To see the other types of publications on this topic, follow the link: French immigrant.
Dissertations / Theses on the topic 'French immigrant'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 43 dissertations / theses for your research on the topic 'French immigrant.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Couton, Philippe. "The institutional participation of French and immigrant workers in 19th-century France /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36901.
Full textAbstract:
Recent theories of the social consequences of institutions point to aspects of class and ethnic relations that are not fully captured by conventional institutional perspectives. Using some of these recent theoretical contributions, this thesis analyzes the influence of institutional conditions on the mobilization of French and immigrant workers in late 19th-century northern France. Two main institutional structures are discussed: France's unique network of labour courts, and the socialist cooperatives created by Flemish workers in the 1880s. The empirical, chiefly archival evidence suggests two main conclusions: labour movements emerged and evolved strongly influenced by the judicial framing of labour relations, which they in turn sought to use and modify to their advantage; the institutional innovation of Flemish immigrant workers had a durable influence on the organization of labour politics in northern France, and contributed to their integration as active social and political participants.
2
O'Brien, Carolyn 1957. "Immigrant integration, European integration : the Front national and the manipulation of French nationhood." Monash University, Centre for European Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8548.
Full text
3
Maurer, Nancy. "THE EVOLUTION OF FRENCH IDENTITY: A STUDY OF THE HUGUENOTS IN COLONIAL SOUTH CAROLINA, 1680-1740." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3740.
Full textAbstract:
This thesis examines the changes that occurred in the French identity of Huguenot immigrants to colonial Carolina. In their pursuit of prosperity and religious toleration, the Huguenots' identity evolved from one of French religious refugees to that of white South Carolinians. How and why this evolution occurred is the focus of this study. Upon arriving in the colony in the 1680s and 1690s, the Huguenots' identity was based on several common factors: their French language, their Calvinist religion, and their French heritage. As the immigrant group began to build their new lives in Carolina, these identifying factors began to disappear. The first generation's identity evolved from French immigrants to British subjects when they were challenged on the issues of their political and religious rights and, in response to these challenges, requested to become naturalized subjects. The second generation faced economic challenges that pitted planters against the wealthier merchants in a colony-wide debate over the printing of paper currency. This conflict created divisions within the Huguenot group as well and furthered their identity from British subjects to planters or merchants. Another shift in the Huguenots' identity took place within the third generation when they were faced with a slave uprising in 1739. The Huguenots' involvement in finding a legislative solution to the revolt completes this evolutionary process as the grandchildren of the immigrant generation become white South Carolinians. This thesis expands the historical data available on immigrant groups and their behaviors within colonial settlements.M.A.
Department of History
Arts and Humanities
History
4
Decouvelaere, Stephanie Francoise. "The elusive better break the immigrant worker in Maghribi fiction in French and Caribbean fiction in English, 1948-1979." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504465.
Full text
5
Boumedouha, Said. "The Lebanese in Senegal : a history of the relationship between an immigrant community and its French and African rulers." Thesis, University of Birmingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603511.
Full textAbstract:
The main aim of the thesis is to explore the evolution,of the Lebanese community in Senegal and the circumstances responsible for the expansion and contraction of its trade since the early immigrants arrived in Senegal. It is argued in this thesis that Lebanese trade has gone through several periods of contraction and expansion. These were caused largely by external factors, which then affected the internal dynamics of the community. The Senegalese mono-crop groundnut export economy experienced several crises during the colonial and post-colonial periods, and these had profound repercussions all groups living in Senegal. The French during the colonial period and the Senegalese during the post-colonial era both identified the Lebanese as scapegoats at times of crisis. Anti-Lebanese propaganda and measures always followed. Lebanese trade contracted in consequence and the community felt insecure because of the fear of possible mass expulsions_ During these difficult times the Lebanese maintained a strong sense of cohesion. When Senegal experienced a degree of economic prosperity, Lebanese trade flourished in consequence. Immigration increased substantially, especially during the colonial era, because it was not regarded as a source of great concern to other groups. Paradoxically, however, this did not help the community to preserve its cohesion. On the contrary, intra-Lebanese cleavages based on religious and political differences and personal rivalries, became rife.
6
Welply, Oakleigh Elizabeth. "Constructing identities in culturally diverse classrooms : a cross-national study of the experience of immigrant-background children in French and English primary schools." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648531.
Full text
7
Lhuillier, Laurence Marion. "Place et images des langues étrangères dans les bibliothèques municipales françaises : un cas pour les sciences de l'information." Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENL001/document.
Full textAbstract:
Issu d'une pratique professionnelle consacrée à l'offre en langues étrangères dans une bibliothèque municipale, ce travail de recherche questionne le positionnement de l'institution, basée sur le principe d'égalité d'accès au service public de la lecture, alors que celle-ci cherche à enrayer la baisse de sa fréquentation et celle du nombre de ses inscrits à une époque caractérisée par l'accroissement des mouvements migratoires et l'augmentation conséquente du plurilinguisme. La problématique s'attache aux transformations des pratiques et des représentations des professionnels dans les bibliothèques municipales métropolitaines induites par l'introduction d'une offre en langues étrangères, en questionnant les notions de public, d'information et de positionnement institutionnel. Une première enquête quantitative vise à établir le nombre d'établissements concernés par cette offre singulière et la taille de celle-ci en volume et en valeur ; une seconde enquête qualitative s'attache à l'analyse des propos recueillis lors d'entretiens en face à face avec des professionnels, des non usagers des bibliothèques et des élus dont dépendent ces établissements. Les résultats montrent des bibliothèques nombreuses à proposer ce type d'offre, les faibles volumes et valeurs de celle-ci. Ils soulignent une méconnaissance des publics cibles comme de leurs attentes, le bouleversement des pratiques et des représentations professionnelles engendré par la prise en compte du critère inhabituel de la langue des usagers et des documents, la transformation du positionnement des bibliothécaires, des publics et de l'institution finalement peu investie dans le champ des langues étrangères. Ils montrent que cette question déborde les pouvoirs décisionnels des professionnels, interpelle ceux de la tutelle territoriale et de l'Etat. Ils ne permettent pas de déterminer si l'évolution de cette offre singulière relève plus de l'ombre d'un développement ou d'un développement dans l'ombreInitiated and informed by years of professional experience dedicated to providing foreign language resources in a French public library, this research questions the positioning of the library as an institution anchored in the principle of equal access to public service, in the context of a decline in both attendance and enrolment as well as that of increased international migration and multilingualism. The argument focuses on the transformation of practice and professional representation generated by the introduction of foreign language material in France's municipal libraries and questions the notions of “general public,” “information,” and “institutional positioning.” A quantitative survey assesses the size of the phenomenon. The qualitative survey analyses observations collected during face-to-face interviews with professionals, with non-library users as well as with elected representatives responsible for overseeing public libraries. Results reveal a real, albeit limited evolution: while numerous libraries now provide resources in foreign languages, such offers remain small in terms of both volume and value. They also highlight a lack of understanding of the nature and expectations of target audiences, the disruption of professional practice and representation generated by the acknowledgment of language as one of the criteria to shape the offer of resources, the transformation of the positioning of public librarians, of audiences and, more generally, of an institution not yet substantially involved in the field of foreign languages. In conclusion, the results show that this question goes beyond the sole decision-making power of public libraries themselves and falls more broadly in the remit of territorial and national authorities. Whether the development of foreign language resources in French public libraries is merely a passing shadow or, on the contrary, a significant evolution remains to be determined
8
Debicka-Dyer, Anna Michalina. "French and Spanish in Contact: Code-switching among Spanish Immigrants in France." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072006-174521/.
Full textAbstract:
This sociolinguistic study of the bilingual speech of Spanish immigrants in Toulouse, France focuses on the phenomenon of code-switching (CS). The analysis of the data showed that most CS was situational, rather than metaphorical. Three types of CS were found: insertion, alternation, and congruent lexicalization. Their examination revealed that the insertion of French words was more common than of Spanish items, the alternation was most frequent in repetitions, and the congruent lexicalization was present at the grammatical and structural level. The speech of the individual participants was also analyzed, and it was found that the sociological aspects greatly affected the use of CS. Finally, the analysis of the frequency effects was conducted revealing that the topic of the nouns influenced the language in which the nouns were used. The results proved that it is impossible to conduct a reliable grammatical analysis without including the sociolinguistic aspects.
9
Dȩ̮bicka-Dyer, Anna Michalina. "French and Spanish in contact." Master's thesis, Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-11072006-174521.
Full text
10
Saugera, Valerie. "Lexical borrowing in a French-English email corpus integration of English words in the electronic discourse of French immigrants in America /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278252.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of French and Italian, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3828. Adviser: Julie Auger. Title from dissertation home page (viewed May 8, 2008).
11
Pambianchi, Gabriella. "Modélisation des démarches pédagogiques dans les pratiques de classe de français langue seconde chez les immigrants /." Thèse, Montréal : Université du Québec à Montréal, 2003. http://theses.uqac.ca.
Full text
12
Mealor, Simon. "Esloigne des rivages de France : the writings of French-speaking immigrants in Elizabethan England." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360015.
Full text
13
Naui, Elizabeth. "Transculrural [i.e. Transcultural] health communication in action : Emerging health pratices of Filipino immigrants in the French Riviera." Thesis, Nice, 2014. http://www.theses.fr/2014NICE2032/document.
