The present thesis is devoted to the analysis of how cognates are processed and represented in the minds of Japanese-English bilinguals. Cognates are an interesting and important category of words in languages as they are distinguished by their similarity across languages, which includes both formal and semantic features. This thesis presents the most comprehensive description and analysis of Japanese-English cognates and how they are processed and represented in the minds of bilinguals. A large number of rating and norming data are presented, which will be of use to researchers in the field of bilingualism who are interested in languages that differ in script, such as Japanese and English. Utilising measures of formal (phonological) and semantic cross-linguistic similarity derived from bilinguals’ ratings, the present thesis presents evidence that cross-linguistic similarity impacts bilingual processing and representation in a variety of tasks, but is modulated by task type and language dominance. The findings of the present study complement previous research, which has often focused on languages that share script (e.g., Dutch-English), while advancing the use of continuous measures of formal and semantic similarity. Such measures are argued to be more appropriate in terms of current cognitive models of bilingual processing and representation. Following a review of previously documented cognitive models, the results are interpreted in terms of the most relevant models that address the issues of cross-linguistic similarity and language proficiency/dominance. The results are important for cognitive science, psycholinguistics and bilingual studies and may also feed into applied linguistics in terms of the potential implications for language learning and teaching.

Studies carried out investigated predictors of spelling and reading in monolingual and bilingual Greek and English school children attending Years 2 to 6. Studies 1, 2 and 3 investigated underlying factors in spelling of typically developing children, monolingual and bilingual. The findings of Study 1 support the notion that spelling is a multifaceted process integrating phonological, morphological, semantic and orthographic skill (Frith 1980). The aim in Study 2 was to narrow the focus on the variables found to be most strongly associated with lexical and sublexical processes for spelling and to investigate language transfer effects. Factors associated with spelling in English of bilingual children with more or less experience with Greek were examined. Children with stronger Greek literacy skill showed more influence of phonological processes than those with weak Greek literacy skills. In Study 3, three variables were investigated in relation to the single word spelling performance of a new sample of Greek and English monolingual and bilingual children. These were phonological ability (associated with sublexical processes), and visual memory and letter report (both associated with lexical processes). The findings from Studies 1, 2 and 3 indicated that, despite the difference in transparency between Greek and English, lexical processes seem to play a more important role in spelling for monolingual children than phonologically-based processes with increasing age. In Study 4 case studies of monolingual and multilingual English- and Greek-speaking children with spelling and reading difficulty are presented. Following identification of the deficit in each case, training was conducted that targeted lexical or sublexical processes. This study aimed to further test hypotheses regarding causal relationships among cognitive processes (Nickels, Kohnen, & Biedermann, 2010). The findings support the effectiveness of theoretically based targeted training programmes for literacy difficulties (cf. Brunsdon, Coltheart, & Nickels, 2005) and the usefulness of Dual Route models of spelling for identifying the underlying deficit.

Cette thèse, oeuvrant entre les champs (inter)disciplinaires de la sociolinguistique urbaine et de l’analyse du discours, s’efforce de rendre compte des phénomènes glocaux ségrégatifs et discriminatoires à Rennes et en France lorsqu’il s’agit de parler de personnes hétéro- ou auto-designées de par leur mobilité ou leurs « origines ». Elle traite ainsi de multiples points de vue « discursifs » sur la ville ; tous semblant relever cependant d’un phénomène de dominance – processus lie, en Sociolinguistique urbaine, a la hiérarchisation des personnes et des langues sur un territoire donne – dans les discours sur la migrance ou, autrement dit, dans les discours hégémoniques sur la mobilité.Notre recherche se décompose ainsi en deux temps. D’une part, il s’agit d’analyser les discours politico-médiatiques actuels Sur la migration et les « migrants » à travers une approche lexicométrique d’un corpus de presses nationale, régionale et locale. D’autre part, il s’agit de percevoir comment ces discours sont repris, critiqués, réinterrogés, ignorés… et pourquoi ils le sont ; comment les catégories dominantes sont reprises ou évacuées… ; comment les frontières sont reproduites en ville dans l’examen de la question de la « légitimité » des personnes perçues comme migrantes à être présentes dans l’espace urbain de la ville. Ce second travail s’est réalisé à travers des observations participantes et des entretiens semi directifs réalises dans le cadre d’un projet relevant d’une organisation citoyenne, participative / Overlapping the (inter)disciplinary fields of urban sociolinguistics and discourse analysis, this dissertation displays the glocal domination phenomena in Rennes, and in France, in discourses focusing on persons hetero- or self-designated by their mobility or “origins”. The research thus examines a variety of discursive points of view on the city ; yet, all of them seem to reveal a domination phenomena – a process linked, in urban sociolinguistics, to the hierarchization of persons and languages on a given territory – in discourses on migration, or in other words, in hegemonic discourses on mobility.Our research divides into two parts. First, it consists in an analysis of current political media discourses on migration and “migrants”, by a lexicometric analysis of a corpus composed of national, regional and local press articles. Secondly, we analyze how and why these discourses are reproduces, criticized, questioned or ignored, and how are dominant categories reproduced or left behind. We study how frontiers are reproduced in the city when the “legitimacy” of the presence of persons perceived as “migrants” is debated. This second aspect of our work, relies on participant observations and semi-directed interviews in the context of a community and participative project

