La presente etude a vise a contribuer a l'avancement de la recherche sur les diplomes d'immersion francaise ainsi que dans le domaine de l'ecriture en langue maternelle (L1) et en langue seconde (L2). Elle a, de plus, offert une contribution sur les plans methodologiques et pedagogiques. Meme si un grand nombre de recherches ont porte sur l'immersion francaise, peu se sont interessees a l'ecriture des diplomes de ce type de programme. La presente etude a chereche essentiellement a jeter de la lumiere sur les prises de decision lors du processus d'ecriture en L1 et en L2 chez les diplomes d'immersion francaise. Une partie d'un projet de recherche anterieur portant sur lecriture d'apprenants d'anglais L2 (Cumming, 1989) a ete reprise, ce qui a permis d'evaluer la pertinence des interpretations de l'auteur avec un groupe d'apprenants de L2 avances diplomes d'un programme d'immersion francaise. A cette fin, un groupe de diplomeses d'immersion francais a ete choisi en fonction de certains criteres (la L1 anglaise, le genre de programme d'immersion, le nombre d'heures d'enseignement en L2, etc.). Les dix-sept participants ont ete regroupes en fonction du niveau de savoir-ecrire en L1 (deux niveaux) et de competence globale en L2 (deux niveaux). Les prises de decision lors du processus d'ecriture en L1 et en L2 chez les memes participants ont ete comparees a l'aide d'une approche directe. Ces derniers ont redige un texte argumentatif en L1 lors d'une premiere recontre et un text argumentatif en L2 au moment d'une deuxieme rencontre. Un protocole verbal a ete produit pendant la redaction des deux textes afin qu'il soit possible de cerner le type de decisions prises pendant l'activite redactionnelle. Quatre questions de rechereche ont ete posees afin de permettre l'etude de l'ecriture des diplomes d'immersion sous differents angles, a savoir leur production ecrite en L2, leurs processus d'ecriture en L1 et en L2, et enfin le lien entre leur processus d'ecriture et leur production ecrite en L2. (Abstract shortened by UMI.)

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This thesis examines translation in English Canadian music of the late 20th/early 21st century and the challenges unique to song translation. It first explores this increasingly apparent trend in the light of Canadian Radio-television and Telecommunications Commission (CRTC) regulations, and then studies the history and background of Canadian music. It then looks at song translation as a form of poetry translation, to study the challenges faced in the process and the solutions found, focussing specifically on the translation of various poetic devices used in the corpus. Further, it examines the intentions that generate these translations and seeks to analyze the finished products in the light of these motivations. Do musical groups translate their work in order to expand their horizons and explore another culture, or do they do so primarily to expand the fan base and generate more revenue? And what methods are used to deal with all the inherent restrictions of song translation? What does the finished product tell the listener about the intention of the translation?

La présente thèse s'inscrit dans un courant interdisciplinaire de recherche en langue seconde qui utilise les techniques et connaissances de la sociolinguistique variationniste, afin de tirer des conclusions quant à l'inclusion de la variation sociolinguistique dans les documents pédagogiques (DP) de français langue seconde (FLS). Des études telles que Mougeon, Nadasdi et Rehner (2002) montrent que les apprenants éprouvent des difficultés à acquérir la compétence sociolinguistique qui leur permet d'adapter leur langue au contexte socioculturel. Cette thèse s'interroge sur le rôle potentiel des DP et cherche à répondre à la question suivante: "dans quelle mesure les DP de FLS utilisés en contexte communicatif incluent-ils la variation sociolinguistique?". Une analyse systématique de quatre variables (le futur, la négation, les auxiliaires et les phrases hypothétiques) dans un corpus de 38 DP utilisés dans les classes de FLS de la 9eme à la 12eme dans la région d'Ottawa, permet de conclure que la variation sociolinguistique est généralement ignorée ou mal représentée. En effet, les variantes vernaculaires sont incluses en quantité insuffisante et les variantes standard, en quantité excessive. De plus, très peu de commentaires ou explications soulignent la variation sociolinguistique et lorsque de tels mentions explicites sont présentés, elles vont à l'encontre de ce que l'on observe dans la langue des locuteurs natifs. Les résultats montrent donc que les DP sont en effet une cause possible sinon probable des difficultés encourues par les apprenants de FLS.