Full textAbstract:
La France n’a pas encore de système de collecte d’informations sur les immigrants standardisé. Ainsi, l’état de santé des immigrants est, aujourd’hui encore, déterminé de manière irrégulière. La seule information de santé des immigrants disponible correspond au statut de santé déclaré par l’immigrant. Ceci est à la fois problématique et surprenant car la France est considérée comme une des nations au monde à avoir le meilleur système de santé malgré le manque de données concrètes sur l’état de santé des immigrants. Une question se pose alors : « comment les immigrants se fraient un chemin dans le système de soin français ? ».Les Philippins vivant dans le sud de la France sont la cible de cette étude. Cette étude utilise le sondage, le « Key Informant Interview » et l’observation directe pour rassembler des données afin de comprendre comment leur culture et leur langage maternel interfèrent avec le système de soin français.Dans cette étude, l’hypothèse émise était que le langage est une barrière pour les immigrants Philippins cherchant l’accès aux soins médicaux. De plus, la culture traditionnelle de santé joue aussi un rôle important dans la pratique de santé des Philippins, même si ces derniers sont en France depuis de nombreuses années. Ils ont réussi malgré tout, à s’adapter au système de soin français. Cependant, cette adaptation doit être clairement identifiée et décrite. A l’interface de la culture, du langage et du système de sin de santé du pays d’accueil, les immigrants, consciemment ou non, créent une culture de santé émergente, différente de leur culture d’origine, qui identifie mieux un bon ou un mauvais état de santé ainsi que la manière de l’exprimer.Cette étude révèle que malgré le temps passé dans le sud de la France, la culture de santé traditionnelle des Philippins joue toujours un rôle dans leur pratique de santé. Les problèmes de santé sont toujours une affaire de famille. Ainsi certains médicaments sont importés des Philippines. D’un autre côté, ils profitent aussi des avantages du système de soin de santé français. Ils rendent visite à leur docteur plus souvent, ils prennent religieusement leurs médicaments et ils profitent des nombreuses options de traitements disponibles en France. Ils peuvent profiter de tout cela parce qu’ils sont couverts par le système universel d’assurance maladie français.D’un autre côté, les immigrants Philippins restent des patients passifs. A cause de la langue qui reste encore une barrière, leur comportement vis à vis de médecin est fait de hauts et de bas. Les Philippins sont d’un naturel timide. Ainsi ils essayent toujours de ne pas avoir de longues conversations. Ceci reste un défi pour les professionnels de santé qui ne sont ni formés ni préparés à gérer des patients parlant un langage étrangerFrance is yet to have a standardized immigrant health data collectionsystem. As such, data of immigrants’ health is still irregularly determined. Theclosest immigrant health data available is the self-reported status of health. Thisis a both a problematic state and surprising because France enjoyed the title ofbeing one of the countries in the world with best health care system despite thelack of concrete immigrant health data. This put into question how immigrants aremoving around the health care system of France.Filipino immigrants living in the South of France are the main respondentsof this research. Focusing on how their native culture and language interplay withthe health system of France, this study utilized Survey, Key Informant Interviewand Direct Observation to gather data.This research hypothesized that language is still a barrier for Filipinoimmigrants seeking medical care. In addition to this, the traditional health culturealso plays a very important part in the Filipino immigrants’ practice of healthdespite their long years of stay in France. Despite this however, they were ableto adopt to the French health care system however, this adoption needs to beproperly identified and described. Within the interplay of culture, language andthe health system of the host country, immigrants –knowingly or unknowinglycreatean emerging health culture that is distinct to their cultural origin,understanding of a good or bad state of health and manner of expression.This study revealed that despite the fact that Filipino immigrants in theSouth of France have been living here for a considerable amount of time,traditional health beliefs are still part of their health practices. Health matters arestill a family affair and there some of their medicines are imported from thePhilippines. On the other hand, they have also adopted some ways to takeadvantage of the French health care system. They visit their doctors more often,they religiously take their medications and they enjoy more treatment options.They were able to enjoy all these because they are covered by the UniversalHealth Insurance System of France.On the other hand, Filipino immigrants remain a passive patient. Hemaintains a come and go attitude with their medical providers because languageremains a barrier. In addition, Filipinos are natural shy people and they always trynot to have long conversations. This remains a challenge for healthprofessionals for they themselves are not properly trained and prepared tohandle patients speaking another language
14
Latorre, Reolon Andrea. "Trayectorias migratorias y socialización familiar: Las familias migrantes frente al riesgo de exclusión y malestar psicosocial de los hijos adolescentes." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/525865.
Full textAbstract:
El contexto global en que tienen lugar las migraciones familiares actualmente, la modalidad seriada que caracteriza a aquellas procedentes de América Latina y las condiciones de instalación en la sociedad receptora, constituyen elementos de vulnerabilidad psicosocial que pueden afectar especialmente a los hijos en sus trayectorias migrantes. En este marco, los adolescentes son particularmente sensibles a la adaptación a nuevos contextos socio-culturales, dada la centralidad de la socialización extra-familiar en sus vidas, pudiendo encontrar distintas barreras, como la discriminación o el racismo. Esta investigación indaga las experiencias familiares en los procesos migratorios y de socialización, así como en sus respuestas frente al riesgo de exclusión y el malestar psicosocial que plantea este escenario, teniendo en cuenta factores estructurales, capitales disponibles y uso estratégico de los mismos. El estudio se enmarca en un paradigma interpretativo y desde la perspectiva de la Psicología Cultural. Su diseño cualitativo, flexible, utiliza el enfoque biográfico y la técnica de los relatos de vida para el abordaje metodológico, siendo las entrevistas biográficas el principal instrumento de producción de información. El trabajo de campo se realiza principalmente en L´Hospitalet de Llobregat, con cinco familias (casos) contactadas mediante redes locales.
Los resultados muestran: i) el papel clave de los capitales sociales y culturales, que frente a condiciones estructurales difíciles, permiten mantener trayectorias de inclusión; para quienes siguen trayectorias de exclusión, la familia (debilitada) y la comunidad étnica, son sus principales soportes; ii)las consecuencias de la separación migratoria en los hijos, tienen más que ver con la pertinencia de las respuestas familiares durante ese período que con su duración; frente a los malestares derivados de condiciones estructurales, las familias más vulnerables intentan asumir las respuestas, con débiles soportes sociales e institucionales, recurriendo puntualmente a servicios socio-sanitarios; iii) distintos tipos de aculturación se corresponden con grados de pertinencia en la socialización, y así con las posibilidades de inclusión y perspectivas de futuro; iv) los espacios de socialización están atravesados por la división “ellos/nosotros”, con consecuencias negativas para la construcción identitaria, de redes y el bienestar adolescente; v) los consumos de drogas y las respuestas familiares de cuidado, ponen de manifiesto la calidad de los procesos migratorios y de socialización.The global context in which family migrations currently take place, the serial modality that characterizes those coming from Latin America and the conditions of installation in the receiving society, constitute elements of psychosocial vulnerability that can affect especially the children in their migrant trajectories. In this frame, adolescents are particularly sensitive to adaptation to new socio-cultural contexts, given the centrality of extra-family socialization in their lives, being able to find different barriers, such as discrimination or racism. This research investigates family experiences in migratory and socialization processes, as well as in their responses to the risk of exclusion and the psychosocial malaise that this scenario poses, taking into account structural factors, available capitals and strategic use of them. The study is set in an interpretative paradigm and from the perspective of Cultural Psychology. Its qualitative, flexible design uses the biographical approach and the technique of life stories for the methodological approach, with biographical interviews being the main instrument for the production of information. The field work is carried out mainly in L'Hospitalet de Llobregat, with five families (cases) contacted through local networks. It is concluded that in contexts of vulnerability and weak Social State, families rich in social and cultural capitals, cushion the risk of exclusion and psychosocial discomfort of their children, with certain improvements in the quality of life and recognition of rights, although with limits in the future perspectives of their children (linked to development in terms of education / work, discrimination, socio-family supports, etc.). For their part, the poorest families in symbolic resources are inclined towards trajectories of exclusion, and the parents consider as a strategy a new transnational mobility with which the children do not usually agree.
15
Ntoto, Ngoma Roger. "Best practices for church planting in Metro New York City among French-speaking African immigrants." Thesis, Nyack College, Alliance Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161694.
Full textAbstract:
The purpose of writing this project, Best Practices for Church Planting in Metro New York City among French-Speaking African Immigrants is to determine and to expose best practices in planting churches among French-speaking African immigrants in the Metro New York City area. This study seeks to contribute valuable insight and information for newcomers to new church plantings in this area on the use of best practices for starting a successful and healthy church.
Chapter 1 develops the purpose, goals, context, and rationale of the project. This chapter introduces the hypothesis and research questions. It also describes the limitations of the study and assumptions. The theoretical and theological foundations for researching are developed in this chapter.
Chapter 2 provides previous research and review of related literature for identifying relationships between ideas and practices, establishing the context of the project, and seeking new lines of inquiry.
Chapter 3 sets forth the research methodology utilized in approaching this project by interviewing ten active church planters in the Metro New York City area who have been in ministry for more than five years. The questions are divided into three sections: the history of the church, the procedures on the call to ministry, and the ministry strategies. In data collection, the key words coding in interviews is used to categorize the results.
Chapter 4 presents an analysis of the method used to gather supporting data in the hypotheses found through the interviews. The resulting data showed eight best practices available for church planters. Hypothesis 1: The participants affirmed as best practice the selection of a good location of the church plant. Hypothesis 2: The participants affirmed as a best practice team building for leadership. Hypothesis 3: The participants affirmed as a best practice imparting vision to leaders. Hypothesis 4: The participants affirm as a best practice targeting the community leaders. Hypothesis 5: The participants affirm as a best practice to concentrate effort on the French language first. Hypothesis 6: The participants affirm as a best practice addressing the need to provide social services. Hypothesis 7: The participants affirm as a best practice the use of African style music in worship service. Hypothesis 8: The participants affirm as a best practice training leaders from other nationalities. This is followed by a detailed study of the workings and effective church planting in this area.
Chapter 5 assesses the conclusions, research implications, and points to the strategy for areas of further research on preparing seminars for the current church planters and the newcomers called to this type of ministry and specially this people group.
16
Bechet, Camille. "L'immigration latino-américaine en Guyane : de la départementalisation (1946) à nos jours." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00739458.