Notre thèse vise à étudier et caractériser les situations didactiques mises en oeuvre pour l’enseignement de l’anglais, une discipline linguistique, et des sciences, une discipline non-linguistique, dans des classes primaires bilingues en Thaïlande. Pour ce faire, nous étudions l’action conjointe de trois professeurs étrangers et d’une professeure thaïlandaise et de leurs élèves dans deux classes bilingues de Grade 6 (6ème). Les analyses des situations décrites dans notre thèse s’appuient sur des transcriptions extraites de trois séquences, soit trente cinq séances filmées dans les deux classesobservées. Pour mener ces analyses, nous nous appuyons sur un cadre théorique qui s’articule autour de notions empruntées à la Théorie de l’Action conjointe en Didactique et à la didactique des langues étrangères. Dans nos analyses de la pratique effective, nous étudions les séquences mises en oeuvre par les quatre professeurs à différents niveaux de grain d’analyse. Pour l'analyse à grain fin, nous avons retenu des situations semblables dans les deux classes afin de pouvoir établir des constats croisés sur les différences et similarités entre ces situations. A ce niveau de nos analyses, nous étudions plus particulièrement la façon dont les jeux d’apprentissage et l’équilibration contrat-milieu sont mis enoeuvre afin de permettre la construction du savoir en jeu par les élèves. A la fin de notre thèse, nous exposons les points communs et différences entre les professeurs étudiés et émettons des propositions pour l’enseignement d’une langue étrangère et l’enseignement de matières par l’intégration d’une langue étrangère et pour la formation des professeurs thaïs et étrangers / Our research aims to study and characterize didactic situations implemented to teach and learn English, as a foreign language, and Science, a non-linguistic subject, in primary classes in a bilingual stream in Thailand. To do so, we study the joint action of three English native speaker teachers and a Thai teacher and their Grade 6 students. The analyses of the situations described in our research are based on transcriptions extracted from six teaching units or thirty-five sessions filmed in the two observed classes. To conduct our analyses, we use a theoretical framework that brings together notionscoming from the Joint Action Theory in Didactics and the didactics of foreign languages. In our empirical study, we examine the teaching units implemented by the four teachers in two classes at different levels of analyses. For our fine-grained study, we have chosen similar didactic situations from the two classes so as to bring to light the differences and similarities in these situations. In our analyses, we study more particularly how the learning games and the contract-milieu equilibration are implemented in order to develop the students’ knowledge. Then, we describe the commonalities and differences between the four teachers. At the end of our thesis, we make propositions for language teaching and the teaching of other subjects through English and for the training of both Thai and foreign teachers

Le contexte algérien est fait de plusieurs langues en contact, dont les interactions varient suivant les situations géographiques, socio-culturelles et socio-économiques observées. Leur coexistence/leur concurrence créent des situations d’enseignement/apprentissage complexes et particulières, dont l’étude précise est nécessaire pour que l’école algérienne puisse tirer parti de la richesse du plurilinguisme, car actuellement le plurilinguisme est la règle et le monolinguisme est l’exception. Cela dit, il est à noter que l’arabe standard moderne tout comme le français ne constituent nullement la langue maternelle du locuteur algérien même si l’on retrouve ces deux langues dans des domaines multiples et variés comme les média, l’administration, l’économie, les sciences…néanmoins un conflit existe et perdure, ce sont les parlers du quotidien, les idiomes locaux, régionaux qui dominent dans ce pays et qui influent sur ce processus d’enseignement/apprentissage des deux langues . / The algerian context is composed of several languages in contact, of which the interactions varie according to the geographical locations, sociocultural and socio-economic observed. Their coexistence/their competition create sophisticated and particular situations of teaching and learning. Their precises studies are necessary so that the algerian school takes advantage of the richness of the plurilingualism, because currently the plurilingualism is the rule and the monolingualism is the exception. However, it should be noted that neither modern standard arabic nor french constitute the mother tongue of any algerian speaker even if one finds these two languages in multiple and varied fields such as the media, the administration, the economy, sciences… nevertheless a conflict exists and continues : it is a matter of the daily speeches, the local and regional idioms which dominate in this country with their influence on the process of teaching and learning these two languages .

