspaso de los contrastes lingüísticos y culturales en la traducción al español de tres obras de autores antillanos: Gisèle Pineau (“La grande drive des esprits”), Maryse Condé (“La migration des coeurs”) y Patrick Chamoiseau (“Texaco”), siendo este uno de los precursores del movimiento de la “créolité”. Observaremos las principales dificultades del lenguaje utilizado, pues el relato no sólo incorpora unidades léxicas o secuencias completas en criollo, sino también otros procedimientos de carácter léxico y sintáctico que dotarán al texto de cierta hibridación difícil de trasladar al español, además de la oralidad propia a las lenguas criollas. Observaremos igualmente el efecto producido tras una experiencia entre el público hispanohablante. En esta tesis, dedicaremos un espacio a la necesidad de recursos lexicográficos que contribuyan con la oficialidad de estas lenguas, a través de la elaboración de una base de datos electrónica que funcione a modo de diccionario y un corpus, utilizando el lenguaje de programación Perl y aspiradores automáticos como HTTrack o RSS Corpus Builder. La creación de un analizador morfológico nos ayudará a implementar la información de la base y de esta manera introducir gradualmente mejoras en el mismo, dentro de la perspectiva del tratamiento automático de textos.
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Niehoff-Panagiotidis, Johannes. "Koine und Diglossie /." Wiesbaden : O. Harrassowitz, 1994. http://catalogue.bnf.fr/ark:/12148/cb371490266.
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Massot, Benjamin Barra Jover Mario. "Français et diglossie." Saint-Denis : Université de Paris 8, 2009. http://www.bu.univ-paris8.fr/web/collections/theses/MassotThese.pdf.
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Tor, Porta Presentació. "L’influence des systèmes et des cadres éducatifs sur les apprentissages de la langue française dans les écoles primaires Andorranes." Thesis, Perpignan, 2018. http://www.theses.fr/2018PERP0053.
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Le contexte multilingue andorran, tant du fait de la mixité d’origines de sa population mixte que de la pluralité des systèmes éducatifs qui y sont implantés, se prête fortement à la recherche en sociolinguistique et en didactique des langues et du plurilinguisme. Cette thèse a pour but de tenter d’apporter une suite de réponses à des questionnements concernant les compétences linguistiques en langue française des apprenants en fin d’école primaire des systèmes français et andorran, écoles où le français n’est pas seulement langue enseignée mais également langue d’enseignement-apprentissage pluridisciplinaire. Les incidences de l’environnement social multilingue sur les apprenants et les influences de systèmes éducatifs qui ont une approche didactique des langues variable, sont à la source de cette enquête et des analyses qui en résultentThe andorran multilingual context, both because of the mixed origins of its mixed population and because of the plurality of educational systems that are located there, is an ideal area for research in sociolinguistics and didactics of languages and multilingualism. This thesis has the purpose of trying to answer a series of questions referring to the french language competences of students at the end of primary school in the French and Andorran systems, schools where French is not only a language taught but is also a language of multidisciplinary teaching-learning. The impact of the multilingual social environment on learners and the influences of educational systems that have a variable didactic approach to languages are the source of this research and of the analysis derived from them
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Ali, Sumaya Nader. "Reading ability and diglossia in Kuwaiti primary schools." Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.
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This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.
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Alwasel, Thamer Abdullah. "The influence of diglossia on learning Standard Arabic." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/the-influence-of-diglossia-on-learning-standard-arabic(a8d14f03-4a93-479c-b3b6-7c10b8c75257).html.
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This thesis comprises an applied linguistic study exploring the influence of national language policy and local language practices on education in Saudi Arabia, where Arabic is the official language. However, Arabic is a diglossic language, with two main forms: Standard Arabic, which is mainly associated with literacy and typically learned in school, and Local Arabic, which is normally acquired at home from families and often used in everyday interactions (Ferguson, 1959; Albirini, 2016). The aim of the present study is to explore the extent to which the diglossic situation influences the learning and teaching of Standard Arabic in the early years of school. The current study is important because the issue of actual language use in school and in education more generally in the Arab world is under-researched (Amara, 1995; Maamouri, 1998). This thesis is one of the few studies that has addressed this gap. Four primary schools in Riyadh (the capital of Saudi Arabia) participated in this study (involving Year One students aged 6-7 years old, their parents and their teachers). A combination of qualitative and quantitative data was gathered over a period of over three months through a questionnaire survey as well as interviews (to explore preschool language experiences), language assessment activities (to tap into the students’ speaking and listening abilities), classroom observations and interviews (to explore classroom language use and the rationale behind the participants’ choices of language). The key findings suggest that 1) Local Arabic is the predominant type of Arabic used in communication at home before entering school and the amount of exposure to Standard Arabic before attending primary school is generally low, 2) parental levels of education and monthly incomes appear to influence children’s preschool language experiences, 3) preschool exposure to Standard Arabic books and attendance at preschool appear to have a positive influence on Year One pupils’ Standard Arabic listening comprehension, and 4) both Standard and Local Arabic are used in the classroom, although spoken Local Arabic is predominant in teaching-learning activities, whereby this variety is used to facilitate the learning process. The thesis concludes by providing pedagogical recommendations to enhance the teaching and learning of Standard Arabic.
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Harnafi, Amina. "El uso del valenciano, la actitud hacia la lengua y la destreza escrita : Un estudio sociolingüístico sobre el dominio del valenciano de jóvenes alicantinos." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131393.
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Los jóvenes de Alicante viven en una sociedad donde coexisten dos lenguas, el castellano y el valenciano. La lengua valenciana es utilizada por jóvenes de Alicante tanto en ámbitos formales como informales. Los jóvenes hablantes de valenciano sienten un lazo identificativo con la lengua que se rige por las actitudes de éstos. La actitud lingüística conlleva a una identificación lingüística del hablante, la cual es una construcción social que se rige por las normas que rodean al hablante. La identificación bilingüe podría, por lo tanto, ser influenciada e influenciar a su vez a la competencia lingüística. El propósito del presente estudio es investigar en qué situaciones y contextos es usado el valenciano; con el objetivo de estudiar la relación entre el grado de bilingüismo, la actitud lingüística y el nivel de complejidad, corrección y fluidez (CAF) en la expresión escrita del valenciano. Partimos de la hipótesis de que el valenciano tiene, para la generación joven de Alicante, una función social y que la actitud hacia la lengua es positiva, lo que a su vez se refleja en la destreza escrita. Para comprobar nuestra hipótesis nos hemos basado en un cuestionario de hábitos sociales, un test de nivel de valenciano y dos redacciones, una escrita en castellano y una en valenciano. Con la participación de 59 jóvenes alicantinos, llegamos a la conclusión de que el valenciano es usado tanto en ámbitos formales como informales y que la actitud hacia la lengua es positiva, y que consideran importante dominar y preservar el valenciano. Además, los participantes han presentado un nivel alto de destreza en el valenciano escrito, mostrando complejidad y fluidez en la expresión escrita. Por otro lado, la corrección es más elevada en el castellano. También se ha podido ver que la identificación de los participantes está relativamente correlacionada con la competencia lingüística.The young people of Alicante live in society where two languages, Castilian and Valencian, coexist. The Valencian language is used by young people from Alicante in both formal and informal settings. Young speakers of Valencian feel a linguistic identification with the language, which is governed by social norms. Bilingual identification could, therefore, be influenced by and influence linguistic competence. The purpose of this study is to examine in which situations and contexts Valencian is used with the aim of evaluating the relationship between the degree of bilingualism, language attitude and level complexity, accuracy and fluency (CAF) in the written Valencian of young people of Alicante. We hypothesized that Valencian has, for the young generation of Alicante, a social function and the attitude towards the language is positive, which in turn is reflected in writing skills. To test our hypothesis we have used a questionnaire of social habits, a diagnostic test in Valencian and two essays, written in Castilian and Valencian. With the participation of 59 young Alicantinos, we conclude that Valencian is used in both formal and informal settings, that the attitude towards the language is positive and that it is considered important to master and preserve the Valencian language. In addition, the participants have proficiency in the Valencian written language, showing complexity and fluency in written expression. On the other hand, their accuracy is higher in Castilian. It has also been seen that the linguistic identification of the participants is relatively correlated to linguistic competence.
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Massot, Benjamin. "Français et diglossie : décrire la situation linguistique française contemporaine comme une diglossie : arguments morphosyntaxiques." Phd thesis, Université Paris VIII Vincennes-Saint Denis, 2008. http://tel.archives-ouvertes.fr/tel-00726999.
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On a depuis longtemps fait le constat de nombreuses variantes grammaticales en français (la négation avec et sans ne, SV(O) vs. la dislocation à gauche, etc.), les unes étant valorisées et les autres stigmatisées. Dans ce travail, on défend l'idée que l'on a affaire à une situation de diglossie. Cela suppose que les locuteurs intériorisent deux grammaires : l'une, le français démotique, est acquise " sur les genoux de la mère " et l'autre, le français classique tardif, est acquise à l'école et à travers les institutions qui exigent son emploi. On place cette problématique dans un cadre qui requiert l'étude des productions spontanées, l'abandon de l'opposition oral-écrit et de son caractère explicatif, et une transcription phonologique des données. À travers l'étude du nombre, de la négation, et des alternatives à SV(O), on montre l'intérêt descriptif et typologique de décrire deux grammaires. Chaque grammaire ainsi décrite est plus consistante. Enfin, une étude de corpus observe un locuteur diglosse, qui n'active bien qu'une grammaire à la fois : il mélange par exemple la dislocation à gauche avec la négation sans ne, mais jamais avec la négation avec ne.
