This dissertation entitled French for Refugee Service Providers, aims to provide a curriculum for teaching French as a Foreign Language to those working with French-speaking refugees in South Africa. Firstly, the context of the project is thoroughly discussed, which substantiates the importance of language for the integration of refugees into the host country. Specific attention is given to the South African situation. This study then provides a review of the literature outlining the most pertinent issues with regards to the domain of teaching French as a Foreign Language (TFFL) and French for Specific Purposes (FSP). Finally, the process as well as the results of a needs analysis conducted amongst a sample of people working with refugees in Durban, South Africa are presented in detail. Based on these results, a curriculum for teaching French to refugee service providers is suggested, together with examples of three lesson plans and two evaluation activities.

Includes bibliographical references (leaves 54-61).

Includes bibliographical references (leaves 119-123).

Includes bibliographical references (leaves 68-70) and abstract in French. / La notion de diversité est aujourd'hui trés en vogue. Nous chercherons à en mesurer les effets dans la litterature contemporaine d' expression française, telle qu' elle se présente dans Ie contexte d'un enseignement universitaire a I'etranger. Si on ne peut que se réjouir des transformations dans la société que reflete Ie mot de " diversite", on doit pourtant interroger I'aspect plutôt vague de ce terme, qui rencontre ceux de " multiculturel" ou de " pluriculturel" sans apporter rien de précis. Nous essayerons donc de distinguer, au long de notre parcours, trois types de diversités dans I'enseignement de la littérature francophone à I'etranger, en nous basant sur un récit autobiographique de l'écrivain martiniquais, Patrick Chamoiseau : Chemin-d'ecole, tel que I'analysent des chercheurs anglophones. Une première definition de la diversité serait purement linguistique : ce serait celie du " créole", ou de to ute autre langue " étrangère" qui entre en contact avec Ie français dans un texte, sans considération de I'aspect politique du texte littéraire étudié. La seconde sera it essentiellement politique : ce serait celie de la " créolité", ou de toute autre langue mineure dans son combat contre la domination du français, qui insisterait sur les aspects politiques du texte étudié. Enfin, la derniére serait avant tout poétique : ce serait celie que pratique Chamoiseau lui-même, en tentant de dépasser les contradictions linguistiques et politiques au moyen de la "creolisation" - par injection de tournures créoles dans Ie parler français. Nous espérons pouvoir en tirer certaines conclusions relatives à I'enseignement de la litterature comme produit multiculturel.

Includes bibliographical references (leaves 85-88).

Includes bibliographical references.

The title of this master's research is “semiotics of comic strips and French didactics”. It is about the use of comic strips in French teaching. The French people have a long story of comic strips that they can share with the South Africans for the teaching and learning of French as foreign language. I want to prove that comic strips are important for the teaching and learning of French, as foreign language. Foreign language teaching requires many methodologies from the teacher. Those skills and methodologies enable him/her to identify the needs of the learners and to teach them in the best possible ways. Cape Town is the field of my investigations because of its multilingualism. Most of South Africans can speak a first or/and a second language, French can only be a third language. So as teachers, our teachingmethods must vary according to the learners' knowledge or absence of knowledge of French. For a better understanding of the French language, we cannot use the same methods and approaches for those two groups of learners, given that South African learners are going to use English as their educational language. To this end, I went to investigate some learners at their schools to find out the way French has been taught. I also wanted to know their views on the use of comic strips in the French class. There are two groups of learners, those who knew comic strips before I arrived at their schools and those who only knew comic strips because of my. I asked their teachers' views on the use of comic strips as material. Some use comics strips and some do not use. Learners and teachers were asked why they did or didnot use comic strips in class. Comic strips put together image and text.

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