Full textAbstract:
Durant la colonisation, le colonisateur n'a pas ménagé ses efforts pour peupler la Guyane. Les différentes populations qui s'y sont installées au gré des différentes opérations de développement-peuplement ont été anéanties par les épidémies et les conditions de vie déplorables. Ce qui valut à la colonie son surnom d'enfer vert. Avec le régime de la départementalisation en 1946, la Guyane connut comme une révolution sanitaire et sociale qui améliora les conditions de vie et la rapprocha des départements métropolitains. S'en suivit une croissance démographique encouragée par une politique migratoire. Une telle composante immigrée influa dans tous les domaines socioculturels du département jusqu'à faire partie de l'identité propre de la Guyane. Malgré cette croissance, l'appel à la main-d'œuvre extérieure demeura encore nécessaire au développement du département : construction de la base spatiale en 1965, grands chantiers de Guyane, agriculture, etc. Le succès de la base spatiale, le système de protection sociale, les hauts salaires, la richesse du sous-sol, les conditions de vie braquèrent les projecteurs sur le département et attirèrent nombre de ressortissants des pays environnants, ceux-là mêmes qui étaient repoussés hors de leurs frontières par les crises sociales, la pauvreté, la guerre civile. Si bien qu'en 1982 le nombre d'immigrés tendait à dépasser le nombre de nés en Guyane et suscita la réticence des Guyanais qui réclamaient de la part du gouvernement une politique migratoire restrictive et d'expulsion. Stigmatisant les populations immigrées, les Guyanais leur imputèrent tous les maux du département : maladies et épidémies, chômage, délinquance, drogue, non-scolarisation, pauvreté, création de bidonvilles, etc. tous ces maux qui rapprochent un peu plus le département des régions et des pays environnants les plus pauvres.
17
Takai, Yukari. "Migration, family, and gender, a longitudinal analysis of French-Canadian immigrants in Lowell, Massachussetts, 1900-1920." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0001/NQ42284.pdf.
Full text
18
Henkel, Meghan. "Pulling Back the Veil: The Hijab Ban and the Evolution of French Nationalism." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/392.
Full textAbstract:
In 2004, a French law went into effect banning girls in state sponsored schools from wearing the hijab, a Muslim head covering. While the law also banned the Jewish kippa and large cross necklaces from being worn in public schools, the hijab took center stage in what became a worldwide media frenzy. The ban of the hijab as well as more recent laws that banned full face veils in all public spaces and a ban on Muslim prayer being performed in the street show a growing divide in the French populace. This thesis argues that these recent laws, as well as the rise in popularity of the far rightwing political party the National Front are evidence that France is moving away from its civic nationalist traditions and adopting a more ethnic based nationalism.
19
Ndiaye, Malick. "The impact of health beliefs and culture on health literacy and treatment of diabetes among French speaking West African immigrants." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/2050.
Full textAbstract:
Thesis (M.A.)--Indiana University, 2009.Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla M. Connor, Frank M. Smith, Honnor Orlando. Includes vitae. Includes bibliographical references (leaves 138-139).
20
Wesselhöft, Christine. "Erzählte Migration literarische und biographische Deutungsmuster im Einwanderungskontext (Quebec, 1983-2003) /." Frankfurt am Main : IKO - Verlag für Interkulturelle Kommunikation, 2006. http://catalog.hathitrust.org/api/volumes/oclc/74650656.html.
Full text
21
Hook, Christopher H. "IDENTITY (MIS)PERCEPTIONS: FRANCE AND ITS IMMIGRANTS OF MUSLIM ORIGIN." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304619358.
Full text
22
Staebler, Marie-Anne. "Analyse des strategies d'emancipation ou d'adaptation des personnages de romans beurs a la realite des marches sociaux de l'echange." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1847.
Full textAbstract:
Thesis (MA (Modern Foreign Languages))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The publication in 1983 of Medhi Charef’s novel Le thé au harem d’Archi Ahmed marked the beginning of Beur literature, a collection of narratives concerning the lives of individuals of North African origin in the French suburbs. The term “beur”, derived from the double inversion of the word “arabe”, would become synonymous with “Maghrebians” and be used to define a cultural movement claiming its uniqueness. Beur writers or those who make use of Beur heroes in their novels reveal, often in autobiographical form, the daily experiences of a marginalized minority living in identical socio-economic conditions, which are sources of conflicts, whether latent or manifest, with the dominant culture. The sensitivity of Beur writers as manifested in their writings enables us to obtain images of the lives of people living in shantytowns or the large conglomerations on the outskirts of French cities. However, this literature provides more than just a simple description of context or situation, since it also contains the verdict of young Beurs on the legitimacy of the established social order and their strategies to transform or to adapt to this order. Work, home, school, politics or affective relations are concrete examples of areas where the individual is faced with an established system of values and norms, inequality of resources and convergent or divergent interests that need to be taken into account during the process of exchange in order to satisfy his/her needs. In this interdisciplinary research we apply the sociological concepts of exchange and conflict theory in order to disclose the strategies used by characters in Beur novels to adapt or free themselves from given conditions of exchange and power configurations on different social markets of exchange.
23
Pinillos, Matsuda Derek Kenji. "The doctrine of the educational policies for foreign students in Japan: A comparison between Australian and French educational policies for children of immigrants." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123968.
Full textAbstract:
In this article, readers are going to see how foreigners’ children have been treated in the Japanese educational system. Until now, Japan does not have a specific principle idea in their policies; therefore, those are not stable and concrete. In order to investigate how national policies and its doctrine are important in the educational system, this article has examined Australia as a nation introducing the principles of multiculturalism and France as a nation introducing the republicanism in their integrated politics by doing a literature research. The literature that was used in this paper include the policies and critical papers written by experts that has allow us to analyze the pros and cons of their policies. As a result, the Japanese government is urged to create a concrete policy that would support foreign students to better adapt to the society and become a productive human resource to improve the country’s wellbeing.Este artículo examinó la situación actual y pasada de los hijos de extranjeros insertos en el sistema educativo japonés. Hasta ahora, Japón no tiene una idea concreta en sus políticas y es por eso que se puede afirmar que este sistema presenta algunas deficiencias/problemas que pueden ser mejorados. Con el objetivo de ver cómo los principios de las políticas nacionales afectan a la educación, en este artículo se han presentado los ejemplos de Australia, como una nación llevando los principios del multiculturalismo y a Francia, como ejemplo de una nación llevando los principios del republicanismo y sus políticas para la integración de sus ciudadanos. La literatura utilizada en este trabajo incluye las políticas y documentos críticos escritos por expertos, los cuales fueron de gran ayuda para poder analizar los pros y contras de las políticas de los distintos países estudiados.Como resultado, el gobierno japonés va a necesitar una política concreta para apoyar a los estudiantes extranjeros a adaptarse a la sociedad y convertirse en un recurso humano productivo para mejorar el país.
Neste artigo, pode-se verificar como os filhos de estrangeiros têm sido tratados dentro do sistema educacional japonês. Até o momento, o Japão não tem uma política de inclusão bem definida e, consequentemente, seu sistema não está bem estabelecido. Como medida para avaliar a influência dos princípios das políticas nacionais na educação, neste trabalho, foram apresentados exemplos de outros países. Através de uma investigação da literatura, foram estudados os seguintes países, a Austrália, uma nação que cultiva os princípios do multiculturalismo, e a França, levando os princípios do republicanismo e suas políticas de integração dos cidadãos. Esta revisão foi baseada nos princípios e nos respectivos documentos analíticos escritos por especialistas com o objetivo de avaliar as vantagens e desvantagens da política de integração desenvolvida nos países anteriormente mencionados. Em vista disso, sugere-se ao governo japonês a adoção de uma política concreta de apoio aos estudantes estrangeiros a fim de facilitar sua adaptação a sociedade, resultando na formação de recurso humano qualificado e produtivo, contribuindo para o desenvolvimento do país.
24
Amireault, Valérie. "Représentations culturelles et identité d'immigrants adultes de Montréal apprenant le français." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102782.
Full textAbstract:
Montreal's cosmopolitan environment becomes richer and is modified as the years go by with the increased mobility and the arrival of new immigrants. In this context, it seems essential to know the development of the immigrants' cultural representations related to their own cultural identity, and related to the French language and people who speak this language. For the French teaching milieu, such knowledge is essential to inspire the development of curriculum to fulfil the new arrivals' linguistic and cultural needs and to better intervene in the classroom. Second language education can therefore provide opportunities for better knowing, understanding and appreciating the Other as well as the other language and culture.This enquiry explores the cultural, representations of adult immigrants from different cultural backgrounds learning French in Montreal in various post-secondary institutions sanctioned by the ministere de l'Immigration et des Communautes culturelles du Quebec (MICC). This study uses quantitative and qualitative survey instruments in order to examine the cultural representations of these immigrants in relation to their integration, their linguistic, cultural and social practices, a new definition of their cultural identity, their reactions in instances of intercultural contact as well as their motivation to study French. In total, 110 immigrants answered our written questionnaire and 14 of them participated in an interview.
Findings suggest that the participants generally hold positive cultural representations towards the French language and French-speaking Quebecois. The study indicates that immigrants are mostly looking for informal French learning experiences within their host society. Moreover, participants acknowledge that learning and mastering French is very important for them, both to interact with French-speaking Quebecois, and to obtain a good job in Quebec. Findings related to the immigrants' cultural identity reveal that they seem to experience a "me-them" cultural duality in their host province.
The implications of this study are mainly related to the importance of emphasizing the informal learning of the French language so that immigrants can become better integrated into the French-speaking society. Further study perspectives could include the development of French language programs and the content of the French courses offered by the MICC, the use of different data collection methods as well as the participation of immigrants from specific cultural origins.