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Schlaak, Claudia. "Island language policy and regional identity east of Africa." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6313/.
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Since 2011 the Comorian Island of Mayotte has been France’s 101st département, thereby becoming part of the European Union. As a result, France has consolidated and strengthened its strategic position in the Indian Ocean.
With the change of political status in 2011, new developments have occurred in Mayotte. It is still unclear whether the expected economic boom, extensive social benefits or injection of EU regional funds can help to alleviate poverty and raise living standards. There is concern, however, that massive immigration to Mayotte from the surrounding territories is diminishing any progress and will continue to do so. Not only France but also the EU will have to adapt to new immigration problems due to this new external border.
In this situation one thing is clear: the language contact between French and the local languages, which is the result of political developments, is leading to new dynamics. The diglossic situation east of Africa, between French as the dominant language and local languages like Shimaoré or Shibushi spoken in Mayotte will become more marked in the next few years.
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Tavares, Pedro Daibert Machado. "Entre o cânone e o vernáculo: um estudo de caso da diglossia no Líbano." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8159/tde-09092016-125528/.
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Ferguson descreveu, em 1959, o contexto sociolinguístico do mundo árabe como um quadro clássico de diglossia, onde duas variedades linguísticas geneticamente aparentadas convivem em distribuição complementar dentro de uma comunidade, sendo que uma destas variedades é tida como elevada, culta e proveniente de uma longa tradição gramatical, enquanto a outra é tida como baixa, impura e inapta para exprimir conceitos complexos. O objetivo desta dissertação é responder se ainda nos dias atuais podemos falar de uma variedade dialetal local e uma variedade pan-árabe culta, o Árabe Padrão Moderno (APM), como unidades linguísticas estanques, discretas, incomunicáveis e independentes. Para tal, analisa-se uma entrevista televisiva com o escritor libanês Amin Maalouf feita pela escritora e jornalista libanesa Karen Boustani. Dessa entrevista apreenderam-se trechos que continham traços linguísticos fonético-fonológicos, morfo-sintáticos e léxico-semânticos ora característicos da variedade local libanesa, ora do APM. Em posse desses resultados, pudemos constatar que o corpus constitui um exemplo de texto num registro linguístico intermediário, contendo traços tanto do dialeto libanês quanto do APM e que demonstra um campo de contato entre as variedades tidas como independentes e estanques por Ferguson.Ferguson described, in 1959, the sociolinguistic context of the Arabic world as a classical case of diglossia, where two genetically kindred linguistic varieties live alongside in complementary distribution within a language community, whereas one of these varieties is considered high, cultured and part of a long grammatical tradition, while the other is regarded as low, impure and unfit to express complex concepts. The aim of this work is to answer if we could yet today speak of a local dialectal variety and a cultured pan-Arabic variety, MSA, as separate, discrete, independent and incommunicable language units. To do so, we analyzed a television interview between the Lebanese writer Amin Maalouf and the Lebanese writer and journalist Karen Boustani. From this interview we apprehended excerpts containing phonetic-phonological, morpho-syntactic and lexical-semanticcharacteristic linguistic traits, both from Lebanese local variety and MSA. In possession of these results, we found that the corpus is an example of text in an intermediate linguistic register, containing traces of both the Lebanese dialect and MSA, demonstrating a contact field between varieties regarded as independent and incommunicable by Ferguson.
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Alruwayeh, Marwah A. M. A. "Diglossic code-switching in Kuwaiti newspapers." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3409.
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The present study investigates the phenomenon of diglossic code-switching between Standard Arabic, as a High variety, and Kuwaiti Arabic, as a Low variety, in Kuwaiti newspaper articles. The study was precipitated by the paucity of research on the linguistic characteristics of newspaper discourse generated within this region as well as Kuwaiti perceptions towards this medium of communication. The frameworks adopted in this research were extended to novel contexts and were also utilised to gain new insights into several dimensions of diglossia, most of which have never been explored before. The findings of this study indeed revealed important insights into how diglosia is changing and how participants both use and perceive diglossic code-switching. The investigation was carried out to explore three main dimensions of code-switching in newspaper articles in Kuwait: changes in attitudes and frequency of code-switching use, the social motivations for it and the morphosyntactic constraints associated with it in this context. The first involves the study of changes in both language attitudes and in the frequency of code-switching in newspaper articles over the last 29-30 years. The second part of the study offers a social motivations’ analysis of code-switching in newspaper articles by appealing to the ideas captured in the Markedness Model (MM), proposed by Myers-Scotton 1993a. The primary goal of this element of the research was to seek explanations for the diglossic code-switching strategies identified in a sample of twelve newspaper articles. The third aspect explored in the research relates to the testing of the Matrix Language Frame (MLF) model which applies specifically to the morphosyntactic constraints thought to operate in spoken code-switching contexts (Myers-Scotton 1993b, 2002). A key objective of the research overall was to evaluate the models themselves which have not, to my knowledge, been appraised heretofore using written data of this kind. In general terms, my findings regarding attitudinal change and code-switching frequency suggest that, despite the differences exhibited by a range of social variables, the nature of the attitudes expressed by the readers and columnists alike still reflect the traditional diglossic situation in Kuwait. Moreover, an analysis of language attitudes, ix employing the ‘apparent time’ hypothesis, shows that there is indeed a change in language attitudes in Kuwait between one generation and the next. This change, however, is contrary to predictions as it actually shows a favouring effect within the community at large for the H variety, i.e. SA. Non-parametric statistical analyses (specifically the Wilcoxon Signed Ranks, Mann-Whitney and Kruskal-Wallis tests) were selected as most appropriate for discriminating quantitative distinctions in the analysis of attitudes. Furthermore, an investigation of how common code-switching has become over the last three decades reveals that there is, in fact, static code-switching frequency, indicating that the practice of code-switching has remained relatively stable between 1985 and 2014-15. As for the second and third dimensions of the research, it was shown that the MM offers a very useful explanation of the linguistic behaviour of columnists and reveals the intricacies of their code-switching strategies which can be related to their understanding of community perceptions towards diglossic codeswitching in Kuwait as captured in other aspects of the research. A key finding with respect to the testing of the MLF model itself was how difficult it actually was to diglossic code-switching in a written context. My research clearly shows that the MLF approach does not, in fact, provide as much insight into the dynamics of the phenomenon as it clearly does when applied to conversational exchanges and this is partially due to the problems identified in my thesis regarding the analysis of Arabic code-switching in writing.
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Aboelezz, Mariam. "Deconstructing diglossia : language ideology and change in revolutionary Egypt (2010-2014)." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/127547/.
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The language scene in Egypt has witnessed important developments since the turn of the 21st century. Defying the Fergusonian distribution of diglossic functions, the use of Egyptian Arabic ('āmmiyya) has spread to domains where Standard Arabic (fuṣḥā) is expected. There is also increasing evidence of the rising prestige and commercial value of English. In addition, Arabic written in Latin script has become a common sight in offline mediums. This study, which began in 2010 and was concluded in 2014, is an attempt to understand the dynamics of this developing situation in the backdrop of substantial political change in Egypt. I investigate what has motivated the recent language developments as well as how they are viewed by the self-appointed protectors of fuṣḥā and by a sample of language users, with particular focus on the role that ideology plays. This involved conducting interviews with 'agents of change' (an Egyptian nationalist political party, a leftist publisher, and a mobile service provider), and a focus group interview with 'resisters of change' (representing three Arabic language conservation societies). I also carried out a web survey of the language behaviour and attitudes of Cairo-based Internet users. Incorporating the qualitative and quantitative findings from the interviews and the survey, I contend that ideology plays a significant part in the motivation and perception of language change. However, the relationship between language ideologies and language practices is not straightforward. Other factors such as education and age were also salient. These findings contribute to a reframing of diglossia and an attempt to theorise the relationships between language, power and identity in Egypt.
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Shahin, Fadi. "La diglossie et son influence sur la production langagière arabe : Étude théorique et pratique à partir de copies d’examen et d’un extrait télévisé." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040137.