Ce travail de thèse interroge les enjeux des idéologies et des pratiques linguistiques scolaires en Polynésie française, dans une perspective sociodidactique ayant pour finalité la recherche de leviers pour une meilleure réussite scolaire et éducative. Dans le cadre épistémologique et éthique de la complexité, la recherche met en oeuvre une méthodologie qualitative fondée sur une approche compréhensive à visée actionnelle. Ancré dans le domaine spécifique des sciences du langage, le parcours proposé appréhende ainsi les différents niveaux du système éducatif (macro i.e. politique linguistique éducative ; méso i.e. établissements et dispositifs ; micro i.e. la classe ; nano i.e. l’individu) tout en établissant des liens avec d’autres champs des sciences humaines (anthropologie, histoire, géographie culturelle, notamment). L’analyse des pratiques langagières met en relief l’existence d’un « macrosystème langagier », et permet de dessiner les contours d’un véritable capital collectif, plurilinguistique et pluriculturel. Il apparaît alors que le système éducatif évolue dans une tension dé/re/structurante entre trois modèles, celui d’un schéma diglossique jusque là dominant, celui, émergent, de la fierté d’une identité polynésienne plurilingue, mis en place par la Charte de l’éducation en 2012, et celui,potentiel, d’un macrolangage hybride, dynamique et pluriel. On réfléchit alors aux pistes qui peuvent permettre de valoriser cette ressource pluri langagière au service de l’amélioration de la qualité du système éducatif, dans une perspective socio-écologique visant à articuler espaces langagiers, territoires scolaires et réussite éducative. / This thesis questions the ideological stakes and school linguistical practices in French Polynesia, within a sociodidactical perspective, in the aim of finding ways to improve school and educational success. Within the epistemological and ethical framework of complexity, this investigation implements a qualitative methodology based on a comprehensive approach with an actional aim. Anchored in the specific field of the language sciences, this work apprehends the different levels of the educational system (macro – meso – micro – nano) establishing links with other human sciences fields. The analysis of language practices emphasizes the existence of a “language macrosystem” and allows us to draw the outlines of a true plurilingual and pluricultural collective background. Then, we think about the ways to highlight this multilinguistic wealthserving to improve the educational system quality

La loi du 24 juillet 2006 relative à l’immigration et à l’intégration rend obligatoire la signature d’un contrat d’accueil et d’intégration pour toute personne amenée à demeurer sur le territoire français et elle subordonne, par son volet linguistique, la délivrance ou le renouvellement d’un titre de séjour à la condition linguistique. Dans ce contexte, un lien explicite est établi, au niveau politique, entre la nécessité de ce dispositif et l’importance que revêt le principe d’« égalité entre les femmes et les hommes », présenté comme un socle incontournable de l’ « idéal français d’intégration ».Partant d’enquêtes de terrain réalisées dans le cadre de cette « offre-obligation » de formation linguistique en fonctionnement, cette thèse propose de montrer comment ce dispositif contractuel d’enseignement apprentissage du français est un lieu d’incorporation et de réactualisation du genre et des rapports sociaux, ces derniers étant considérés comme consubstantiels.Les problématisations et les interprétations de la réactualisation du genre et des rapports sociaux dans le cadre de ce dispositif de prescription linguistico-culturelle articulent une analyse des contextes et/ou principes qui accompagnent sa mise en fonctionnement : l’égalité entre les sexes, la mise en opposition de l’immigration (choisie vs subie), la multiplication des formes contractuelles d’action publique, les politiques d’activation de l’emploi, l’autonomie, l’égalité des chances, le travail, la diversité, etc. Ceci donnera à questionner le processus de contractualisation des rapports sociaux. / Since the adoption of the law on immigration and integration on July 24, 2006, any person applying for residency in France has the legal obligation to sign the Accommodation and Integration Contract (CAI). This contract notably subordinates the issuing or the renewal of a residence permit to the completion of language tests and/or trainings. In this context, a link is explicitly established politically between the necessity of this Foucaldian apparatus and the importance of the “equality between women and men” principle, presented as a fundamental base of the “French integration ideal”.In this thesis, a fieldwork-based account of the implementation of these “offered-required” linguistic trainings demonstrates how the French teaching-learning contract is the place of the incorporation and reactualization of the consubstantial gender and social “relations” (rapports sociaux).In this case of cultural and linguistic institutional prescription, the problematizations and interpretations of the gender and social re-actualization processes are articulated with an analysis of the contexts and principles that trigger the realization of the contractual apparatus : sexual equality, the construction of opposition in immigration (“chosen vs. suffered”), employment activation policies, autonomy, equality of chances, work, diversity, etc. This will take us to consider the contractualization of social “relations” (rapports sociaux).