La présente recherche a pour objectif de vérifier, auprès d'une population d'étudiants universitaires de niveau intermédiaire, s'il y a amélioration de l'acquisition et de la compétence grammaticale de l'imparfait et du passé composé par l'intégration d'extraits de littérature. Cette étude en apprentissage des langues secondes se fait dans l'optique d'une approche à la fois globale (whole language) et axée sur le contenu (content-based). Dans le passé, la méthode grammaire-traduction a amplement utilisé la littérature comme le pilier central du développement des habiletés de compréhension et de production écrites. Toutefois, la construction de théories et d'approches plus centrées sur la communication orale a déplac le "focus" d'enseignement vers des objectifs plus pragmatiques, ou le texte doit correspondre à des exigences plus utilitaires et instrumentales répondant aux besoins des apprenants. Le texte n'est plus la base de l'apprentissage, mais davantage le reflet des actes de communication, exprimant fonctions et notions diverses. L'évolution de l'enseignement des langues, où s'insèrent des formats et des modèles d'enseignement de plus en plus ciblés vers certains objectifs d'apprentissage, ainsi qu'en témoignent les cours d'immersion, approfondit et redéfinit la matière brute du contenu langagier. De plus, un retour aux textes et aux contextes d'apprentissage est formulé à partir de tâches et de besoins authentiques reliés à d'autres sujets habituellement étudiés en langue maternelle. Par ailleurs, le texte est à la base de l'approche globale qui reconstruit ce lien intéractif entre l'écriture et la lecture. Les éléments de base de l'interprétation et de l'expression écrite et orale dépassent la simple analyse fragmentaire des mots comme unités morphosyntaxiques, phonétiques ou sémantiques. La littérature retrouve une place dans cette approche globale, et cela se traduit par plusieurs directives de différents programmes cadres des ministères de l'Éducation au Canada et à l'étranger. Par une étude de cas, nous avons cherché à savoir si l'intervention avec des outils littéraires ciblés constituait une intervention pédagogique apté à déclencher une amélioration de l'acquisition et de la compétence grammaticale en langue, en particulier l'utilisation des temps du passé. Le genre de protocole envisagé était une étude de cas de nature exploratoire, de type pré-expérimental. Les résultats serviront à décrire une situation en contexte d'apprentissage du français langue seconde avec une population sélectionnée de façon non aléatoire. Un pré-test/post-test valide antérieurement par l'Institut des langues secondes de l'Université d'Ottawa a servi à mesurer les habiletés grammaticales relatives à l'utilisation de deux temps du passe. L'intervention, étalée sur une durée de neuf semaines, a été l'intégration d'activités d'enseignement axées sur l'utilisation d'extraits de littérature. Pendant cette période, cinq collectes de données ont été effectuées au moyen d'activités d'évaluation formative et par la suite analysées au moyen d'outils statistiques. Cette étude vise à stimuler une réflexion sur l'intégration de différentes méthodologies ou approches d'enseignement de la grammaire en langues secondes, une réflexion sur les outils littéraires et discursifs à privilégier dans cette intégration, ainsi qu'une invitation à la poursuite et au développement d'autres études sur les interactions ou la compatibilité, ou les deux, entre la littérature et la grammaire en enseignement des langues secondes.

This study investigated: (1) the effects of a process-based, self-regulatory approach to second language (L2) listening instruction on language learners' (a) metacognitive awareness, (b) self-regulatory abilities, (c) listening comprehension strategy use, and (d) overall success in listening comprehension, (2) the interrelationships between language learners' metacognitive awareness, self-regulatory abilities, listening comprehension strategy use, and their overall success in listening comprehension, and (3) language learners' perceptions and attitudes towards a self-regulatory approach to L2 listening comprehension development. The participants came from two small groups of native anglophone Canadian federal government employees enrolled in a mandatory French as a L2 learning program. One group, at the beginner-intermediate level, had been assessed by the learning institution as low-achievers; the other group, at the intermediate-advanced level, had been assessed as high-achievers. Six data collection instruments---questionnaires, stimulated recalls, think-alouds, interviews, listening note-books, and observation---were cyclically used to complement, explain, and verify the findings elicited by each instrument in the investigation of the research questions. In addition, at the end of the study, the students and their instructors completed individual summative reports of evaluation of the pedagogical method investigated in this research. All sources of data concur in indicating that low- and high-proficiency students responded positively to the pedagogical approach examined, and that this method exerted beneficial effects on low- and high-proficiency students' metacognitive awareness, strategy use, and on their confidence and interest in L2 listening. The beneficial effects of this approach are most evident in the case of the low-proficiency students, whose think-aloud protocols reveal a considerable improvement in listening comprehension success over the course of the nine week listening training. This study provides detailed insights into the components of metacognitive, self-regulatory, and strategic knowledge---as well as individual listener characteristics---which influence L2 listeners' comprehension, and into the intricate interrelationships among these factors. The study also provides detailed insights into the advantages and drawbacks of the various instruments which can be utilized in L2 listening research. These methodological findings underscore the necessity for rigorous data triangulation in the investigation of the covert processes underlying listening comprehension.