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Cette thèse est une étude de terrain portant sur la diglossie et la production langagière de l’arabe.Depuis l’article de Ferguson (1959), de nombreux travaux sont apparus, très souvent pour critiquer la vision dichotomique proposée par cet auteur.Après avoir retracé l’histoire de la langue arabe de ses origines à nos jours, nous avons étudié les travaux réalisés par les arabophones sur leur langue. Les linguistes arabophones, de l’époque médiévale jusqu’à la Naḥda, ont-Ils été conscients de la situation diglossique ? Partant de cette étude, nous avons voulu démontrer à travers deux corpus, l’un écrit, l’autre oral, l’étendue de l’influence de la variété basse (dialectale) sur la variété haute (littérale) dans la production langagière de la langue arabe. Dans cette perspective, nous avons utilisé des copies d’étudiants de différents niveaux, débutants, intermédiaires et avancés. Pour l’étude de l’oral, nous nous sommes appuyés sur un corpus médiatique.Peut-On faire usage d’une variété sans subir l’interférence de la seconde ? Telle est la question à laquelle nous tentons de répondre dans cette thèseThis thesis is a field study on diglossia and Arabic language production. Since the article by Ferguson (1959), numerous studies have appeared, often criticizing the dichotomous vision proposed by this author.After tracing the history of the Arabic language from its origins to the present day, we have studied the works of Arabic-Speakers on their language. From medieval times until the Naḥda, were Arabic-Speaking linguists aware of the diglossic situation?Using this historical perspective as a point of departure, we wanted to demonstrate the extent of the influence of the low variety (vernacular) on the high variety (literary) in Arabic language production through two sets of language production, one written and one oral. With this in mind, we used exam papers of students of different levels: beginner, intermediate and advanced. For the study of the oral, we relied on a television extract.Can we make use of one variety without being subjected to interference from the second? This is the question that we attempt to address in this thesis
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Tristram, Hildegard L. C. "Diglossia in Anglo-Saxon England, or what was spoken Old English like?" Universität Potsdam, 2003. http://opus.kobv.de/ubp/volltexte/2006/697/.
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This paper argues that the texts surviving from the Old English period do not reflect the spoken language of the bulk of the population under Anglo-Saxon elite domination. While the Old English written documents suggest that the language was kept remarkably unchanged, i.e. was strongly monitored during the long OE period (some 500 years!), the spoken and "real Old English" is likely to have been very different and much more of the type of Middle English than the written texts. "Real Old Engish", i.e. of course only appeared in writing after the Norman Conquest. Middle English is therefore claimed to have begun with the 'late British' speaking shifters to Old English. The shift patterns must have differed in the various part of the island of Britain, as the shifters became exposed to further language contact with the Old Norse adstrate in the Danelaw areas and the Norman superstrate particularly in the South East, the South West having been least exposed to language contact after the original shift from 'Late British' to Old English. This explains why the North was historically the most innovative zone. This also explains the conservatism of the present day dialects in the South West. It is high time that historical linguists acknowledge the arcane character of the Old English written texts.
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Alabar, Rahaf. "An assessment framework of communicative Arabic proficiency CAP in the light of diglossia." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/21985/.
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The key aim of my research is to explore the meaning of communicative Arabic proficiency CAP consulting the assessment stakeholders in the UKHE context. I then propose an assessment framework that resonates with the communicative needs of the UKHE students and considers the diglossic nature of Arabic language. A qualitative approach was followed to explore the concept of CAP in relation to the Arabic varieties and its potential competences in addition to the testing norm and constructs. For these purposes, semi-structured interviews were conducted with nine assessment stakeholders who fall into three categories; assessor teachers, teachers, and learners of Arabic as a foreign language in the UKHE context. The research questions revolve around four main areas; the meaning of CAP, the competences that CAP embodies, the constructs through which learners’ CAP can be measured, and the suitable norm for CAP assessment. The findings are presented in four sections following the sequence of the research questions; the first section reports aspects like social appropriacy, grammatical accuracy, and cultural and bi-dialectical knowledge as the major attributes of CAP. It also implies conceptualising CAP from a post-method perspective. The second section outlines the socio-linguistic, cultural/intercultural, bi-dialectical and interactional competences as the different components that make up CAP. The third section highlights interaction and culture/inter-culture as the potential different constructs through which learners’ CAP could be measured. The fourth section reports the educated native speaker or a L2 user as potential norms to assess the learners’ CAP. Following an examination of the research findings in the light of the relevant literature, the UKHE context and the learners’ needs, a languacultural assessment framework of CAP is proposed. Its distinctive components are proposing a situated assessment (SA) approach of MSA and the colloquial, an interactional/languacultural construct, and a diglossic competent L2 user (DC2) as a norm of proficiency assessment.
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Dahlin, Gustav. "English and Swedish in Sweden - Swedish pupils’ attitudes towards the prospect of diglossia." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36461.
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The English language holds a powerful role world-wide and is now used in some domains in Sweden. This has caused concern for the future of the Swedish language and whether or nor diglossia is underway. The aim of this dissertation is to investigate if there are differences in the attitudes towards the increasing use of English in Swedish society between two different populations of upper-secondary school students: a) students who attend the International Baccalaureate Programme (whose medium of instruction is English), and b) students who attend the Social Science Programme (whose medium of instruction is Swedish). The study investigates students’ pattern and language use and attitudes through the use of questionnaires, semi-structured interviews and reflective journals. The results show that the IB pupils are somewhat less positively disposed towards the increased influence of the English language in Swedish society and argue that it might pose a threat to the status of the Swedish language. However, the investigation also discloses that most IB pupils, to a much larger extent than the SP pupils, consider English paramount in order to succeed in today’s society. Furthermore, the results indicate that the IB pupils’ attitudes towards the expansion of the English language in Swedish society largely correspond to the main objective of Mål i mun, i.e. to protect the Swedish language as well as promote the English language. Key words: diglossia, domain, language shift, attitudes, semi-structured interviews, questionnaires, reflective journals
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Laghouati, Sofiane. "Ecrire : le corps comme territoire entre les langues : la "diglossie littéraire" dans l'oeuvre de Claude Ollier et d'Assia Djebar." Paris 3, 2008. http://www.theses.fr/2008PA030096.
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Avant d’être appliqué à la littérature, le terme de diglossie apparaît en 1928 et définit la « coexistence, dans la même nation de deux langues rivales » (Psichari). Reprise et complétée par la sociolinguistique, la notion de diglossie est importée dans le domaine de la littérature sans connaître de grandes modifications quant à son contenu. Elle sera ici pensée comme le rapport de force qui s’établit entre deux langues dans une situation de plurilinguisme comme c’est le cas au Maghreb. Mais au-delà de simples tensions linguistiques liées à une situation géopolitique, la diglossie exprime la façon dont des auteurs —ici Assia Djebar et Claude Ollier— traduisent ces situations complexes au sein de leurs textes, de leurs écritures ; la manière dont ils font une place à l’Autre dans leurs œuvres. Cet Autre peut être l’étranger du dehors autant que la part d’étrangeté qu’ils portent en eux, mais aussi le langage inaudible du corps que tente d’exprimer l’écriture. La diglossie littéraire permet d’exhausser les soubassements culturels et idéologiques qui se trament dans le langage. Elle apparaît donc comme une brouille des référents, un processus qui travaille la langue des auteurs, pour en faire une langue littéraire, détachée du langage quotidien. Les textes d’Assia Djebar analysés dans cette étude sont les romans qui composent le Quatuor (encore incomplet) : L’amour, la Fantasia (1985), Ombre sultane (1987) et Vaste est la prison (1995), ainsi que le roman Loin de Médine (1991). Ceux de Claude Ollier sont La mise en scène (1958), Marrakch Medine (1979), Une histoire illisible (1986) et Truquage en amont (1992)Before being used in literature, diglossia was defined in 1928 by the philologist Jean Psichari as the “coexistence of two rival languages in a same nation”. Strengthened by the sociolinguistics, the concept of diglossia was imported in literature without being substantially transformed. In this thesis, diglossia represents the balance of power existing in the case of multilingualism as in the Maghreb. Beyond the linguistic tensions linked to some geopolitical events, diglossia shows the way some authors, as Assia Djebar and Claude Ollier, express these complex events through their works and ways of writing. It also shows the way they leave space for the Other in their works. The Other may be the stranger outside as well as the otherness into themselves, without forgetting the inaudible language of the body that the writing tries to express. The literary diglossia allows focus on fundamental cultural and ideological facts which are implied in the language. It seems to scramble our cultural references, moulding the authors’ languages into a literary language, far from the everyday speech. All the Assia Djebar’s works studied throughout this thesis belong to the Quatuor (still uncompleted) – L’amour, la Fantasia (1985), Ombre sultane (1987) and Vaste est la prison (1995) – except the novel entitled Loin de Médine (1991). Claude Ollier’s are the following: La mise en scène (1958), Marrakch Medine (1979), Une histoire illisible (1986) and Truquage en amont (1992)
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Newerkla, Stefan. "Intendierte und tatsächliche Sprachwirklichkeit in Böhmen Diglossie im Schulwesen der böhmischen Kronländer, 1740-1918 /." Wien : WUV, 1999. http://catalog.hathitrust.org/api/volumes/oclc/45490589.html.
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German, Gary. "Language shift, Diglossia and dialectal variation in Western Brittany : the case of Southern Cornouaille." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1926/.
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Extract:
[...]In the first part of this paper I trace the language shift from Breton to French within the historical, social and ideological framework in which it occurred. I then argue that 19th and 20th-century attempts by scholars and militants to rehabilitate the Breton language led to the creation of a unified standard (peurunvan).2 The consequence has been the rise of a three-way diglossic rapport between the speakers of French, the new Breton standard3 and those of the traditional Breton vernaculars. Taking the varieties of southern Cornouaille (Finistère) between Quimper and Quimperlé as a point of comparison,4 I focus on a number of phonological, morphological, syntactical and lexical features which, though far from exhausttive, are not generally taken into account in the new standard language. These details provide a general idea of how varieties of Breton function at the micro-dialectological level, as well as ways in which they can differ from the standard and other spoken varieties.