How do bi/multilinguals switch between languages so effectively that there is no obvious intrusion from the alternatives? One can examine this by comparing language selection with task selection, or language switching with task switching. This is the approach adopted in the first of two strands of research presented in this thesis. In task switching, providing advance warning of the task typically leads to a reduction in the performance ‘switch cost’, suggesting top-down biasing of task selection. It is not clear whether the language switch cost also reduces with preparation, partly because there have been very few attempts to examine preparation for a language switch, and partly because these attempts suffered from non-trivial methodological drawbacks. In Experiments 1-3 I used an optimised picture naming paradigm in which language changed unpredictably and was specified by a language cue presented at different intervals before the picture. Experiment 1, conducted on ‘unbalanced’ bilinguals, revealed some evidence of reduction in the language switch cost for naming times with preparation, but only when cue duration was short. In an attempt to further optimise the paradigm, in Experiment 2 the cue-stimulus interval (which was varied from trial to trial in Experiment 1), was varied over blocks instead. Visual cues were replaced with auditory cues – the latter also enabled a comparison between semantically transparent word cues (the spoken names of the languages) and less transparent cues (fragments of national anthems). Experiment 2 revealed a reduction in switch cost with preparation for naming latencies, but only in the second language; the first language showed the reverse. To examine whether the increase in switch cost with preparation in the first language could be due to unbalanced bilinguals biasing processing towards L2, balanced bilinguals were tested in Experiment 3. This revealed a robust reduction in switch cost in naming latencies for both languages, which was driven primarily by the trials with the anthem cues. However, in the error rates the switch cost increased with preparation interval, thus complicating the interpretation of the reduction observed for response times. Experiment 4 investigated whether preparation for a language switch elicits the electrophysiological patterns commonly found during preparation for a task switch – a switch-induced positive polarity Event-Related Potential (ERP) with a posterior scalp distribution. Contrary to a recent report of the absence of the posterior positivity in language switching, it was clearly present in the present EEG data. As in task switching, the amplitude of the posterior positivity predicted performance. The electrophysiological data suggest that preparation for a language switch and preparation for a task switch rely on highly overlapping control mechanisms. The behavioural data suggest that advance control can be effective in language switching, but perhaps not as effective as in task switching. Experiments 1-3 also examined the effect of stimulus associative history – whether the language used on the previous encounter with a given stimulus influenced performance on the current trial). Having previously named a given picture in the same language benefited overall performance, but did not do so more for switches than repeats. Thus, stimulus associative history does not seem to contribute to the language switch cost. The second strand of my research asked whether bilinguals can set themselves independently for speech vs. comprehension. Previous research has examined the cost of switching the language in output tasks and in input tasks. But, it is not clear whether one can apply separate control settings for input and output selection. To investigate this, I used a paradigm that combined switching languages for speech production and comprehension. My reasoning was that, if there is cross-talk between the control settings for input vs. output, performance in one pathway should benefit if the language selected for the other pathway is the same relative to when it is different: a ‘language match effect’. Conversely, if there is no cross-talk, there should not be a language match effect. In Experiment 5 bilinguals alternated predictably between naming numbers in their first and second language (in runs of 3 trials), whilst also having to semantically categorise spoken words which occasionally (and unpredictably) replaced the numbers. The language of the categorisation ‘probes’ varied over blocks of ~17 naming runs, but was constant within a block. The results showed a clear match effect in the input task (categorisation), but not the output task (naming). To examine the potential role of proficiency, Experiment 6 used the same paradigm to test unbalanced and balanced bilinguals. The pattern of results was qualitatively similar in both groups to that observed in Experiment 5: a language match effect confined to the input task. These results suggest ‘leakage’ from the output control settings into the input control settings.

