Résultat de la recherche
Cavalli, Marisa (2005). Education bilingue et plurilinguisme. Le cas du Val d'Aoste. Paris: Didier, coll. LAL.
Le crépuscule des lieux communs ou les stéréotypes entre consensus, certitude et doute
This paper analyses the social representations, through their verbal expression, of the immigrant's discourse from «Abruzzi» (in Italy), still living in Neuchâtel or being back to their country of birth. Two aspects have been particularly studied: on the one hand a best knowledge of the immigrant's daily culture and on the other hand, the stereotypes undertaking's process by the speakers themselves.This study, based on transcriptions of non-structured interviews allows to sketch a typology of the enunciative relations between speakers and stereotypes, between the immediate adherence to stereoptypes and their total or partial opposition.
Avant-propos [de : L’acquisition d’une seconde langue. Quelques développements théoriques récents]
Devenir bilingue à Bienne
The consultants’ accounts allow for an autobiographic perspective of their plurilingualism, which thus brings some answers to the following question: where and how did you become bilingual? These answers are not only interesting on an ethnographic point of view, but on a theoretical and practical point of view too. The social and cultural backgrounds are indeed central to the learning theories we accept as valid. Moreover, one of the practical questions the school has to face is related to out-of-school learning, which teaching has to take into account. As it is, any French or German teacher working in Bienne should take into consideration the knowledge gained within the family, with friends, while practicing a sport, etc. Furthermore, it is interesting to assess the role played by the school in the adults’ plurilinguism. Access to this kind of information poses methodological problems that must inevitably be taken into account. The vision that learners have of their experience does not always match “reality”. Thus, we have studied with caution the transcription extracts, chosen on the basis of their particular significance.
L'apprenant, le chercheur et les discours: quelques réflexions sur la notion de saillance
The learner is exposed to second language through discourses. Due to their relative impenetrableness, the learner must choose selection fragments in order to initiate some sort of interpretation, or even participation, as limited as it may be, in a communication activity. This selection unfolds as a focus on the most salient fragments of the speech, which hence become inputs. The definition of saliency is a highly complex process based on objective and subjective criteria, which we are trying to detail in our article. To what extent do these inputs coincide with the data investigators use in order to understand the learning process? A discussion on this matter is used as the framework for this study on saliency.
Représentations sociales et discours. Questions épistémologiques et méthodologiques
This TRANEL issue is a compilation of articles which share a common goal: to draw correspondences between social representations and the dialogue speeches that formulate them. Most articles were written by researchers working on a common project which aims at analysing the social representations of bilinguism in different regions and environments. Two articles derive from bachelor's degrees dissertations respectively about Welsh as a political stake in Northern Ireland and the representations of the linguistic variations in a Neuchatel family. In order to reach this common goal, the term «social representation» has to be redefined. This article is mostly dedicated to the working out of this new definition.
Apprendre une langue dans l’interaction verbale
The articulation of foreign language learning and its actual use in face-to-face communication is a central theme in language teaching studies. If the very existence of this articulation is not questioned, one may however wonder about the discursive and cognitive mecanisms that make it up. This reflexion sheds a particular light on the functioning of verbal interaction involving a teacher and a learner, as well as on the working of learning itself. Besides, it allows an interpretation, which we hope will be original, of some very common teaching behaviours. Finally, it may be an indirect contribution to a more general reflexion on the role of explicite grammar in language learning.