The paper concludes with observations regarding the necessity to consider languages, language varieties and their speakers within relevant social contexts.[...]
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Cardona, Carmen Vila. "O bilinguismo na comunidade autónoma da Catalunha." Master's thesis, Universidade da Beira Interior, 2010. http://hdl.handle.net/10400.6/1817.
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Existe um provérbio checo que diz “Por cada idioma que se fala vive-se uma vida diferente.
Se só se sabe apenas um idioma, só se vive uma vez”.
A língua representa diversidade, património cultural, comunicação e cooperação, valores
importantes e até imprescindíveis para viver e conviver em sociedade.
É dentro desta perspectiva que a autora deste trabalho pretende apresentar e descrever a
realidade social, educativa e pessoal, própria de alguém que nasceu e viveu na Catalunha
durante 26 anos, sendo bilingue ― em casa sempre falou catalão, língua de gerações passadas
e, na escola, teve toda a escolaridade obrigatória em castelhano. Naquela altura (anos 60-70), a
escola ainda não era bilingue, devido à situação política que se vivia no Estado Espanhol: a
ditadura do General Franco.
O ponto de partida é assim o próprio interesse da autora, pela questão do bilinguismo
individual, social ou educativo que, para além da realidade social já referida, se traduz na
vontade de exprimir as vantagens que, um tema tão rico e diverso, pode proporcionar
isoladamente a um indivíduo ou, num sentido mais amplo, à própria sociedade.
Numa primeira parte, faz-se uma breve exposição das diferentes definições do bilinguismo
e introduz-se uma pequena abordagem histórica das duas línguas em contacto, concretamente o
castelhano e o catalão. Nunca poderemos entender realidades tão complexas, se não
conhecermos um pouco da história dessas línguas e da forma como se foram desenvolvendo e
adaptando até aos nossos dias. Numa segunda parte, apresenta-se um estudo linguístico do catalão na comunidade catalã,
através das leis e planificações linguísticas relevantes dos últimos anos e da forma como esta
sociedade as assimilou politicamente, educativamente e socialmente ao longo do tempo.
Por último, pretendeu-se fazer uma análise no terreno relativamente à implementação e
funcionamento destas políticas linguísticas, observando fenómenos sociológicos importantes,
que influenciam a comunidade também do ponto de vista linguístico, designadamente a
imigração que, actualmente, provém maioritariamente dos países sul-americanos (ao contrário
da imigração dos anos 60-70, que era essencialmente interna). Este aspecto confirma a
existência, de uma forma continuada no tempo, de grandes transformações no que se refere à
aprendizagem do catalão e às características sociológicas de quem reside, estuda e trabalha
numa comunidade essencialmente bilingue.
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Jordanidou, Anna. "La Diglossie en Grèce étude d'un cas précis, le participe." Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37594831h.
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Maganga, Christian. "Immigration et diglossie : le parler des equato-guinéens de Libreville." Perpignan, 2012. http://www.theses.fr/2012PERP1222.
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La question migratoire est sans conteste – aussi bien pour les migrants que pour les pays d’immigration – une préoccupation majeure. Les enjeux qui se jouent touchent à la fois l’aspect social que linguistique. Notre travail revient sur le phénomène ci-dessus évoqué – à savoir le phénomène d’immigration – en nous intéressant cette fois-ci à la migration équato-guinéenne au Gabon, Libreville en particulier. L’objectif visé étant de tenter de comprendre d’une part, ce qui est à son fondement. D’autre part, ses conséquences sur la compétence discursive des locuteurs équato-guinéens qui vivent au Gabon de manière générale, Libreville en particulier. La première partie a été pour nous, l’occasion de décortiquer les trajectoires historiques du Gabon et de la Guinée Equatoriale afin de mieux comprendre, d’une part, ce qui fait du Gabon un espace convoité par les nombreuses communautés étrangères présentes sur son sol; d’autre part, ce qui est au cœur de la forte présence équato-guinéenne au Gabon, et dans sa capitale, Libreville, en particulier. La deuxième partie quant à elle, revient sur la situation de la langue espagnole mise en contact avec le français qui, dispose au Gabon, d’un important pouvoir. C’est comme dit Pierre Bourdieu « la langue légitime ». Que fait alors le locuteur équato-guinéen face à cette donne. Accepte t-il de vivre dans une espèce de loyauté linguistique (c’est-à-dire de rester fidèle à sa langue et à son groupe linguistique) ? Ou bien est-il amené à se forger une identité bilingue ? La troisième et dernière partie enfin, traduit dans les faits les conséquences engendrées par le contact français-espagnol sur le terrain librevillois. On retrouve une langue française dominante et dont les structures influent sur la compétence en espagnol des locuteurs équato-guinéens. Avec pour corollaire, l’apparition des phénomènes de langues tels que : interférence, alternance de code, emprunt, calque etcThe migration issue is with no doubt of a major concern for migrants, as well as for the immigration countries. The impact is of social and linguistic aspect. Our project is based on the above mentioned phenomenon: the phenomenon of immigration, with focus on the Equatorial Guinea people migration in Gabon (Libreville). The aim is to try to understand its origins in one hand. In the other hand we will show its consequences on the discursive competence of the Equatorial Guinea speakers living in Gabon (Libreville). In the first part, we tried to dissect the historical paths of Gabon and Equatorial Guinea to better grasp in one hand why Gabon is a greatly desirable country by the so many foreigner communities living in its soil, and in the other hand what makes Equatorial Guinea people to settle in Gabon, especially in its capital Libreville. The second part tackles the problem of the contact of the two languages: French and Spanish; with French as a dominating language in Gabon. “Legitimate language “; says Pierre BOURDIEU. From this contact, how does the Equatorial Guinea speaker react? Is he agree to live in such a loyalty (to be attached to his language and linguistic group. )? Will he be able to create a bilingual identity? The third and the last part points out the facts and consequences of the contact in Libreville of the two languages: French and Spanish. French is the first language in Gabon. Its syntactic structures have an influence on the spanish speaking competence of the Equatorial Guinea speakers. So this situation leads to the following language phenomena: interferences, alteration of codes, borrowings, copy etc
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Rivard, Jane Nathalie. "An investigation into diglossia, literacy, and tertiary-level EFL classes in the Arabian Gulf States /." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99388.
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This study investigates whether the remedial tertiary-level EFL classes in the Arabian Gulf States optimize the process of acquiring English for the majority of the students, namely the graduates of government high schools. I have endeavoured to uncover, by reference to my three years as an EFL teacher in the Gulf and the pertinent literature, why so much time and effort invested by myself and my students resulted in such a disproportionate lack of progress in reading and writing. I show how three major factors (diglossia, a linguistic trichotomy, and low literacy levels) conspire to impede students from learning to read and write in English through second language methodology and compare this situation to the one in Quebec. I conclude with two suggestions to make tertiary-level EFL classes more efficient and effective: the use of more familiar methodology and the teaching of reading and writing through a literacy framework. I also propose some longer-term solutions to deal with the linguistic trichotomy, a problem the Gulf Arabian States may wish to address if they intend to pursue the goal of providing a world-class education to their children.
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Blanchard, Jean-François. "Pratiques langagières et processus dialogiques d’identification sur les réseaux socionumériques : le cas de la langue bretonne." Thesis, Rennes 2, 2015. http://www.theses.fr/2015REN20020/document.
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Internet et les réseaux socionumériques (RSN) constituent, pour la langue bretonne, un contexte récent dans les pratiques sociales à partir duquel peuvent s’observer des formes de recontextualisation d’une langue minorée en situation de post‐diglossie. Cette thèse propose d’en décrire les évolutions à l’aide d’un modèle dialogique d’élaboration d’identité qui offre trois pôles d’analyse : les formes de l’institutionnalisation de la langue dans la société, les représentations sociales de la langue et les pratiques sociales constituant des expressions d’appartenance. Ce modèle dialogique de processus, dont la conception est étayée par des travaux d’histoire sociale, est d’abord instancié au plan sociolinguistique, afin de montrer les conditions de l’intervention glottopolitique des RSN dans le contexte post‐diglossique. Le modèle conceptuel est ensuite exploité dans l’analyse étendue des formes de sociabilité que les RSN organisent, facilitent et structurent ycompris dans le champ des médias et de la communication publique. Enfin, le modèle permet de juxtaposer l’analyse sociopolitique de la revendication bretonne à la théorie sociopolitique de l’espace public sur les trois pôles d’analyse de la place des RSN : la construction de problèmes publics comme institutionnalisation, la construction symbolique de l’identité territoriale et la citoyenneté comme pratique sociale et forme d’appartenance. Les interventions glottopolitiques libérales développées autour des RSN concourent à des formes d’institution de la langue fondées à la fois sur la capacité d’autonomie des acteurs sociaux à construire l’espace régional mais aussi sur les conditions du marchéInternet and social digital networks (SDN) are, for the Breton language, a recent setting for social practices inwhich forms of recontextualization of a minority language in a post‐diglossic situation occur. The purpose ofthis thesis is to describe the transformations using a dialogical model of identity development. Such model focuses on a three‐dimensional analysis that encompassing the institutionalization forms of a language in a society, social representations of a language and social practices resulting in expressions of belonging. This dialogical process model, whose design is grounded in scholar works in the social history field, is first instantiated from a sociolinguistic perspective to describe SDN glottopolitical intervention characteristics in the post‐diglossia context. This conceptual model is then applied to in analysis of extended forms of sociability enabled, facilitated and structured by SDN both in a media and public communication context. Finally, the model allows the juxtaposition of the sociopolitical analysis of the Breton claim and the sociopolitical theory of public space on the three dimensions on which SDN have an effect: construction of social problems such as institutionalization, symbolic construction of territorial identity and citizenship as a social practice and way ofbelonging. Liberal glottopolitical interventions developed around SDN create forms institution of language based on both the market force and the autonomy capacity of social actors to build a regional territory
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Schleiff, Ute. "Religion in anderer Sprache Entstehung, Bewahrung und Funktion religiös bedingter Diglossie." Berlin Logos-Verl, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2686926&prov=M&dok_var=1&dok_ext=htm.