L'environnement cosmopolite montréalais s'enrichit et se modifie au fil des annéesavec la mobilité des populations et l'arrivée de nouveaux immigrants. Dans ce contexte,il apparaît essentiel de connaître le développement des représentations culturelles desimmigrants en lien avec leur propre identité culturelle, et envers la langue française et lesgens qui parlent cette langue. Pour le milieu de l'enseignement du français, une telleconnaissance est essentielle pour susciter le développement de curriculum répondant auxbesoins langagiers et culturels des immigrants. L'éducation en langues secondes peutdonc fournir des opportunités pour mieux connaître l'Autre, sa langue et sa culture, etéventuellement pour permettre de le comprendre et de l'apprécier davantage.
25
Ntoumos, Veronica. "L’esthétique de la résistance dans les œuvres des écrivaines franco-vietnamiennes contemporaines : Femmes, Histoire, Exil." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040217.
Full textAbstract:
Les fictions franco-vietnamiennes, qui ont relevé le défi de dépasser le carcan folklorique, offrent un point de vue original sur les concepts de femmes, d’histoire et d’exil dans des contextes de dominations politique et sociale différents. Néanmoins, ces fictions mettent en place des stratégies de résistance très proches. Parmi toutes les questions soulevées par les représentations qu’élaborent ces œuvres, celle de la résistance a été retenue car elle est particulièrement riche et révélatrice de la complexité de leur identité littéraire. Comment s’écrit la résistance dans les œuvres franco-vietnamiennes ? À quoi résistent-elles ? Quels sont les enjeux de cette résistance ? L’étude se focalise sur les fictions de quatre écrivaines franco-vietnamiennes contemporaines, Linda Lê, Kim Lefèvre, Ly Thu Ho et Anna Moï. Ces écrivaines offrent des pistes de réponses à ces questions, en mettant en évidence trois dominations qui se croisent et s’articulent entre elles : la résistance à la domination masculine, à l’histoire surplombante et à la glorification d’une identité nationale figée. Le cadre d’analyse choisi est celui des resistance studies.Cette méthode permet d’engager une description systématique des figures de résistance présentes dans les récits de fiction. Le champ d’investigation pose tout d’abord le problème des représentations de la place des Vietnamiennes, tiraillées entre la société patriarcale teintée de confucianisme et la société française moderne. Elle implique également l’examen des modalités déployées dans les œuvres du corpus pour déjouer les pièges d’une écriture de l’histoire du Vietnam qui accorderait peu de place aux voix subalternes : aux Vietnamiens et en particulier aux femmes. Finalement, à travers l’analyse de l’exil comme forme masquée d’insoumission, nous interrogerons la façon dont le sujet femme-postcoloniale s’approprie les apports exogènes sans renoncer à son éthique et son identité particulièresHaving successfully taken up the challenge of going beyond the limits of folklore, French-Vietnamese fiction offers an original point of view on the ideas of women, history and exile. These elements are staged in different contexts of social and political domination, but they nevertheless set up very similar strategies of resistance. This is why, among all the issues raised by the representations framed by these works, that of resistance was chosen, since it is so rich and revealing of the complexity of their literary identity. How is resistance described in French-Vietnamese works? What is being resisted against? What is at stake in this resistance?This study is focused on the works of four French-Vietnamese contemporary writers: Linda Lê, Kim Lefèvre, Ly Thu Ho and Anna Moï. These female writers provide answers to the questions above by highlighting three correlated and intertwined dominations: resistance to male domination, to overarching history, and to the glorification of a frozen national identity. The framework of the analysis is that of resistance studies.This approach enables a systematic description of the resistance figures encountered in these fictional works. The field of investigation first reveals the issue of the representation of Vietnamese women, torn between a Confucean and patriarchal society and that of modern France. It also implies the study of the means developed in these works to avoid the traps of a writing of Vietnamese history that allows little space to subaltern voices of the Vietnamese, and of women in particular. Finally, through the analysis of exile as a hidden form of insubordination, we will question the way in which French-Vietnamese narrative gives initiative to the postcolonial woman subject and enables her to appropriate contributions from outside without denying her ethics and her identity
26
Hernandez, Jimenez Natalia. "Con el nopal pegado en la frente : a psychosocial study of prejudice and discrimination among Mexican immigrants and Mexican Americans in Arizona." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/19410/.
Full textAbstract:
In this thesis I develop a psychosocial approach to prejudice and discrimination among the Mexican-origin population in the U.S. state of Arizona. I argue that although the Mexican-origin population has been oppressed and discriminated against by the dominant white population for centuries, this minority group has its own history of intra-group prejudice and discrimination. Moreover, I argue that the attitudes and behaviours of Mexican immigrants and Mexican Americans, and the interactions between them, are influenced by three main elements: 1) structural factors (such as exploitation and inequality); 2) dominant ideologies (such as colonisation and white supremacy/superiority) and; 3) cultural commonalities between Mexican immigrants and Mexican Americans (in particular, the Spanish language). Within this context, I employed approximately thirty free association narrative interviews, notes based on ethnographic and participant observations, amongst other data sources (such as newspaper articles and informal interviews), to reveal much about the unconscious dynamics and processes under which Mexican immigrants and Mexican Americans interact. In the first half of the thesis I describe the social and political context of Arizona, which includes the history of the Mexican-origin population in that state as well as the implementation of the anti-immigration law, Senate Bill 1070 and its effects on the Mexican-origin population. In addition to this, I describe the methodology I used to conduct this research (participants, types of interviews and analysis of the collected data). In the second half of the thesis, I analyse prejudice and discrimination coming from ‘outside’ and ‘inside’ the Mexican-origin population with the use of psychoanalytic (Freud, Klein, Dalal), sociological (Douglas, Jimenez, Clarke) and post-colonial theories (Fanon, Memmi, Bhabha). In conclusion, I argue that the phenomenon of prejudice and discrimination among Mexican immigrants and Mexican Americans in Arizona cannot be reduced to psychological nor sociological explanations but that it needs to be addressed and approached by several disciplines.
27
Kempken, Julie Hoelle. "Language, Habitus and Healing in Une Fille Sans Histoire by Tassadit Imache." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196390756.
Full text
28
Proulx, Lynnda. "L'expérience étudiante d'immigrants de première génération à travers leur processus d'intégration réussie au collégial francophone en Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35721.
Full textAbstract:
Un grand nombre des nouveaux immigrants au Canada, âgés de 15 à 44 ans, envisagent de poursuivre leurs études ou leur formation au postsecondaire puisque, pour eux, la formation et la connaissance des langues officielles du Canada constituent la clé de la réussite sur le marché du travail (Bonikowska, Green et Riddell, 2008 ; Statistique Canada, 2003, 2005). Or, des recherches démontrent que bien qu’ils aient accès aux études postsecondaires, leur niveau de performance scolaire est plus faible que la moyenne des étudiants natifs du pays où ils se sont établis (Bonikowska, Green et Riddell, 2008 ; La Cité collégiale, 2005 ; Marmolejo, Manley-Casimir et Vincent-Lancrin, 2008 ; Organisation de coopération et de développement économiques [OCDE], 2006). De plus, des difficultés d’ordres linguistique, scolaire et socioculturel font obstacle à leur apprentissage et à leur intégration au milieu scolaire (Gaudet et Loslier, 2009). Ces difficultés freinent la réussite scolaire et l’intégration à la communauté d’accueil et risquent même de décourager les immigrants au point de les voir quitter la communauté francophone en milieu minoritaire au profit de la majorité anglophone (Quell, 2008). Pourtant, bien que le taux de décrochage soit élevé chez cette portion de la population immigrante (Statistique Canada, 2008) et malgré les difficultés rencontrées durant leur parcours scolaire, plusieurs obtiennent leur diplôme de fin d’études et certains le font avec mention de succès (Proulx et Duchesne, 2012).
Dans ce contexte, nous avons étudié les expériences étudiantes des immigrants de première génération inscrits au collégial et tenté de comprendre leur processus d’intégration sociale et scolaire au milieu francophone en situation minoritaire en Ontario. À partir de leur expérience, la visée de cette recherche était de répondre à la question de recherche suivante : Quelles expériences étudiantes d’intégration sociale et scolaire réussie vivent les étudiants immigrants de première génération au collégial en milieu scolaire francophone minoritaire en Ontario ?
Cette recherche visait notamment à répondre aux sous-questions de recherche suivantes : a) Comment les étudiants immigrants de première génération au collégial définissent-ils une intégration réussie au milieu scolaire francophone en situation minoritaire ?, b) Quel(s) processus d’intégration vivent-ils ? et finalement c) Comment contribuent-ils à leur nouvelle communauté scolaire et sociale francophone en situation minoritaire ?
Pour y arriver, cinq grands concepts constituaient notre cadre conceptuel afin de délimiter notre espace de recherche et de mieux saisir les enjeux de notre sujet : l’intégration scolaire et l’intégration sociale de Tinto (1993, 2012), le métier d’étudiant de Coulon (2005), l’expérience étudiante de Dubet (1994) et la représentation sociale de Jodelet (2009).
Nous avons également conduit une recherche qualitative interprétative par l’application de la méthode descriptive phénoménologique de Giorgi (1997, 2012) pour recueillir et analyser les données recueillie au cours d’entretiens semi-dirigés auprès de quinze étudiants immigrants âgés de 20 à 39 ans. Tous les répondants étaient inscrits dans un programme technique d’une institution d’enseignement collégiale à Ottawa (Ontario) en contexte francophone minoritaire.
Notre étude nous a permis d’élaborer les définitions de l’intégration scolaire et sociale réussie découlant des représentations des participants. Nous avons été en mesure de proposer un modèle interdépendant de leurs processus d’intégration scolaire et sociale réussie. Ensuite, les récits de leur expérience étudiante suivis des défis rencontrés par les participants et des stratégies qu’ils ont mises en place pour surmonter ceux-ci ont été exposés. Enfin, les résultats de notre recherche ont offert une description des principales contributions que les participants ont pu apporter à leur communauté. Tous les résultats ont également été discutés à l’aide de la recension des écrits et du cadre conceptuel.