Nous interrogeons à La Réunion, dans une perspective écologique fondée sur la théorie du rhizome et la philosophie du réseau, la marge de négociation des politiques linguistiques par les enseignants. Pour cela, nous avons opté pour une enquête qualitative et privilégié l’approche ethnographique et l’analyse critique du discours de classe. Les résultats montrent que, parmi les trois hypothèses proposées, celle concernant l’impact des activités d’éveil aux langues sur la prise en compte des langues des élèves comme ressources pour toute la classe se trouve confirmée, dès lors qu’elle donne lieu au développement de stratégies de translanguaging à visée de transformation sociale plus qu’à des stratégies compensatoires engendrées par une vision « langue-problème ». L’étude conclut à la priorité d’axer la formation d’enseignants sur une initiation à la recherche ethnographique dans le cadre d’ateliers sociodidactiques ayant pour finalité le développement d’une conscience critique du langage. / We question – from an ecological perspective here based on rhizome theory and the philosophy of network – the extent to which teachers in Reunion Island negotiate language policies through their implementation of plurilingual education. On the methodological level, we opted for a qualitative survey and an ethnographic approach as well as a critical analysis of classroom discourse. The results show that, among the three hypotheses proposed, the one concerning the impact of language awareness activities upon the mobilization of school students’ languages as resources for the whole class is confirmed, provided that it gives rise to the development of translanguaging and social transformation strategies more than compensatory strategies generated by a language-problem-vision. The study concludes on the priority to focus teacher training on an introduction to ethnographic research in sociodidactic workshops which purpose would be the development of a critical awareness of language.

Ce travail de thèse met en avant l'influence potentielle ou réelle que peuvent exercer les langues allogènes arabo-berbères chez les Français de descendance Nord-Africaine dans les champs scolaires et extrascolaires français contemporains. Il met en lumière les continuités et ruptures avérées entre la culture prônée par l'institution scolaire et celle (s) valorisée (s) par l'univers familial. Il questionne le rapport entre les conditions socioculturelles effectives des familles maghrébines en mettant en lien une théorisation plurifactorielle : l'éveil aux langues (arabe/berbère dialectal standard oral) et la maîtrise nécessaire et suffisante du français dans le parcours scolaire des descendances. Il confronte et discute ces thèses en mettant en exergue le déficit-handicap versus avantage. Il focalise son attention sur certaines réflexions et regards portés sur les pratiques langagières bilingues, l’évolution des représentations des idiomes dits minorés, sans faire fi du phénomène communément désigné comme l'écart ou norme linguistique. Pour tenter d'obtenir des éléments de réponse à notre question de recherche, tout en se basant sur divers travaux de recherche, cette étude s'appuie sur un corpus qui rassemble dix huit entretiens réalisés majoritairement en Alsace entre 2009 et 2010, consacrés à des collégiens et à des adultes français issus de la communauté ethnolinguistique maghrébine. Il rapporte leurs discours sur les pratiques linguistiques dans un cadre familial, scolaire et professionnel face aux représentations de trois enseignants Français autochtones. / This doctor thesis shows the imaginary or real influence that the Berber-Arabic languages can have in the contemporary French school and extraschool fields. It highlights the continuities and breaks between the culture praised by the school institution and the one(s) valued by the family background. It asks questions about the relationship between the actual sociocultural conditions of North-African families by linking a multifactorial theory: the awakening to languages (Arabic / Berber oral standards dialect) and the necessary and sufficient fluent knowledge of French in the school of the offspring. It compares and discusses these views, by highlighting the disability deficit versus the benefit. It focuses its attention on some thoughts and opinions towards bilingual language practices, the evolution of representations of languages called underestimated languages, being aware of the phenomenon commonly referred to as the linguistic distance or standard language. In order to get some answers to our research question, by relying on various studies, this thesis is based on a corpus that includes eighteen interviews mostly led in Alsace between 2009 and 2010, dedicated to secondary school pupils and adults from the French North African ethno-linguistic community. It highlights their speech and language practices in a family setting, academic and professional versus representations of the native French teachers.