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El, Mostafa Oubejji. "Diglossi i arabiska och dess effekter på modersmålsundervisningen - en kvalitativ studie." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31004.
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Modersmålsundervisningen i arabiska har införts i svenska skolor sedan 1970-talet. Huruvida den uppfyller de kriterier som gör att den spelar en viktig roll i språk- och identitetsutveckling är en öppen fråga. Modersmålsundervisningen i arabiska konfronterar många utmaningar som gör att den kan vara svår att genomföra. Skillnaden mellan den skriftliga formen och den talade och muntliga arabiskan utgör en av de problem som försvårar inlärningen. Likväl är modersmålslärare lyckligtvis medvetna om diglossi i arabiska och dess effekter på undervisningen. Forskning har visat att den arabiska man talar hemma skiljer sig från den varianten man skriver på. Elever från arabländerna talar olika dialekter. Detta sätter lärare inför en stor utmaning. Vissa lärare löser problematiken genom att prata elevernas dialekt i klassen. Andra förespråkar att modersmålsundervisningen avskaffas och istället satsa på studiehandledning.Mother-tongue teaching in Arabic has been introduced in Swedish schools since 1970´s. Whether or not it meets the criteria that makes it play an important role in language and identity development is an open question. Mother-tongue teaching in Arabic confronts many challenges which allows it to be difficult to implement. The differences existing between the written and the spoken form is one of the problems that hinder learning. However, mother-tongue teacher are fortunately aware of diglossia in Arabic and its effects on teaching. Research has shown that that Arabic which is spoken at home differs from the written variety. Students from the Arab world speak different dialects. This challenges mother-tongue teachers. Some teachers solve the problem by speaking the the students´dialects in the class. Others call for the elimination of mother-tongue teaching and the enhancing of tutoring.
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Yu, Yang. "Représentations sociolinguistiques et pratiques langagières liées au contact de langues tibétain/chinois dans les universités du Shandong (Chine)." Thesis, Montpellier 3, 2020. http://www.theses.fr/2020MON30012.
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La Chine, un pays multinational qui possède 56 nationalités, présente une configuration linguistique complexe avec plus de deux cents langues dans son sein. Le prestige et la place hégémonique du chinois contemporain standardisé relèguent les langues et les cultures des 55 minorités ethniques dans l’ombre, en contraste avec une politique d’État prônant la « floraison des 56 nationalités dans la grande famille de la Nation chinoise ». Dans le contexte actuel, où la Chine aborde de manière polémique les questions ethniques et où on assiste à une urbanisation et une mondialisation accélérée, cette thèse a pour but de mettre en lumière les pratiques langagières, les interventions glottopolitiques, les représentations des langues, l’identité sociolinguistique des Tibétains dans leurs aspirations pour la réussite scolaire et sociale en Chine continentale, plus précisément dans la province du Shandong – notre terrain d’enquête. Notre réflexion se base sur une enquête sociolinguistique à la fois quantitative et qualitative réalisée avec un groupe d’étudiants tibétains scolarisés dans le ShandongChina, a multinational country with 56 nationalities, has a complex linguistic configuration with more than two hundred languages within its borders. The prestige and hegemonic position of standardized contemporary chinese relegates the languages and cultures of the 55 ethnic minorities to the shadows, in contrast to a state policy that advocates the “flowering of the 56 nationalities in the great family of the Chinese Nation”. In the current context where China tackles controversially the ethnic issues and where we are witnessing an accelerated urbanization and globalization, this thesis aims to highlight the language practices, glottopolitical interventions, language representations, and sociolinguistic identity of Tibetans in their aspirations for educational and social success in mainland China, specifically in Shandong province – our field of research. Our reflection is based on a sociolinguistic survey, carried out with a group of Tibetan students attending school in Shandong, quantitatively and qualitatively
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Martinez, Pierre. "Pratiques langagières en situation de diglossie le cas de Saint-Martin, Antilles françaises /." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb376158109.
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Mbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.
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Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numériqueEthnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology
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Verdun, Marie Davilla. "Représentations et pratiques de l'éducation interculturelle institutionnelle et parentale dans un contexte diglossique : le cas de La Réunion." Thesis, La Réunion, 2017. http://www.theses.fr/2017LARE0049/document.
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Les représentations et les pratiques de l’éducation scolaire et de l’éducation familiale dans une île multiculturelle sont concomitants d’une éducation interculturelle, notamment dans un milieu où une situation diglossique existe. En effet, la langue française, langue administrative, est « considérée comme supérieure » à la langue créole, langue locale réunionnaise. Ce contexte diglossique n’agit pas dans l’intérêt des élèves ayant comme langue maternelle et familiale la langue créole. Autrement dit, la dévalorisation de la langue locale au profit de la langue administrative ne permet pas un accompagnement éducatif égalitaire des élèves, notamment dans leur scolarité. Aussi, la dévalorisation de leur langue, et donc de leur culture d’origine (car la langue créole réunionnaise a une histoire et c’est à travers elle que les Réunionnais se reconnaissent) ne leur offre pas un épanouissement complet. L’épanouissement est reconnu pour être à l’origine de toute réussite. Ce qui nous intéresse, dans notre recherche, ce sont les représentations qu’ont les jeunes scolarisés de cet écart entre la culture scolaire et la culture familiale, notamment les représentations de l’écart qui existe entre les deux langues, sachant que la langue familiale de beaucoup d’entre eux n’occupe pas la même position à La Réunion. Cette recherche nous a permis de voir de quelle manière nos jeunes scolarisés réunionnais se représentent l’éducation scolaire par rapport à leur éducation familiale, notamment à travers la langue ainsi que la place de l’interculturel dans notre île. Nous avons donc constaté que nos jeunes opposent une interculturalité interne de ce qu’ils vivent en famille à une culture scolaire sociale prescrite. En conclusion, nous pouvons remettre en cause ce fossé existant entre la langue, et donc la culture familiale et la culture scolaire administrative. Le but, n’a été nullement de remettre en question l’administration française, mais vraiment et uniquement d’apporter de la reconnaissance à tout ce qui affecte l’être humain au plus profond de lui-même. Nous proposons donc une éducation plus ouverte vers l’interculturel et une valorisation de la culture d’autruiThe representations and practices of school education and family education on a multicultural island are concomitant with intercultural education, especially in an environment where a diglossic situation exists. Indeed, the French language, the administrative language, is "considered superior" to the Creole language, the local Reunion language. This diglossic context does not act in the interest of pupils having as mother tongue and family, the Creole language. In other words, the devaluation of the local language for the benefit of the administrative language does not allow for equal educational support for pupils, particularly in their schooling. Also, the devaluation of their language, and therefore their culture of origin (because the Creole language La Reunion has a history and it is through it that the Reunionnais recognize themselves) does not offer them full bloom. The blossoming is acknowledged to be at the origin of all success. What we are interested in in our research is the representations that the young people in school have of this gap between the school culture and the family culture, in particular the representations of the gap between the two languages, knowing that the family language many of them do not occupy the same position in La Reunion. This research has enabled us to see how our young schoolchildren in La Reunion see education in relation to their family education, particularly through language and the place of interculturality in our island. We have found, therefore, that our young people oppose an internal interculturality of what they live with their families to a prescribed social school culture. In conclusion, we can question the existing gap between language, and therefore family culture and administrative school culture. The aim was not to question the French administration, but to truly and solely to give gratitude to everything that affects the human being in the depths of itself. We therefore propose a more open education towards intercultural and a valorisation of the culture of others
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Arisoy, Fatma. "Att vara tvåspråkig : En studie av gymnasieelever med turkisk bakgrund och deras syn på att vara tvåspråkig." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3277.
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The purpose of the thesis is to see how Turkish students understand their bilingualism. I have tried to explain bilingualism as a phenomenon and give an insight in national steering documents on the basis of different concepts used by researchers.
The method consists of qualitative interviews with standardized character. Five upper-secondary school students participated and independently discussed the answers.
The result from the interviews is the participators view on bilingualism. The answers were varying. I have got the answer of my question through the interviews and researches. The result is also connected to relevant theories.
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BOULOS, NOUHAD. "Pour une adaptation du niveau-seuil en arabe : reflexion methodologique." Paris 7, 1997. http://www.theses.fr/1997PA070020.