29
Vergani, Vanessa. "Os direitos humanos e a proteção aos migrantes ambientais frente aos riscos e desastres ecológicos." reponame:Repositório Institucional da UCS, 2010. https://repositorio.ucs.br/handle/11338/482.
Full textAbstract:
O presente trabalho desenvolve um estudo acerca das consequências humanitárias frente à degradação do meio ambiente, bem como da atenção dada pela comunidade internacional nos últimos anos a essa problemática. Desse modo, observa-se a interação em particular do impacto dos riscos e desastres ambientais de origem naturais ou tecnológicos, com os movimentos migratórios humanos dentro de países ou internacionalmente, os quais ainda são pouco explorados e estudados. Analisa também a busca por um sistema jurídico de cooperação internacional dos países, na proteção aos direitos humanos dessas populações que se deslocam devido a causas ambientais, garantindo-lhes com isso o acesso aos direitos humanos fundamentais à vida, saúde, moradia, dignidade humana, entre outros. A partir disso e da constatação da existência de problemas ambientais associados à migração humana, examina que os riscos ambientais não são equitativamente distribuídos, o que preconiza o movimento da justiça ambiental. Fatores como a pobreza, associados à vulnerabilidade de populações e comunidades inteiras, estão no centro da distribuição desses riscos. Devido a isso, pode-se constatar que a exposição de pessoas vulneráveis aos riscos e desastres ecológicos contribui para uma maior exposição à violação dos direitos humanos. Esta dissertação tem como desafios analisar a relação entre meio ambiente, riscos, desastres ambientais e migração humana, decorrente dos riscos e desastres ecológicos.Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T16:28:57Z No. of bitstreams: 1 Dissertacao Vanessa Vergani.pdf: 878131 bytes, checksum: 0d83f6d697f88f51469e31fb9a15c1af (MD5)
Made available in DSpace on 2014-05-30T16:28:57Z (GMT). No. of bitstreams: 1 Dissertacao Vanessa Vergani.pdf: 878131 bytes, checksum: 0d83f6d697f88f51469e31fb9a15c1af (MD5)
The present work develops a study concerning the humanitarian consequences as far as environmental degradation is concerned, as well as the attention given to it by the international community over the last years. Thus, it observes, particularly, the interaction between the impact of both risks and natural or technological environmental disasters and the human migratory movements within the countries or abroad, which have been little explored and studied so far. It also analyzes the quest for a legal system of international cooperation of the countries aiming at the protection of the human rights of these populations which are forced to flee due to environmental causes, granting themselves access to the basic human rights such as , life, health, housing and human dignity, among others. From that, and considering the existence of environmental problems associated to the human migration, this work examines that environmental risks are not equitably distributed, therefore professing the Environmental Rights Movement. Factors as the poverty associated to the vulnerability of populations and entire communities are in the core of this risk distribution. Owing to that, the exposure of vulnerable people to environmental risks and disasters contribute to a greater feasibility for human rights violation. This essay holds as challenges to analyze the relation among environment, risks, environmental disasters and human migration caused by ecological risks and disasters.
30
Lekogo, Rodolf E. "The dynamics of Francophone African migration to Cape Town after 1994." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/898.
Full textAbstract:
Thesis (DPhil (Sociology))--Stellenbosch University, 2008.ENGLISH ABSTRACT: The purpose of this thesis is to investigate a group of Francophone African migrants in Cape Town during the decade following the end of the apartheid era. The focus of the thesis, however, is on the reasons why French-speaking Africans leave their countries of origin, the reasons for coming to South Africa, and finally the reasons why within South Africa, they decide to settle in Cape Town, with a particular accent put on the integration of these migrants into the local society. The thesis considers legal migrants, students, refugees and extra-legals as the four categories of migrants according to theoretical frameworks. A brief overview of selected theories of international migration is considered to provide a framework for the Francophone African migration to Cape Town. The theoretical causes of Francophone African migration are viewed through both theories on the initiation of migration and theories of the perpetuation of migration. Apart from the theoretical synopsis, the data on which this study is based are derived from both qualitative and quantitative methodological approaches. Alongside secondary sources, a series of interviews, based on categories of migrants and gender, were conducted in Cape Town, Johannesburg and Pretoria in South Africa, as well as in Libreville in Gabon. In-depth interviews and focus-groups aimed at collecting information concerning the three main questions of the study. The reasons for the departure of Francophone Africans from their countries of origin are complex and mainly depend on the categories of migrants. As far as legal migrants and students are concerned, economic, political, social and academic paralysis, career prospects and the desire to pursue studies are the main reasons. As for refugees and extralegals, armed conflicts, environmental catastrophes, economic and social deterioration and social capital seem to be the main causes. Since 1994, South Africa has claimed a strong leadership role on the continent because of its economic and political strengths. Educational infrastructure, the language factor and social capital are also reasons why migrants choose South Africa as a host country. The settlement in Cape Town depends on various factors, including the consideration of the city as first choice, safety concerns in other South African cities, the inability to settle in other cities, particularly Johannesburg, and social networks. French language seems to be a common language identity linking various ethnic groups residing in Francophone Africa. However, once migrants have established themselves in Cape Town, their ethnic, religious or political identities prevail. The thesis analyses the settlement of migrants in Cape Town by pointing out the complexities of migrant life in a case study of each category considered.
AFRIKAANSE OPSOMMING: Hierdie tesis het ten doel om ‘n groep Franssprekende Afrika migrante in Kaapstad, in die dekade wat direk op die einde van die apartheidsera gevolg het, te ondersoek. Die tesis fokus op die redes waarom Franssprekende Afrikane hulle land van oorsprong verlaat, die redes waarom hulle na Suid-Afrika kom en, laastens, die redes waarom hulle in Suid-Afrika besluit om in Kaapstad te bly – die klem is spesifiek op die integrasie van die migrante binne die plaaslike gemeenskap. Na aanleiding van die teoretiese raamwerke wat vir die studie oorweeg word, neem die tesis wettige migrante, studente, vlugtelinge en onwettige migrante as die vier kategorieë van migrante, in ag. ’n Bondige oorsig van uitgesoekte teorieë vir internasionale migrasie word as raamwerk vir die Franssprekende Afrikane se migrasie na Kaapstad oorweeg. Die teoretiese oorsake vir Franssprekende Afrikane se migrasie word deur beide die teorieë vir die inisiasie vir migrasie en die teorieë vir die bestendiging vir migrasie beoordeel. Naas die teoretiese sinopsis, word die data waarop hierdie studie gebaseer is, van beide kwalitatiewe en kwantitatiewe metodologiese benaderinge afgelei. Aanvullend tot die sekondêre bronne, is daar ook ‘n reeks onderhoude, gebaseer op kategorieë van migrante en geslag, in Kaapstad, Johannesburg en Pretoria in Suid-Afrika asook in Libreville in Gabon, gevoer – in diepte onderhoude en fokusgroepe met die doel om inligting rakende die drie hoofkwessies van die studie in te win. Die redes vir die emigrasie van Franssprekende Afrikane uit hulle oorsprongsland is kompleks en hang grotendeels saam met die kategorieë van migrante. Wat die wettige migrante en studente aanbetref is ekonomiese, politieke, sosiale en akademiese magteloosheid, loopbaan vooruitsigte en die begeerte vir die nastreef van studies, die hoofredes. Vir vlugtelinge en onwettige migrante blyk die hoofoorsake dié van gewapende konflik, natuurrampe, ekonomiese en sosiale agteruitgang en sosiale kapitaal te wees. Sedert 1994, het Suid-Afrika, weens haar ekonomiese en politieke vermoëns, ’n sterk leierskapsrol op die kontinent uitgeoefen. Opvoedkundige infrastrukture, die taalkwessie en sosiale kapitaal is nog redes waarom migrante Suid-Afrika as gasheerland uitsonder. Vestiging in Kaapstad hang van verskeie redes af, insluitende die inagneming van die stad as eerste keuse, veiligheidsaspekte in ander Suid-Afrikaanse stede en die onvermoë om in ander stede gevestig te word. Die klem in hierdie verband rus veral op Johannesburg en sosiale netwerke. Frans as taal skyn ‘n algemene identiteit te wees wat verskeie etniese groepe in Franssprekende Afrika met mekaar verbind. Tog is dit hulle etniese, godsdienstige en politieke identiteit wat gehandhaaf word sodra migrante hulself in Kaapstad gevestig het. Die tesis analiseer ook die vestiging van migrante in Kaapstad deur die kompleksiteite binne die leeftydsmigrasie van ’n gevallestudie vir elke kategorie in ag te neem.
31
Akif, Zohra. "Analyse des performances en langue écrite d'élèves issus de l'immigration en Région de Bruxelles Capitale: études longitudinales." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210635.
Full textAbstract:
L’objectif de la présente étude est de cerner les difficultés rencontrées en lecture et en orthographe par les enfants issus de l’immigration de 2ème et 3ème génération qui on été comparés à leurs pairs autochtones inscrits dans les même classes. L’échantillon comprend 357 élèves scolarisés dans des écoles communales en discrimination positive de la région de Bruxelles Capitale. Un suivi longitudinal de la 3ème à la 5ème année primaire a également été mené. Les résultats nous ont permis d’évaluer les performances en langue orale et en langue écrite de ces élèves, et de mettre en évidence d’une part les mécanismes de lecture et d’écriture et d’autre part les facteurs susceptibles d’expliquer les retards sur le plan psycholinguistique. Deux programmes d’entraînements, au niveau phonologique et syntaxique ont été élaborés en vue de mesurer leur effet sur les différences de compétences. / The objective of this study is to determine the difficulties encountered in reading and spelling by children from emigrant families (2nd and 3rd generation) compared with their pars autochthons registered in the same classes. The sample includes 357 pupils in positive discrimination elementary schools from the area of Brussels City. A longitudinal follow-up from 3rd to 5th primary grade was also carried out. The results enabled us to evaluate the performances in spoken and written language of these pupils and to highlight the mechanisms of reading and writing and the factors which explain psycholinguistics delays. Two training programs, one phonologic, the other syntactic were elaborate in order to measure their effect on the differential of skills.Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
32
Yu-Huan, Wang, and 王玉環. "The identification of the French immigrant." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/62084492359570758400.
