|2014-2||La langue, facteur d'intégration et d'insertion |
(The role of language in integration and insertion )
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Reinhilde PULINX & Piet VAN AVERMAET (Ghent University (Belgium))Linguistic diversity and education : Dynamic interactions between language education policies and teachers’ beliefs A qualitative study in secondary schools in Flanders (Belgium)pp. 9-27
This article aims to deepen our understanding of the dynamic interaction between language ideologies, education policies and teacher beliefs about monolingualism. This study takes place in Flanders (Belgium), a region which is characterized by educational policies based on a strong monolingual ideology. The research design combines document analysis, regarding recent language policies in Flemish education, and in-depth interviewing of teachers in secondary education. The main objective of this study is to examine how language policies in education are reflected in teacher beliefs in schools in secondary education. We will look at the interaction between the monolingual policies explicated by the Flemish policy makers and the beliefs of secondary education teachers on home language and language use. Finally, we want to gain more insight in the explanatory schemes teachers use to rationalize their monolingual beliefs. In conclusion implications for policy makers are discussed.
Lucia BUTTARO (Adelphi University USA)Effective Bilingual Education Modelspp. 29-40
Spanish-speaking children take their ethnolinguistic and sociocultural heritage to school. School culture requires socialization and learning solely in English. Spanish-speaking students’ success depends on their ability to learn English and process subject matter in English effectively. Doing so means that students are grade-level proficient in English. But Spanish-speaking students are not developing English literacy accordingly. The English-only approach in educating Spanish-speaking students is ineffective and accounts primarily for the dropout rates of these children in the five Southwestern states of Arizona, California, Colorado, New Mexico and Texas. Bilingual education, many witnesses feel, would enable Spanish-speaking children to use the home language and culture to adapt positively to the culture of the school and learn content area material.
Claire EXTRAMIANA (DGLFLF)Les politiques publiques des dix dernières années en faveur de la maîtrise du françaispp. 41-55
This article provides an overview on training policies in the last decade aiming at improving the command of the French language in France. It refers both to linguistic integration of adult migrants and employability for low skilled adults. As for the French population in general, public surveys on the command of the French language show that the general level is not getting so bad as we can hear.
Martine CHOMENTOWSKI & Aline GOHARD-RADENKOVIC (Université de Fribourg Suisse)Apprendre en français pour apprendre le français : du FLE/FLS au FLS/FLSCO : l’exemple des compétences mathématiquespp. 57-70
In the OECD countries, children are students. The findings concerning the generally poor school results obtained by children of migrant families ask for a reorientation of French as a Foreign Language (FLE), French as a Second Language (FLS). This reorientation will be called French as a Language of Scolarity (FLSCO). The idea behind it is to allow these children a harmonious school time that can lead them towards the profession of their choice. This way all teaching matters become a way of training the FLSCO. As an axample, this article tries to highlight the educational position of FLSCO through teaching the names of large numbers in French, which normally fall within the scope of mathematics.
Hervé ADAMI & Virginie ANDRÉ (Université de Lorraine / CNRS-ATILF)Les processus de sécurisation langagière des adultes : parcours sociaux et cursus d’apprentissagepp. 71-83
Certain adults, migrants or native French speakers, suffer from language insecurity, i.e. they have repertoires that are incomplete or are too unvaried to deal efficiently with the different communications situations they participate in, in particular those that fall outside the usual limits of their interactions. The duration and the scale of recent economic and social changes mean that there is little scope for these people in the labour market, and they are socially marginalized. Some of these people participate in integration or insertion initiatives that sometimes include language training. The authors define language insecurity according to this situation and they show how it can be useful for analysing the reality it describes and for suggesting solutions in adulte ducation.
Valérie LANGBACH (Formabilis)Communication verbale et insertion professionnelle : analyse de la construction collaborative du discours chez les locuteurs natifs faiblement qualifiéspp. 85-95
Contrary to scholastic failure, the question of language insecurity in adult native speakers has not attracted much attention. Beyond the obvious political and ideological debates, the question for research is to understand whether increased linguistic mastery can allow speakers to communicate in an efficient manner with any given interlocutors. Analysis of collaborative discourse in low educated native speakers shows that, as well as lexical and syntactic issues, problems linked to interaction can appear that impede the flow of exchanges. These give rise to collaborative discourse construction practices that require numerous readjustments and conversational negotiations.
Kevin MCMANUS, Rosamond MITCHELL & Nicole TRACY-VENTURA (University of York, GB / University of Southampton, GB / University of South Florida, USA)Understanding insertion and integration in a study abroad context: The case of English-speaking sojourners in Francepp. 97-116
Drawing on some of the recent findings of the LANGSNAP project, which investigated second language learning in a study abroad context, we will discuss how language contact and use as well as learners’ insertion and developing social networks can be understood. We will then relate our findings on language use, social networks and insertion to measures of second language development (e.g. accuracy, complexity).
Les grammaires scolaires, de la recomposition à la reconfiguration, de C. Vargas
par M. Elaloufpp. 117-119