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Se fondant sur l'approche elaboree et presentee dans l'ouvrage collectif un niveau-seuil, on s'est efforce de mettre en evidence l'interet que presenterait une adaptation de cette approche a l'enseignement de l'arabe, et a enoncer quelques propositions concretes sur ce que pourrait etre cette adaptation, dans le cadre d'une pratique didactique coherente, correspondant aux besoins de la communication dans cette langue. Une place particuliere est accordee a la situation linguistique dans le monde arabe : a partir d'une caracterisation de la competence langagiere d'un locuteur arabophone, on s'est attache a aborder le probleme de la diglossie et de la place qu'elle doit occuper dans l'enseignement de la langue, ainsi qu'a examiner diverses methodes d'apprentissage et a confronter la strategie qu'elles mettent en oeuvre aux realites linguistiquesOn the basis of the approach evolved and put forth in le niveai-seul, this thesis aims at showing the interest of an adaptation of this approach in the teaching of arabic, and at formulating some suggestions on what this adaptation could be, in view of a coherent didactic practice answering the needs of communication in this language. Special reference is made to the linguistic situation in the arabic world : on the basis of a caracterisation of the communicative competence of an arabic speaker, the problem of diglossy has been approached, together with the place it should occupy in teaching ; in this context, several methods have been examined and their strategies have been confronted to the linguistic reality
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Landsman, David Maurice. "Theories of diglossia, linguistic variation and speaker attitudes, with special reference to recent developments in Modern Greek." Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315932.
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Aly, Mohamed Aly Dalia. "Takhlis al-Ibriz de Rifa'a al-Tahtawy et sa traduction "L'Or de Paris" de Anouar Louca. Étude critique et approche linguistique." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030102/document.
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La traduction est une activité linguistique qui joue un rôle primordiale dans la vie des différentes communautés humaines. Considérée comme moyen de communication et de connaissance de l’autre, plusieurs disciplines lui ont été consacrées. Au XVIIIème siècle, la faculté des langues (al-Alsun) a été instaurée en Égypte par Rifāʽa al-Tahtāwī, l’auteur de Taḫlīṣ al-ibrīz fi talḫlīṣ Bārīz. Cette œuvre a été traduite au XXème siècle par Anouar Louca sous le titre de l’Or de Paris. L’Étude présente porte sur une œuvre qui présente une description minutieuse du séjour de Rifāʻa al-Ṭahṭāwī en France, à savoir le Taḫlīṣ al-ibrīz fi talḫīṣ Bārīz. Cette œuvre appartient à l’époque de la Nahḍa de la littérature arabe.L’étude porte sur quatre chapitres : Le premier chapitre entame analyse esthétique comparée du Taḫlīṣ et de l’Or de Paris. Le chapitre explique les manifestations des deux versants de la Nahḍa dans le Taḫlīṣ et les stratégies adoptées par Louca dans son Or de Paris.Le deuxième chapitre présente une analyse sociolinguistique du Taḫlīṣ et de l’Or de Paris. Cette analyse met en lumière le lien intrinsèque entre la langue et la société. Une comparaison de l’œuvre dans sa langue source et sa traduction mettra l’accent sur la stratégie de Louca et sur les différences entre l’original et la traduction.Le troisième chapitre porte sur la problématique de la fidélité selon la théorie interprétative. La marge de liberté et les procédés utilisés par Louca seront discutés. Le quatrième chapitre est une analyse sémantique sélective d certains passages dans le Taḫlīṣ et leurs représentations dans l’Or de Paris. L’analyse va porter sur le titre, le premier paragraphe et la traduction faite par Rifāʻa al-Tahtāwī de la charte constitutionnelle de 1814. Les quatre chapitres procèdent par une mise en parallèle de l’œuvre original et de sa traduction.Nous reconnaissons la difficulté de la tâche assumée par Louca vu la richesse de l’œuvre de Rifāʻa al-Tahtāwī qui représente un tournant dans l’histoire de la littérature arabe. La spécificité culturelle, esthétique, historique et linguistique constitue un vrai défi à la traductionTranslation is a linguistic activity which plays an essential role in the life of various human communities. Considered as a tool of communication and knowledge of the others, several disciplines were dedicated to it. In the XVIIIth century, the faculty of languages (al-Alsun) was established in Egypt by Rifāʽa al-Tahtāwī, the author of Taḫlīṣ al-ibrīz fi talḫlīṣ Bārīz. This work was translated in the XXth century by Anouar Louca under the title of “L’Or de Paris” which means “The Gold of Paris”. The study hereby presented deals with a work that presents a meticulous description of the journey of Rifāʻa al-Ṭahṭāwī in France. The latter work is Taḫlīṣ al-ibrīz fi talḫīṣ Bārīz and belongs to the period of Nahḍa of the Arabic literature.The study consists of four chapters: The first chapter presents a comparison between the aesthetic analysis from Taḫlīṣ and its translation, namely Or de Paris, into the french langage. The chapter explains the demonstrations of both objectives of the Nahḍa in the Taḫlīṣ and the strategies adopted by Louca in his Or de Paris.The second chapter presents a sociolinguistic analysis of Taḫlīṣ and Or de Paris. This analysis highlights the intrinsic link between the language and the society. A comparison of the Taḫlīṣ in its original language and its translation emphasizes the strategy of Louca and the differences between the original work and its translation.The Third chapter discusses the problem of the loyalty according to the interpretative theory. The room for manoeuvre and the processes used by Louca will be discussed.The fourth chapter is a selective semantic analysis of certain passages in Taḫlīṣ and their translations in Or de Paris. The analysis concerns the title, the first paragraph and the translation of the constitutional chart of 1814 made by Rifāʻa al-Ṭahṭāwī. The Four chapters proceed in a parallel pattern between the original work Taḫlīṣ and its translation.We recognize the difficulty of the task carried out by Louca given the wealth of the work of Rifāʻa al-Ṭahṭāwī which represents a bend in the history of the Arabic literature. The cultural, aesthetic, historical and linguistic specificity constitute a real challenge in the translation
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Boussofara-Omar, Naima. "Arabic diglossic switching in Tunisia : an application of Myers-Scotton's MLF model /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Alaiyed, Majedah Abdullah Saleh. "Diglossic code-switching between Standard Arabic and Najdi Arabic in religious discourse." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12578/.
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This study investigates the linguistic structural constraints of diglossic intra-sentential code-switching between Standard Arabic and Najdi Arabic in religious speeches by six Saudi preachers: three males and three females. To analyse the data, both quantitative and qualitative methods of analysis are used. In accounting for the structural constraints found in the diglossic intra-sentential code-switching, diglossic variants of four linguistic variables are considered: negation, relative pronouns, demonstratives and future particles. This study shows that both male and female preachers switched from one variety to the other across sentence boundaries and within the same sentence. This process does not proceed randomly but is instead governed by particular principles. In the case of Standard Arabic variants of the four variables investigated, where Standard Arabic is the non-dominant variety, diglossic code-switching is restricted as its variants are found to co-occur mostly only with Standard Arabic or neutral lexis. On the other hand, in the case of Najdi Arabic, which is considered the dominant variety, Najdi Arabic variants are found to co-exist with both Standard Arabic and Najdi Arabic as well as neutral lexis. The study supports the validity of the ‘dominant language hypothesis’ proposed by Petersen (1988) and the word-internal mixing constraints. It also partially supports Eid’s (1982, 1988) constraints. The directionality and the contradictory effect constraints are shown to be relevant to the data. Moreover, the study demonstrates the validity of the triggering hypothesis (Clyne, 2003) and the neutralization site hypothesis (Clyne, 1987) for analysing diglossic code-switching. The study makes a number of contributions to the field of sociolinguistics and code-switching in particular. Firstly, it adds to sociolinguistic knowledge on Standard Arabic and Najdi Arabic spoken in Saudi Arabia. Secondly, to date there is only limited knowledge about the mixed speech of educated speakers in Saudi Arabia. The current study shows in detail how this mixed speech is derived, with the analysis of the four key variables; and it argues that the process is one of diglossic intra-sentential code-switching. Focusing on religious preachers’ extemporaneous monologues therefore helps to fill this research gap. Thirdly, previous studies of religious speeches have focused only on male preachers, and previous studies of Saudi Arabic have disproportionately investigated the speech of men. Given the gender segregation of this speech context, and the sociolinguistic studies of Arabic showing some gender variation (Walters, 1991; Daher, 1998, 1999; Al-Wer, 1999), there is a question over whether there may be gender variation in code-switching in religious speeches in segregated speech contexts. By analysing the code-switching of both male and female preachers, this study makes an original contribution by demonstrating that there is no obvious correlation between gender and any variation in code-switching in this religious speech context in this corpus of data. Fourthly, this study contains original data which has not been previously published or analysed.
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Dahou, Chahrazed. "Identités linguistiques et représentations des langues en usage en Algérie (Enquête auprès de jeunes algériens en France et en Algérie)." Thesis, Montpellier 3, 2017. http://www.theses.fr/2017MON30021.