Full textAbstract:
碩士淡江大學
歐洲研究所
92
Europe has been integrating for decades. The difference, however, between each member state is not diminishing. France, for example, a country with long history of immigration, faces a big challenge of integrating the differences between each minority ethnic group. Ethnical problem has become a major social issue. Furthermore, the economical and political changes have caused problematic ethnic issue as well. This research tries to adapt a major approach of historical analysis to help to understand the development of the French immigration. This thesis employs the methods of deduction and induction to analyze and study the relative development of the demographic and national identities of the French immigration. This Thesis is divided into six chapters and the structure is as follows：Chapter 1 is introduction. Chapter 2 describes the economical and political background of the history of French immigration. More analysis is conducted to scrutinize the diversity issues of different ethnic groups, such as Europeans, Maghrebis, Sub-Saharan Africans, and Asians. Chapter 3 describes the influence of the immigrants in French politics. More and more voters in France have foreign ancestors and this fact influences the outcome of the elections. Due to their significant political power, The French government cannot ignore the immigrants’ political roles. Chapter 4 illustrates the situation of the Muslim immigrant. They mostly exist in the lower levels of the social pyramid. This group has caused religious issues, such as headscarf affair and anti-Semitism.；Chapter 5 describes the issue of the identity. This research will put an emphasis on language, as it is the most important element in the culture code. Chapter 6 concludes this thesis.
33
Blais, Pierre. "Aller-retour : l’incidence des pratiques et rituels de socialité sur le parcours migratoire des immigrants français au Québec." Thèse, 2016. http://hdl.handle.net/1866/18426.
Full textAbstract:
Le phénomène du retour des immigrants dans leur pays d’origine est relativement peu étudié. Le plus souvent, les causes de ce phénomène sont ramenées à des facteurs économiques. Dans cette perspective, les immi- grants qui éprouvent le plus de difficultés à se trouver un emploi ou qui occupent un emploi de mauvaise qualité seraient les plus enclins à retourner dans leur pays d’origine. Cette explication ne semble toutefois pas s’appliquer au cas des immigrants français installés au Québec. Ces derniers dis- posent d’une bonne qualité de vie et sont généralement très bien intégrés au marché de l’emploi local. Étrangement, ils sont aussi parmi les immigrants les plus nombreux à quitter cette province canadienne. On peut déduire des témoignages laissés sur les médias sociaux que ces immigrants quitteraient la Belle Province des suites d’un sentiment de frustration et d’un profond mécontentement à l’égard de la culture locale. Pourtant, les immigrants français toujours présents au Québec disent en apprécier la culture d’ouverture et de liberté. Cet apparent paradoxe s’expliquerait selon moi par des variations dans les pratiques et les rituels de socialité entre les deux sociétés. La démarcation entre le public et le privé serait plus floue au Québec. On n’y trouverait pas de système aussi bien organisé et compartimenté qu’en France et, que ce soit en public ou en privé, les mêmes formes de socialité seraient indistinctement utilisées. Mes données laissent entendre que cette socialité indifférenciée et floue poserait de nombreuses difficultés sur le plan personnel aux immigrants français. La plus importante de ces difficultés concerne la rapidité avec laquelle certains comportements considérés comme privés et marqueurs d’intimité en France sont exhibés au Québec. Sans être foncièrement incompatible avec le système français, cette variation viendrait donner l’impression aux immigrants français qu’ils ont quitté un mode de socialité où les liens interpersonnels sont établis graduellement et en respectant des façons de faire bien déterminées pour intégrer un système extrêmement ouvert où l’intimité apparait se nouer dès les premiers moments de la relation. Bien qu’en apparence mineure, cette différence serait lourde de conséquences. Mes résultats ont montré que cette « familiarité » laisserait de nombreux immigrants français incertains quant à la consistance de leurs relations avec des Québécois. Plus précisément, cette familiarité les amènerait à présumer d’une certaine « solidité » dans leurs rap- ports avec leur contrepartie québécoise. Seule l’expérience leur permettrait de constater la « liquidité » de ces liens. Cette prise de conscience se ferait souvent dans la douleur, engendrant une forme de malaise qui pourrait déboucher sur un profond ressentiment à l’égard des Québécois, de la culture québécoise et du Québec en général. C’est ce malaise et non des facteurs économiques qui — selon moi — initierait chez ces immigrants le désir de quitter le Québec et de retourner en France.The phenomenon of the return of immigrants to their country of origin has been little studied. Most often, the causes of this phenomenon are reduced to economic factors. In this perspective, unemployed immigrants or immi-grants who occupy poor quality jobs are the most likely to return to their country of origin. This explanation does not appear to apply in the case of French immigrants settled in Quebec. These immigrants have a good quality of life and are generally well integrated into the local employment market. Strangely, they figure also amongst the first groups of immigrants to leave the province. The testimonies left on social media suggest that these immi-grants leave the Belle Province due to frustration and a deep dissatisfaction with the local culture. Yet the French immigrants still present in Quebec say that they appreciate its culture of openness and freedom. This apparent paradox could be explained by variations in the practices and rituals of so-ciality of those two societies. The line between public and private would be blurrier in Quebec. It would not have a system as well organized and, whether in public or private, the same forms of sociality would be use indis-criminately. My data suggest that this undifferentiated sociality poses many difficulties on a personal level to those immigrants. The most important of these challenges concerns how quickly conducts that are considered to be markers of privacy and intimacy in France are exhibited in Quebec. Without being fundamentally incompatible with the French system, this variation would give the impression to French immigrants that they left a form of so-ciality where interpersonal relationships are established through time and incorporated an extremely open system where privacy appears to be estab-lish through the first moments of the encounter. Although seemingly minor, that difference would have serious consequences. My results have shown that this "intimacy" would leave many French immigrants incertain of the consistency of their relations with Quebecers. Specifically, this familiarity would lead them to assume a certain "solidity" in their relations with their Quebec’s counterpart. Only experience will enable them to see the "liquidity" of those links. This recognition would often occur in pain, causing discomfort that could lead to a deep resentment against Quebecers, Quebec’s culture and Quebec in general. It is this discomfort rather than economic factors — in my opinion — that would initiate among these immigrants the desire to leave Quebec and return to France.
34
Sun, Ming. "The Educational Experience of Students of Chinese Origin in a French-Speaking Context : the role of school, family, and community." Thèse, 2013. http://hdl.handle.net/1866/10889.
Full textAbstract:
Cette recherche vise à documenter l’expérience scolaire des élèves québécois d’origine chinoise à l’école secondaire de langue française et à examiner les dynamiques qui influencent la réussite scolaire de ces élèves. Elle s’intéresse plus précisément aux impacts des facteurs relatifs à l’école, à la famille immigrante, et à ceux de la communauté ethnique sur l’intégration de ces jeunes dans un contexte francophone. Les données ont été principalement recueillies à travers des entretiens semi-structurés approfondis auprès d’élèves d’origine chinoise et de différents acteurs du paradigme éducatif (parents, acteurs scolaires et intervenants communautaires). D’autres instruments, tels que l’analyse du contenu de documents et de médias, ont également été utilisés afin de fournir des informations contextuelles et d’enrichir les données d’entrevues. Les données ont été analysées selon un cadre théorique ouvert et inclusif où la réussite scolaire des élèves issus de l’immigration est mesurée en mettant l’accent sur l’influence de la maîtrise de la langue d’enseignement, du capital culturel et social de la famille et de la communauté immigrante, ainsi que des facteurs systémiques au niveau de l’école. Les résultats de cette étude dans trois écoles cibles montrent qu’en général les élèves d’origine chinoise connaissent une expérience positive, surtout en ce qui concerne leur performance scolaire en mathématiques et sciences. Cependant, les nouveaux arrivants ont tendance à éprouver des difficultés dans l’apprentissage du français et pour leur intégration sociale. En effet, le processus d’intégration socioscolaire des jeunes chinois est sous l’influence des différents milieux qu’ils fréquentent. À propos de l’influence des dynamiques scolaires, les résultats de la recherche indiquent qu’une relation maître-élève positive joue un rôle important dans la réussite éducative de ces élèves. Toutefois, l’insuffisance du soutien à l’apprentissage défavorise l’intégration linguistique et sociale des élèves nouvellement arrivés. Les données de cette étude soulignent notamment le rôle de la famille immigrante et de la communauté ethnique dans l’expérience scolaire de ces jeunes. D’une part, sous l’impact des dynamiques familiales, notamment ce qui à trait au projet migratoire, à la culture chinoise et à l’expérience pré- et post-migratoire, les parents immigrants chinois s’impliquent activement dans les études de leurs enfants, malgré des barrières linguistiques et culturelles. D’autre part, afin de surmonter les effets négatifs des faibles liens entretenus avec l’école de langue française, les parents chinois ont largement recours aux ressources au sein de la communauté ethnique, tels que les médias de langue chinoise, les organismes ethnospécifiques de services aux immigrants, l’école du samedi et les institutions religieuses ethniques. Ces institutions sociales ethniques contribuent à soutenir les valeurs culturelles, échanger des informations, établir des modèles pour les jeunes et à fournir des services appropriés en matière culturelle et linguistique.This study seeks to document the educational experience of students of Chinese origin in Quebec French high schools and to examine the dynamics influencing their academic achievement. More specifically, it explores the impact of school context, Chinese immigrant families, and the ethnic community on the socioeducational integration of these youth in a French-speaking context. Data were collected mainly through semi-structured in-depth interviews with students of Chinese origin as well as different actors holding educational roles (immigrant parents as well as school and community practitioners). Other instruments, such as document review and media content analysis, were also adopted to provide background information and to enrich the interview data. Data were analysed according to an open and inclusive framework evaluating the academic achievement of immigrant students with a main focus on the influence of the proficiency in the language of instruction, cultural and social capital of the immigrant family and community, and systemic factors at the school level. The research findings show that students of Chinese origin in the three target schools generally have positive school experience, especially in terms of their performance in mathematics and sciences. However, some of them, new arrivals in particular, seem to encounter some difficulties in learning French and social integration. Indeed, the process of socioeducational integration of Chinese youth is influenced by diverse milieus that they occupy. Regarding the influence of school dynamics, the results of this study indicate that positive teacher-student relationships play an important role in the educational success of Chinese origin students. Nonetheless, the insufficient learning support services diminish the linguistic and social integration of newly arrived Chinese immigrant students. The research data highlight in particular the role of immigrant family and the ethnic community in shaping the school experience of Chinese youth. On the one hand, with the impact of family dynamics, including migration project, Chinese culture, as well as pre-and post-migration experiences, Chinese parents are involved actively in their children’s schooling, in spite of their language and cultural barriers. On the other hand, to overcome the negative effects of loose connections with mainstream French schools, Chinese parents rely largely on ethnic community-based resources, such as Chinese language media, ethnospecific immigrant service organizations, Chinese supplementary schools, and ethnic religious institutions. These ethnic social institutions contribute to support cultural values, exchange information, establish role-modes for the youth, and provide culturally as well as linguistically appropriate services.
