Academic literature on the topic 'Multilinguisme – Guinée'

Cette recherche se fixe comme objectifs : d'analyser les politiques éducatives et linguistiques mises en oeuvre en Guinée dans le dessein de déterminer ensuite le degré et la nature de leurs implications sur l'enseignement du français et des langues guinéennes à l'école ; de déterminer en quoi ces politiques et orientations didactiques sont appropriés ou non au contexte guinéen et à un public scolaire pour qui le français est en fait une langue étrangère ; de proposer des pistes pouvant déboucher sur une didactique réaliste des langues (du français et des langues guinéennes) adaptée à un pays multilingue en voie de développement et à des élèves plurilingues ayant droit à la langue officielle de l'Etat et à leur langue première à l'école. La démarche utilisée emprunte à la fois à l'histoire, la sociolinguistique et la didactique. En effet, les politiques éducatives et linguistiques sont étudiées à travers les trois grands moments historiques du pays : période coloniale, Première et Deuxième Républiques de Guinée en s'appuyant sur des documents d'archives. . .

Cette thèse présente les résultats d’une recherche sur la dynamique des langues d’une part et l’expansion et la variation du français d’autre part dans la ville de Conakry. Dans ce contexte urbain et plurilingue, il est intéressant de voir la place qu’occupe chaque langue dans le paysage linguistique guinéen. D’autant plus que la question sur le rôle des langues dans le développent socio-économique de la Guinée en particulier et des pays africains en général se pose avec acuité dans les prises de décision politique. Dans une perspective sociolinguistique, les langues en présence sont observées sous un angle dynamique. Ce qui fait apparaître des variations dans les pratiques langagières des Conakrykas. Une analyse des représentations socio-langagières et identitaires des locuteurs a permis d’expliquer les raisons pour lesquelles le français tend progressivement à occuper le rôle de langue véhiculaire dans la ville de Conakry. Une analyse des particularités linguistiques du français parlé par les locuteurs, a permis de mettre en exergue la nécessité de prendre en compte les caractéristiques des langues guinéennes dans les choix pédagogiques de l’enseignement du français en Guinée. En définitive, l’objectif de cette recherche est de comprendre dynamique du français à Conakry, tant sur le plan sociolinguistique que sur le plan linguistique
This thesis presents the results of a research on the dynamism of languages on one hand, and the expansions and variations of the French language in the city of Conakry on the other hand. In this urban and multilingual context, it is interesting to see the place of each language in the Guinean linguistic landscape. Especially because the question of the role of languages in the socio-economic development of Guinea in particular and the African countries in general rises with acuity in the political decision-making. In a sociolinguistic perspective, the languages in presence are observed under a dynamic angle. Which shows variations in languages practices of Conakry’s people. An analysis of sociolinguistic and identity representation of the speakers has enabled to explain the reason why the French language is progressively about to be the vehicular language in the city of Conakry. An analysis of the linguistics particularity of the French language spoken allowed to (bring) out the necessity of taking into account the features of the Guinean languages in the educational choices of the French teaching in Guinea. Eventually, the objective of this research is to understand the dynamism of the French language in Conakry both on the sociolinguistic and linguistic aspect

Orientador: José Carlos Paes de Almeida Filho
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-21T19:15:07Z (GMT). No. of bitstreams: 1 Sani_Fanca_M.pdf: 2295134 bytes, checksum: 2810d57bfc501678edfe75e513aaee34 (MD5) Previous issue date: 1996
Resumo: Nesta dissertação de tese realizamos uma pesquisa de natureza aplicada que busca interpretar o lugar ocupado pelo Português e suas relações com as outras línguas maternas usadas no contexto escolar da Guiné-Bissau. Além dessas línguas maternas, avalizamos as relações existentes entre o Português Língua oficial e as línguas estrangeiras (L.E.), como o Francês e o Inglês, de ensino restrito às escolas nacionais. Sendo este um estudo aplicado individual, o cenário da pesquisa não poderia' ser o país todo. Por isso, foi escolhida a Escola Normal Superior Tchico Té e suas salas de aula enquanto microcosmo institucional da situação lingüística do país. Para a coleta de dados, utilizamos gravações de aulas, gravações de entrevistas com alunos, professores e pessoal administrativo da escola estudada, além de questionários especificamente elaborados para esta pesquisa. Essa coleta resultou em cinco entrevistas, sete gravações com alunos do segundo ano do curso do Português, quatro entrevistas e seis gravações com alunos de " terceiro ano do curso acima referido, além de muitas anotações de campo a partir de observações das aulas visitadas. Durante o nosso levantamento de dados na Guiné-Bissau, detectamos que o uso do Português é muito restrito nesse país. Somente o Português é falado e ensinado formalmente nas escolas, utilizado nas reuniões formais, locais de serviço, na rádio e na televisão. A maioria esmagadora dos guineenses não é falante do Português e sim do Crioulo, falado amplamente no país em situações informais. Embora o percentual de falantes de Português seja restrito a menos do que um quarto da população, é importante destacar que essa é a língua de trabalho, estudo.e organização política da elite com mais poder dentro da nação
Abstract: In this dissertation we have researched on the relationship between the Portuguese language and other national language that are spoken in Guinea-Bissau. Apart from these languages, there are other two foreign languages (F.L.)., such as French and English which are learnt in Guineans schools. As it could not be possible to conduct the research throughout Bissau, so we chose the Escola Normal Superior Tchico Té, in Bissau, as an institutional microcosm for the country linguistic situation and relationship. Only Portuguese is spoken and taught in schools, used in formal meetings, in radio and television broadcasting. The majority ot the guineans does not speak standard Portuguese. Only from 20 to 25% ot the people can make full use of Portuguese in the country. Crioulo is widely spoken in the country. Although Portuguese is less used, it has been chosen as the language of work, ot studies, and political organization among rhw elite which has power in the country
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada

The language policies of the Council of Europe and the European Union have increasingly focused on the promotion of plurilingualism, driven by socio-political and educational needs in a changing linguistic space. Since different teaching and learning models are used in the application of the CEFR, in particular where plurilingualism is concerned, this paper focuses on one specific document issued by the Council of Europe, namely the Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education (2016). This guide is analysed on the basis of the results of an interview carried out with teachers in an Italian school with a significant presence of foreign students. The aim of the paper is to investigate whether principles of plurilingual education are present in their didactic practice.

This contribution aims to investigate uses and characteristics of the ‘Sprarscape’, defined as the set of linguistic and semiotic objects that contribute to the visual organization of the centres where Sistema di Protezione per Richiedenti Asilo e Rifugiati (SPRAR) projects are active. Adopting an interdisciplinary perspective, which refers to studies on linguistic landscaping and language policy and planning, we describe these spaces through the use of innovative research tools. We also investigate their linguistic composition and the functions of the signs that structure them from an intercultural perspective. These include visual data and field notes, collected through ‘linguistic walks’, integrated with videos and a tourist-guide technique, analysed by means of a specifically-designed observation scheme.