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Cette recherche opère un renversement du mode de construction de l’objet de la recherche en sciences du langage. Elle tente de comprendre, à travers une enquête sociolinguistique par entretiens, le rapport subjectif de jeunes locuteurs algériens à l’égard de leurs langues (algérienne, arabe, tamazight, français). Bien que les attitudes à l’égard de ces langues se sont imposées à l’analyse pour préciser le statut particulièrement complexe des langues en usage en Algérie, cette recherche tente plus particulièrement de comprendre un rapport souvent considéré comme allant de soi : le rapport subjectif à leur langue dite de « religion », « la langue arabe » (sans autre précision). Nombreuses sont les questions qui ont animées l’enquête sociolinguistique et anthropologique à partir de laquelle part le questionnement centré sur le mythe du sacré dans la langue arabe.Intrinsèquement liée au Coran, ce corps d’une ‘Umma imaginaire à laquelle tout algérien s’imagine appartenir ou ne pas appartenir, la langue arabe suscite des positionnements ambivalents chez ses tenants : quelles sont les positions subjectives d’étudiants algériens motivés par la réussite, mus par leurs rêves, à l’égard de la langue arabe de religion ? La dimension diglossique qui inspire les désignations fluctuantes « langue/dialecte » entraineraient-elles des spécificités chez les locuteurs arabophones et/ou berbérophones algériens ? Si oui, quelles attitudes et représentations renferme cette idéologie dieu-glossique ? Les locuteurs assument-ils la désignation « sacré » associée à la langue arabe ? Cet imaginaire linguistique (« langue d’Adam, du Paradis, pure, NOtre langue, langue de l’intercompréhension ») serait-il de nature à influencer les comportements linguistiques des locuteurs arabophones ? En effet, qui mieux qu’un locuteur arabophone pour expliquer le clivage entre une sorte de respect exagéré de la forme de ce qui est désignée « langue » d’un côté, en même temps, sa stigmatisation de l’autre ? Serait-ce de l’ordre du fétichisme de la langue ? Le traitement de ces questions révèle la manière dont chacun et chacune des jeunes locuteurs et locutrices algériennes interrogé.e.s exprime son rapport subjectif à sa langue de religion et de scolarisation : sublime pour l’un, horrible pour l’Autre, la langue sacrée a « plus d’un tour dans son sacre »This research operates a change in the mode of construction of research object in the sciences of Linguistics. It tries to understand, through an anthropological and sociolinguistic survey by interviews, the subjective relationship of young Algerian speakers with regard to their languages (Algerian, Arabic, Tamazight, French). Although attitudes towards these languages have been imposed on the analysis in order to clarify the particularly complex status of the languages used in Algeria, this research attempts more particularly to understand a relationship often taken for granted: the subjective relationship to their so-called language of "religion", "the Arabic language" (without further specification). Many questions have prompted the sociolinguistic and anthropological inquiry from which the questioning centered on the myth of the sacred in the Arabic language begins.Intrinsically linked to the Koran, this body of an imaginary Umma to which all Algerian Arabic and Berber speaker imagine belonging to or not, the Arabic language creates ambivalent positions among its speakers. What are the subjectives positions of Algerian students motivated by success, driven by their dreams, with regard to the Arabic language of religion? Does the multi-diglossic dimension that inspires the fluctuating positions ("language / dialect") designations lead to specificities among Algerian-speaking and / or Berber-speaking speakers? If so, what attitudes and representations contain this god-glossic ideology? Do the speakers assume the "sacred" designation associated with the Arabic language? Is the linguistic imagination (the language of Adam, of Paradise, pure, our language, the language of intercomprehension) likely to influence the linguistic behavior of Arabic speakers? Indeed, who better than an Arabic speaker to explain the cleavage between a kind of exaggerated respect for the form of what is designated "language" on one side, at the same time, its stigmatization on the other. Could it be the order of the fetishism of language? Answering these questions reveals how each of the young Algerian speakers interviewed expresses their subjective relationship to their language of religion and schooling: sublime for one, horrible for the Other, the sacred language has "More than one trick up its sleeve "
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Mansouri, Abdelmoumeim. "Représentations linguistiques en situation pluriglossique : Le Maroc : enquête par interviews en milieu urbain." Montpellier 3, 1996. http://www.theses.fr/1996MON30057.
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En partant d'une enquete par interviews en milieu urbain (rabat), nous proposons dans ce travail de rendre compte des representations linguistiques au maroc. Apres avoir donne, dans la premiere partie, les conditions d'enquete et un bref apercu de la linguistique praxematique, nous avons consacre la deuxieme partie de notre these a l'analyse des representations linguistiques. C'est ainsi que nous avons constate que les deux langues maternelles (l'arabe marocain et l'amazighe) sont negativement percues alors que le francais occupe un statut privilegie. Le cas de l'arabe classique est different. Nous avons parle, au sujet de cette langue, de statut representationnel fige en ce sens qu'elle ne tire pas son prestige des lois du marche linguistique (l'offre et la demande), mais de son caractere sacre. La representation d'une langue etant egalement la representation de ses locuteurs, nous avons consacre la troisieme partie a voir comment les representations linguistiques se manifestent dans la production stereotypique du meme et de l'autre. En nous basant sur les notions de sociotype et d'ethnotype, nous avons montre que le francais est la langue de la bourgeoisie et de la modernite alors que l'arabe marocain renvoie au renfermement, a l'ignorance, et a la pauvrete. L'amazighophone est quant a lui rejete, a travers des ethnotypes, dans son passe et son present. Nous avons analyse dans la quatrieme partie, a travers deux cas : la nomination sexuelle et la production narrative, le fonctionnement diglossique des langues. La nomination sexuelle nous a permis de voir une autre fonction du francais : dire l'interdit. Le recit a pour role de remedier aux conflits lies au plurilinguismeThis research was initially based on a series of interviews in an urban area (rabat). From this starting point, linguistic representation in morocco are discussed. After having stipulated the conditions of inquiry and briefly introduced praxematic linguistics in the first part, we consecrate the second part of our thesis for the analysis of the linguistical representations. We notice there for that the two mother tongues (moraccan arabic and amazighe) are negatively considered while the french language has a privileged status. The case of classical arabic's is different. We talked about this language of still "statut representationnel", that is to say it doesn't tak its prestige in the rules of the linguistic market (supply and demand), but from its sacred dimension. Because the representation of language is also the representation of its speakers, we devoted the third part demonstrating how the linguistic representations occur in the stereotypical production of the "same" and the "other". Founded upon our notions of a "sociotype" and an "ethnotype", we showded that french is the language of the "bourgeoisie" and modernity while moroccan arabic refers to selfishness, ignorance and poverty. The amazighe speaker is finally rejected, through the ethnotype, in his past and his present. In the fourth part, we analysed through two cases, sexual nomination and narrative production, the diglossical workin of languages. The sexual french words allow us to see another function of this language we don't see in arabic, while the function of the narrative is to remediate conflicts plurilinguism
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Karvounis, Christos [Verfasser]. "Diglossie, Sprachideologie, Wertekonflikte : Zur Geschichte der neugriechischen Standardsprache (1780 bis 1930) / Christos Karvounis." Göttingen : Böhlau Verlag Köln, 2016. http://www.v-r.de/.
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Martinez, Pierre. "Pratiques langagières en situation de diglossie : le cas de Saint-Martin (Antilles françaises)." Paris 5, 1988. http://www.theses.fr/1988PA05H047.
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L’auteur se propose de fournir une description du glottosystème local, d'en évaluer la dynamique et de mettre en relation ce système avec l'élément central du dispositif francophone qu'est l'école. Ses hypothèses sont que le système est soumis à des tensions au sein d'une diglossie français anglais vernaculaire anglo-américain, et que l'explication de l'échec scolaire observe à Saint-Martin dépasse le cadre de l'institution. Une synthèse des informations disponibles donne d'abord à voir dans son évolution une ethnoculture complexe et ouverte. Description des langues en présence, analyse de pratiques langagières, commentaires et représentations sociales permettent, par le truchement d'entretiens et d'un questionnaire informatise, de confirmer l'existence d'une diglossie "enchassée" dont l'instabilité ne manifeste cependant aucune "glottophagie". L’échec relatif du système scolaire tient avant tout à son incapacité à répondre à la nouvelle demande sociale d'éducation. Des propositions d'évolution sont avancées ici. Définissant enfin un "bilinguisme assume" et considérant comme indissociables projet éducatif et projet de politique linguistique français dans la zone nord-Caraïbe, la recherche se veut une contribution a la gestion collective d'un patrimoine linguistiqueThe author's purpose is to make a description of the local glottosystem to determine how it works and what is its inner evolution, and to connect the system with school considered as the backbone of the French speaking language device. He makes suppositions that the system is subject to tensions within a diglossia between French vernacular English American English and that the explanation of the difficulties education meets with, as observed in saint martin, lies outside the limits of the institution itself. Bringing together the various pieces of information available first sets into relief a complex and open ethnic background. Describing the coexisting languages, analysing the language use, explanatory notes and social representations enable through talks and an appropriate data-processing questionnaire, to confirm the existence of a complex diglossia whose unsteadiness doesn't show any sign of "glottophagy" though. The partial failure of the school system lies in the fact that it is unfit to meet the new social demand for education. Proposals for subsequent evolution are advanced in the work. Defining an "assumed bilinguism" and considering that a plan for education must undoubtly be closely associated with a French linguistic policy in the north Caribbean area, the thesis thus means to contribute to the joint management of a linguistic heritage
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Engone, Jeannot. "Anthropologie cognitive et l'apprentissage des langues-cultures en situation de diglossie au Gabon." Thesis, Artois, 2018. http://www.theses.fr/2018ARTO0103.