35
Alexander, David. "Rhetorically Constructing Immigrants in French and U.S. History Textbooks: A Burkean Analysis." 2016. http://scholarworks.gsu.edu/eps_diss/150.
Full textAbstract:
Both France and the U.S. have witnessed extensive immigration in the twentieth century, and today, more than ever since World War II, the world's population is in dramatic flux. Currently almost fifty-four million people worldwide are identified by the Office of the United Nations High Commissioner for Refugees (UNHCR) as displaced people. If and how France and the U.S. should accommodate displaced peoples has agitated political debate in France and the U.S. with conservatively aligned political parties in both countries rejecting calls to resettle displaced peoples in France and the U.S. At the center of this dissertation is the following research question: how are immigrants rhetorically constructed in high school French and U.S. history textbooks? Rhetoric is not just about persuading an audience; it is about using identifications that program the audience not to think, but to automatically believe that one thing is associated with another. In this dissertation I use Kenneth Burke’s rhetoric as identification to examine how immigrants are rhetorically constructed in four high school French history textbooks and two high school American history textbooks, all of which are widely distributed in their respective countries. I disarticulate rhetorical constructions of immigrants in these history textbooks by interrogating the interactions of their political, economic, social, and cultural structures. In Burke’s rhetoric as identification "social cohesion and control" are realized through apposition and opposition. In the following quotation Burke explains a salient element of his rhetoric as identification: “A is not identical with his colleague, B. But insofar as their interests are joined, A is identified with B. Or he may identify himself with B even when their interests are not joined, if he assumes that they are, or is persuaded to believe so.” Why are so many people in France and the U.S. persuaded that peoples displaced by war and poverty should be locked outside their borders? Through a Burkean analysis, I locate answers to this question in the historical master narrative evidenced in the high school French and U.S. history textbooks selected for this study--a narrative that rhetorically constructs skewed characterizations of immigrants.
36
Camiscioli, Elisa. "Reproducing the French race : immigration, reproduction, and national identity in France, 1900-1939 /." 2000. http://wwwlib.umi.com/dissertations/fullcit/9990531.
Full text
37
Keita, Django. "Parental Involvement in School in a Double Minority Context: The Case of Racial Francophones." Thesis, 2010. http://hdl.handle.net/1807/24782.
Full textAbstract:
This study explored the involvement in school of racial Francophones in a large city in Canada. Specifically, the study investigated the involvement of Black francophone parents in two of Ontario’s publicly funded elementary schools. This study was guided by one main research question: How are Black francophone parents of African origin involved in their children’s formal education in the French-language schools? Five sub-questions stem from the main research question: How do Black francophone parents of African origin understand parental involvement in school? What strategies do these parents employ to become involved in their children’s formal education? What is the nature (i.e., extent, depth) of Black francophone parents’ involvement in their children’s formal education? What inhibits or facilitates the participation of these parents in the school? How is the double-minoritized positioning of these parents implicated in their participation and strategies?
Using an anti-racist lens, the study revealed that Black francophone parents of African origin hold differing views regarding involvement in their children’s education. Although these parents treasure education and strive to instill personal values in their children, they express their understanding of involvement in school primarily in terms of cumulative negative experiences they have experienced and in some cases continue to experience with the French-language schools. Understanding of parents’ involvement in school was also encapsulated in terms of the parents’ own schooling experiences. For many, what constitutes involvement in school challenges the discursive meaning given to parental involvement in educational institutions, governments, and by mainstream parents.
This study indicated that the extent to which Black francophone parents are involved in school and their strategies for involvement are rather poor. Moreover, the study singled out racism as one of the primary deterrents for Black francophone parents’ involvement in school. Other uncommon but significant barriers to parents’ involvement in school included: the impact of role inversion in the family; parents’ unawareness of the importance of their role in the education of their children; the blind-spot approach of parents to schooling; the absence of spirituality in parents’ lives; and the laissez-faire attitude of families rearing children.
38
Saboundjian, Rita. "Effets de l’enseignement réciproque sur la compréhension en lecture d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire au secondaire." Thèse, 2012. http://hdl.handle.net/1866/9086.
Full textAbstract:
Le présent mémoire expose les effets de l’enseignement réciproque sur la compréhension en lecture en français langue seconde d’élèves allophones immigrants nouvellement arrivés en situation de grand retard scolaire, scolarisés dans des classes d’accueil au secondaire. Deux groupes expérimentaux et un groupe contrôle ont pris part à la recherche. Deux modèles d’intervention en enseignement réciproque ont été proposés aux groupes expérimentaux, soit une intervention traditionnelle ou une intervention qui favorise l’ouverture aux langues maternelles.
Un questionnaire administré en grand groupe ainsi que des entretiens individuels menés auprès de 11 élèves sous forme d’études de cas ont permis de mesurer les effets des interventions et de présenter des portraits de lecteurs. Les résultats au questionnaire valident que les interventions ont eu des effets significatifs sur la compréhension en lecture des élèves des groupes expérimentaux comparativement aux élèves du groupe contrôle. De plus, les 11 études de cas vont dans le même sens et révèlent que les élèves des groupes expérimentaux, au post-test, se sont améliorés dans la mise en place des stratégies cognitives et métacognitives. Finalement, lorsque les deux groupes expérimentaux sont comparés entre eux, les deux présentent des gains significatifs sur le plan de la compréhension en lecture. Cependant, le groupe ayant participé à des interventions avec une ouverture aux langues maternelles présente des changements de perceptions plus positifs et explicites à l’égard de la relation, en lecture, entre les langues.The present thesis explores the effects of reciprocal teaching on the reading comprehension of French as a second language learners who are recent immigrants with limited prior schooling educated in welcoming classes at the secondary school level. Two experimental groups and a control group took part in this research. In the experimental groups, two intervention models were proposed to the students, one which consisted of a traditional reciprocal teaching method and another with an intervention designed to foster openness to the first languages of the students. A questionnaire was administered to the three groups as well as 11 individual interviews which enabled the researcher to measure the effects of the interventions and to create reading portraits of the 11 individuals through case studies. The results of the questionnaire confirm that the interventions in reciprocal teaching had significant effects on the reading comprehension of the students in the two experimental groups in comparison to the students of the control group. Moreover, while the case studies support the same conclusions as of the questionnaire, the post-test results show that the students who took part in the experimental groups improved their cognitive and metacognitive strategies. Finally, when the two experimental groups are compared, both present positive gains in reading comprehension scores. However, the group which received an intervention with the added value of fostering openness to the first languages of the students showed a more positive and explicit perception of the relationship in reading between the first and second languages.
39
Liang, Xian. "Difficultés d’ordre grammatical rencontrées chez les immigrants adultes allophones dans l’apprentissage du français langue seconde." Thèse, 2012. http://hdl.handle.net/1866/8784.
Full textAbstract:
La présente étude vise à identifier et classer les difficultés d’ordre grammatical rencontrées chez les immigrants adultes allophones dans l’apprentissage du français langue seconde.
Nous avons d’une part analysé les examens finaux de 98 apprenants inscrits dans les cours de francisation à l’Université de Montréal afin de décrire leurs erreurs grammaticales fréquentes commises. Nous avons décrit les erreurs grammaticales fréquentes produites par les apprenants de chaque niveau de francisation d’une manière précise afin que les apprenants puissent bien éviter l’usage de formes erronées et bien développer des compétences linguistiques en français langue seconde.
D’autre part, nous avons collecté les opinions personnelles de cinq professeurs principaux de francisation à l’égard de l’importance de l’enseignement de la grammaire dans les cours de langue seconde, du traitement des erreurs grammaticales, et de la persistance des erreurs à travers différents niveaux, etc.
En précisant les points grammaticaux à apprendre de chaque niveau de francisation et en fusionnant les résultats des apprenants et des professeurs, nous pouvons offrir aux apprenants adultes allophones des tableaux simples des points grammaticaux et des erreurs grammaticales correspondantes de chaque niveau. Ces derniers pourraient les exploiter pour favoriser la maîtrise du français langue seconde ainsi leur intégration à la société québécoise.The current research is to identify and classify grammatical difficulties facing by adult English speaking immigrants in their French as a second language (FSL) study. On one side, we have analyzed exams of 98 students from French learning course in Université de Montréal in order to describe their common grammar mistakes. We have described in detail common grammar mistakes produced by learners of each level of French learning course so that they can effectively prevent themselves from using common errors and develop language skill in studying FSL. On the other side, we have also collected personal opinions of five senior teachers of French as a second language course in terms of the importance of teaching grammar in FSL course, the treatment of grammar errors, and the persistence of errors throughout various level, etc. By specifying grammar points to study in each level of FSL course and merging the results of learners and teachers, we can provide adult English speaking learners simple tables of grammar points and grammar errors corresponding to each level. They could use them to improve their language skills and to better integrate themselves into Quebec society.