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L’apprentissage des langues-cultures, aujourd’hui, conduit souvent les recherches à se porter vers la problématique de l’acquisition des savoirs. Cette problématique a fait l’objet de nombreuses études au Gabon dans la double perspective linguistique et anthropologique des acquisitions savoirs que diffusent les langues-cultures et leurs relations avec la construction individuelle et collective d’une identité culturelle gabonaise. Les conclusions auxquelles la plupart de ces études ont abouti sont que l’unique solution qui s’impose pour espérer garantir une survivance des langues-cultures gabonaises, c’est leur introduction dans le système éducatif comme langues-cultures d’enseignements et d’apprentissages. Notre thèse pose de plein pied, la même problématique dans un contexte caractérisé par l’extinction programmée, à court terme, de la plupart des 52 langues-cultures que compte le Gabon. Toutefois, elle examine une nouvelle dimension qui est celle d’explorer l’impact des savoirs que diffusent les langues-cultures en situation de diglossie grâce aux interactions transmissives et acquisitionnelles. Aussi, la situation de diglossie du Gabon expose deux types de savoirs : les savoirs dits socioculturels qui émanent des langues-cultures ethniques ; les savoirs dits scolaires que dispense le français langue-culture de scolarisation obligatoire. L’intérêt de cette nouvelle perspective que développent nos travaux tient au fait qu’elle considère de manière très pertinente, la façon dont l’accès aux langues-cultures en situation de diglossie permet, chez l’enfant-apprenant, l’accès aux savoirs (socioculturels et scolaires) en favorisant une socialisation équilibrée, qui soit le substrat de la modélisation de sa pensée sociale, culturelle et linguistiqueThe learning of cultural languages today often leads research to focus on the problem of acquiring knowledge. This issue has been the subject of numerous studies in Gabon in the linguistic and anthropological perspective of the knowledge acquisitions disseminated by cultural languages and their relations with the individual and collective construction of a Gabonese cultural identity. The conclusions reached by most of these studies are that the only solution to hope to guarantee a survival of Gabonese languages-cultures is their introduction into the education system as languages-cultures of teaching and learning. learning. Our thesis lays down the same problem in a context characterized by the programmed extinction, in the short term, of most of the 52 cultural languages that Gabon has. However, it examines a new dimension which is that of exploring the impact of the knowledge disseminated by cultural languages in a diglossic situation through transmissive and acquisitional interactions. Also, Gabon's diglossic situation exposes two types of knowledge: so-called socio-cultural knowledge that emanates from the languages-ethnic cultures; the so-called scholarly knowledge provided by the French language-culture of compulsory schooling. The interest of this new perspective that our work develops is due to the fact that it considers in a very relevant way, the way in which access to cultural languages in a diglossie situation allows, in the child-learner, access to knowledge (sociocultural and academic) by promoting a balanced socialization, which is the substrate of the modeling of its social, cultural and linguistic thinking
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Bandeira, Jordan Hahn. "Variante padrão de línguas imigrantes para falantes de dialeto na escola pública: incentivo ou ameaça à diversidade lingüística?" Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-14102009-164306/.
Full textAbstract:
Esta dissertação faz considerações sobre a natureza da interferência derivada da introdução de variantes padrão de línguas imigrantes no currículo do sistema de escolas públicas de comunidades de falantes de dialetos. A pesquisa busca uma maior compreensão da questão por meio da análise de discurso e conteúdo encontrados em artigos de jornal, artigos disponíveis na Internet, mensagens trocadas em comunidades virtuais e quatro entrevistas colhidas de habitantes do município de Angelina em Santa Catarina, onde falantes de dialeto freqüentam escolas públicas onde o inglês é a única oferta de língua estrangeira, apesar da constituição étnica predominantemente germânica da população local. O trabalho ainda examina modelos teóricos de contato lingüístico baseados em teoria dos jogos em termos de sua relevância em um cenário mais complexo onde um dialeto coexista com sua variante padrão e uma língua nacional.This dissertation prompts considerations about the nature of the interference deriving from the introduction of standard variants of immigrant languages into the curriculum of the public school system in communities of dialect speakers. The investigation seeks a greater understanding of the problem by means of discourse and content analysis of articles published in newspapers, articles available on the internet, forum posts, and four interviews collected from inhabitants of Angelina, a municipality in the State of Santa Catarina where dialect speakers attend public schools where English is the only foreign language option in spite of the predominantly German ethnic make-up of the local population. In addition, existing theoretical models that examine language contact from the perspective of game theory are examined in terms of their relevance in a more complex scenario where a dialect coexists with its corresponding standard variant and a national language.
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Wong, Hiu-lam Sally. "The integration of Yue dialect words into modern written Chinese." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37515767.
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Georger, Fabrice. "Créole et français à La Réunion : une cohabitation complexe." Thesis, La Réunion, 2011. http://www.theses.fr/2011LARE0031/document.
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La cohabitation du créole et du français est décrite ici dans un cadre interlectal et dans une épistémologie de la complexité. En assumant l'implication du chercheur dans son objet d'étude, jamais la posture du militant n'est adoptée afin d'écarter toute surenchère idéologique. Les corpus récoltés auprès de locuteurs réunionnais variés sont traités dans leur globalité, comme dans leurs constituants, refusant d'isoler ou de rejeter le moindre élément qui pourrait contrarier les hypothèses. Des formes syntaxiques particulières, différentes de celles des adultes, se réalisent chez de jeunes locuteurs en situation d'apprentissage ou lors de leur phase d'acquisition du langage, ce qui permettrait de mettre en relief des énoncés qui seraient proches des mécanismes de l'interlangue. L'économie d'une approche glottopolitique complexe a été rejetée. À partir des années 1960, et jusqu'à aujourd'hui, de fortes revendications linguistiques sont portées par des intellectuels et des artistes de talent. Depuis l'époque des premiers travaux universitaires en créolistique, les scientifiques font des propositions d'interventions pédagogiques qui accorderaient une place au créole dans les apprentissages. Pourtant, le monde politique ne s'est pas encore emparé de cette question, la laissant ainsi aux mains de forces glottopolitiques autres, autour de la question de la graphie, de la littérature et de l'école. Nous sommes allé jusqu'à proposer les grandes lignes de ce que pourrait être une didactique du plurilinguisme réunionnaisThe cohabitation of Creole and French is described here in an interlectal framework and in an epistemology of complexity. Assuming the researcher's involvement in his study, the militant's inclination is never adopted so as to brush aside any ideological excess. The corpuses gathered from local native speakers are treated in their entirety, as in their constituents, refusing to set apart or to reject the least element that could act against the hypothesis. Specific syntactic forms, different from the grown ups', are created among young local speakers while learning or through their language acquisition, which would allow to bring out utterances close to interlingual mechanisms. A complex glottopolitical approach hasn't been ruled out. From the 1960s and until today strong linguistic demands have been brought forward by intellectuals and talented artists. From the time of the first academic researches in creolistics, scientists have been suggesting educational interventions that would grant room to creole in language learning. However, politicians haven't tackled this question yet, thus leaving it in the hands of other glottopolitical forces focusing on spelling, literature and school. We've been up to suggesting the broad outline of what could be a teaching of reunionese plurilingualism
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ASSOU, MOSTAFA. "Usages linguistiques chez une population de jeunes issus de l'immigration." Nice, 1998. http://www.theses.fr/1998NICE2016.
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Nos observations sur les rapports aux langues : langue d'origine/langue d'accueil, chez des jeunes issus de l'immigration marocaine en france, revelent un bilinguisme desequilibre en ce sens ou l'emploi de la langue d'origine est restreint. Meme si, a travers l'auto evaluation des competences, la connaissance de cette langue semble etre acquise par la majorite des sujets de l'enquete. Les resultats d'une analyse factorielle des correspondances, mettant en relation les attitudes a l'egard des deux langues : l'arabe marocain et le francais, la competence et l'utilisation des langues ont aussi confirme ces constatations. Les familles interrogees semblent gerer une situation que nous avons qualifiee de diglossie ou le francais est valorise et reconnu dans son role essentiel dans la reussite scolaire et la promotion sociale des enfants. La langue d'origine semble etre percue comme moyen de rattachement a la population et la culture d'origine et surtout investie en tant que dimension indeniable de l'identite de ce groupeAfter considering the relationships maintained between the migrant children here in france and both their mother tongue language and the + host's language ; (french in this case) i have come to the conclusion that there is an unbalanced bilingualism in the sense that use of the mother tongue language is very limited. This is despite that in most cases the latter seems to be (according to a self-rating scale procedure) well known by the majority of the instances forming the sample studied. This assumption, is being reinforced by a factoral analysis of correspondances that establishes various links between the attitudes hel toward the two languages: moroccan arabic and french, on the one hand and, on the other hand, the language proficiency and language use. The families that have been questioned in this study seem to manage a situation that i have qualified of being diglossic. French language being more favoured and highly recognized for its essential role in the scholastic success and the social promotion of children. As for the mother tongue language, it seems to be perceived as a means of unification with their population and their culture of origin. It is more importantly regarded and invested as an undeniable dimension representative of the identity of the group