40
Maynard, Catherine. "Effets de l’écriture de textes identitaires, soutenue par des ateliers d’expression théâtrale plurilingues, sur le rapport à l’écrit d’élèves immigrants allophones en situation de grand retard scolaire." Thèse, 2014. http://hdl.handle.net/1866/12407.
Full textAbstract:
Le présent mémoire expose les effets de pratiques d’écriture de textes identitaires plurilingues, soutenues par des ateliers d’expression théâtrale plurilingues, sur le rapport à l’écrit d’élèves immigrants allophones nouvellement arrivés en situation de grand retard scolaire au secondaire, et ce, tout au long d’une recherche-action visant le développement de l’écriture. Puis, ces effets sont comparés avec ceux de pratiques traditionnelles d’enseignement de l’écriture. Un groupe expérimental et un groupe contrôle ont participé à cette étude de cas multiples.
Des observations participantes et des entretiens individuels semi-dirigés ont permis de dresser le portrait du rapport à l’écrit des huit élèves participant à notre recherche. Dans ce rapport à l’écrit est considéré l’engagement dans la littératie des élèves, un concept clé à prendre en compte en didactique des langues secondes. Nous proposons ainsi l’étude d’une nouvelle notion : le rapport à l’écrit teinté du concept d’engagement (RÉ+). Les résultats de ce mémoire confirment la pertinence de l’approche novatrice mise en place, qui agit sur les quatre dimensions du RÉ+ (affective, praxéologique, conceptuelle et axiologique). Elle permet notamment aux élèves d’associer l’écriture à des sentiments positifs et les amène à poser un regard réflexif sur la langue associé au développement d’habiletés métacognitives. De tels effets sont différents de ceux de pratiques traditionnelles d’enseignement de l’écriture, qui ne paraissent pas en mesure d’engager pleinement, affectivement et cognitivement, les élèves dans les tâches d’écriture.This study explores the effects of the writing of multilingual identity texts, supported by multilingual drama expression workshops, on the relationship with writing of French as a second language (FSL) learners. Additionally, we compare these effects with traditional teaching practices for writing. The participants were recent immigrants with limited prior schooling educated at the secondary school level. This multiple case study was performed with both an experimental group and a control group. Participant observations and semi-directed interviews were conducted with each of the eight participants in order to describe their relationship with writing. The main contribution of this research project is that the researcher links a key concept in second language teaching, students’ literacy engagement, to their relationship with writing. Thus a new notion is proposed: the FSL students’ relationship with writing enhanced by literacy engagement (designated with the abbreviation “RÉ+” in French). Results confirm the relevance of this innovative approach which has an influence on the four dimensions of RÉ+: affective, praxeological, conceptual and axiological. The benefits of this approach are that students associate writing with positive feelings. Moreover, they adopt an analytical point of view on language learning, which leads to the development of metacognitive abilities. In essence, the effects on RÉ+ are different from those of traditional writing teaching practices, which, in comparison, seem unable to fully engage students emotionally and cognitively in writing tasks.
41
Ouellet, Rémi. "Comportement linguistique des immigrants allophones et caractéristiques du quartier de résidence, région métropolitaine de recensement de Montréal, 2006." Thèse, 2011. http://hdl.handle.net/1866/5293.
Full textAbstract:
Les immigrants allophones qui s’établissent dans la région métropolitaine de recensement (RMR) de Montréal sont vraisemblablement confrontés à la concurrence qui y existe entre le français et l’anglais. À l’aide de données agrégées du recensement canadien de 2006, nous explorons le rôle que pourrait jouer l’environnement linguistique résidentiel dans l’adoption de deux comportements linguistiques; le transfert linguistique vers le français ou l’anglais et la connaissance des langues officielles chez ceux n’ayant pas effectué de transfert, tout en tenant compte de leurs caractéristiques individuelles.
Des liens initiaux existent entre la composition linguistique des 56 quartiers de la RMR et les comportements linguistiques des immigrants allophones. De plus, des caractéristiques individuelles similaires mènent à des orientations linguistiques similaires. Sans séparer ces deux effets, des régressions linéaires nous permettent de croire que la connaissance de l’anglais et/ou du français n’est pas déterminée par la composition linguistique du quartier, alors que cette dernière ne peut être écartée lorsque nous analysons la langue d’usage à la maison (transferts).Immigrants with a mother tongue other than French or English are likely to face the existing concurrence between these two languages when settling down in the Montreal Census Metropolitan Area (CMA). Using agregated data from the 2006 Canadian Census, the potential role of residential linguistic environment on two measures of immigrants` language behavior is explored : language shift at home (from a third language to the use of French or English) and French or English proficiency (of those who did not shift), along with the consideration of their individual caracteristics. Initial links are observed between language composition of the 56 neighborhoods of the CMA and language behavior of the immigrants. Moreover, similar individual caracteristics seem to lead to similar language behaviors. Linear regressions cannot distinguish both effects, but tend to show that language proficiency in French and/or English is not determined by neighborhood caracteristics. However, evidence suggests that the potential significant role of the language composition of the neighborhood on the language shift at home cannot be overlooked.
42
Wang, Ning. "Teacher motivation : a narrative inquiry into two EFL/ESL teachers' cross-cultural teaching experiences /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370184&T=F.
Full text
43
Bartosova, Lucie. "Facteurs susceptibles d’influencer l'implantation de l'Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et du Programme-cadre de français pour les personnes immigrantes adultes au Québec." Thèse, 2015. http://hdl.handle.net/1866/15901.
Full textAbstract:
La coexistence des services de francisation au Québec pour les personnes immigrantes adultes a fait l'objet de divers enjeux liés notamment au passage des apprenants d'un lieu de formation à un autre (Québec, MICC, 2011a). Dans le but de répondre à ces enjeux et d’harmoniser l'offre de services gouvernementaux en matière de francisation des adultes, le ministère de l'Immigration et des Communautés culturelles (MICC) a élaboré en collaboration avec le ministère de l'Éducation, du Loisir et du Sport (MELS), une innovation pédagogique, soit un référentiel commun québécois composé de deux instruments : l’Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes et le Programme-cadre de français pour les personnes immigrantes adultes au Québec. Le but de notre étude était de mieux comprendre l'implantation du référentiel commun québécois, de faire état des représentations du personnel enseignant en francisation vis-à-vis de cette innovation pédagogique et d’identifier les principaux facteurs qui structurent son implantation. Pour atteindre ces objectifs de recherche, nous avons mené une étude qualitative dans laquelle nous nous sommes appuyée sur le modèle d'implantation de Vince-Whitman (2009) qui identifie douze facteurs facilitant l’implantation d’une politique et d’une pratique. Nous avons accédé aux représentations de douze enseignantes et enseignants en francisation qui œuvrent au MICC et au MELS lors d’entretiens de groupe en leur permettant de s'exprimer sur leurs pratiques pédagogiques et sur leurs impressions du référentiel commun québécois. À l’aide du logiciel QSF NVivo 8, nous avons analysé le contenu des propos de nos participants de recherche. Nos résultats démontrent que le manque appréhendé de ressources – humaines, matérielles et financières, et un manque de temps, de formation et de collaboration professionnelle pourraient représenter des obstacles et nuire à une éventuelle implantation du référentiel commun québécois. À la lumière de ces résultats, nous proposons un cadre de référence composé de sept facteurs d’implantation d’une innovation pédagogique afin de mieux rendre compte d’une réalité spécifique et contemporaine, celle de l'implantation du référentiel commun québécois pour la francisation des immigrants adultes scolarisés. Les écrits scientifiques et nos résultats de recherche démontrent que de diverses formes de soutien, principalement du matériel pédagogique approprié et suffisant, peuvent constituer un facteur-clé dans la réussite de l’implantation d’une innovation pédagogique.The existence of multiple French second language services in Quebec for adult immigrants has proved to be problematic, especially when students transfer from one institution to another (Québec, MICC, 2011a). In response to this and other similar issues and in order to harmonize government French second language services, the ministère de l'Immigration et des Communautés culturelles (MICC) developed, in collaboration with the ministère de l'Éducation, du Loisir et du Sport (MELS) a pedagogical innovation composed of two tools: the Échelle québécoise des niveaux de compétence en français des personnes immigrantes adultes and the Programme-cadre de français pour les personnes immigrantes adultes au Québec. This common framework of reference for language is used to describe the achievements of adult immigrant learners in Quebec. This study focuses on the implementation of a pedagogical innovation, in order to gain a greater understanding of the implementation of the Quebec framework of reference, present teacher representations regarding this pedagogical innovation, and identify the key factors that structure its implementation. This qualitative study adopted an implementation model by Vince-Whitman (2009) who identifies twelve implementation factors of a policy and its practice. Our study used as its data collection method group interviews of a total of twelve French second language teachers from the MICC and the MELS. The interviews aimed to collect the comments of these teachers regarding their pedagogical practices and their impressions of the Quebec framework of reference. The software QSF NVivo 8 was used to analyze the content of our participants’ words. Key findings of the study indicate that implementation is challenging due to a number of obstacles, such as the lack of teaching material, human and financial resources, as well as a lack of time, professional training and professional collaborations. In light of these results, we developed a model framework based on seven factors of implementation of a pedagogical innovation in order to account for a specific and contemporary phenomenon, that of the implementation of the Quebec framework of reference for French second language education of adult immigrants. Various studies coupled with our results demonstrate that different types of support, such as appropriate and sufficient pedagogical material, are key elements to consider in ensuring successful implementation of a pedagogical innovation.