This study examined L2 listening as a skill and as a component of multiple literacies in an English Intensive Program (EIP) in a Canadian university, With the goal of establishing criteria for evaluating listening policy and practice guidelines based on Cadiero-Kaplan's (2004) Language Policy and Programming Conceptual Framework. The integrated mixed methods design consisted of two phases. Participants in the first phase included 96 international adult students from six EIP classes: intermediate (n=29), high intermediate (n=35), and advanced (n=32). Participants completed an L2 listening test, a metacognition and a motivation questionnaire. Results were juxtaposed with the listening policy and practice guidelines as stated in the EIP program documents. Participants in the second phase included the program leaders (n = 4; the coordinator and three teachers) and program participants (n=8). Program leaders were interviewed concerning their perceptions of literacy and its relation to the teaching of L2 listening. Program participants were observed and interviewed regarding the sense-making processes experienced in listening/literacy activities. Findings were, once again, juxtaposed with the listening policy and practice guidelines found in the program documents. Data collected during the first phase were used to generate a multi-dimensional model demonstrating that L2 listening performance was the effect of the interaction between linguistic, cognitive (L2 listening metacognitive strategies) and affective factors (learner motivation orientation). When juxtaposed with the program policy and practice guidelines for listening, this model suggests that listening performance expectations should be revised to simultaneously take account of learning strategies and learner motivation, in addition to the linguistic factors already present in the guidelines. In the second phase, the listening policies were again examined, this time in light of Masny's Multiple Literacies Theory (2005/06; 2009) in order to understand the policy maker's assumptions regarding L2 listening and literacy development. The findings from the program major stakeholders (i.e., leaders and program participants) provided criteria for judging the potentials and limitations of the program policy and practice guidelines in the area of L2 listening in capturing learners' sense-making processes. The results suggested that the skills-oriented conception of literacy underlying the current program policies risks focusing on the product of listening at the expense of the critical sense-making processes involved in L2 listening events. Overall, this study provides an in-depth and contextualized understanding of L2 listening both as a skill and as a component of multiple literacies, and underscores the relevance of stakeholder input for improving policy, curriculum and practice.

We have analyzed the spontaneous oral production of a group of adolescent and adult native French, English and bilingual students in the initial stages of contact with Spanish as a second language in classroom settings in order to determine what role age, learning context and previous linguistic experience, i.e. the mother tongue or other second languages, have on the acquisition of unstressed pronouns. Moreover, it has been our intention to determine the characteristics of these pronouns (or clitics) in the interlanguage (IL) of our subjects as well as to determine whether there is any difference between the non-native and native use of these pronouns. Specifically, we have analyzed the order of acquisition, the morphology, and the value of the reflexive, experiential, and object pronouns in the IL of our subjects. Our investigations confirm that (1) the subjects acquired some type of native-like system of clitics because native-like clitics were produced from the first interview; (2) as previous investigations have shown, it is the reflexive and experiential pronouns that are acquired first; (3) the subjects appear to value the clitics as affixes and not as nouns; (4) the differences between adolescent and adult acquisition cannot be clearly established; neither can (5) the correlation between the first and or other second language(s) and the acquisition of Spanish be determined at these initial stages. Further investigations at more advanced states of acquisition are required.

This study was developed because there is very little research covering the topic of bilingual teachers. Literature that describes how bilingual teachers view their role within the whole school environment, what makes their career unique from other teachers, their perspectives on bilingual education, their needs, and the issues most affecting them, was lacking. Therefore, this study attempts to fill that gap within the literature. Through qualitative in-depth interviewing, the participants in this study were encouraged to discuss the issues and topics most relevant to them from a set of interview guide questions. Two groups of participants, former bilingual teachers and teachers currently working in a bilingual program, were selected to add breadth and depth to the research findings. The literature review chapter sheds light on what little data is available that is relevant to the target group and brings forth gray areas which need to be studied. Further, this chapter provides an overview of multiple issues which affect the field of bilingual education, but which do not currently consider the perspectives of bilingual teachers. This section was incorporated in order to provide solid background information as well as to allow the participants to give their views on some of the topics. This study documents the following general findings about bilingual teachers at Westpoint School District: (1) Most people who pursue a career in bilingual education are native speakers of the language in which they teach and have previous teaching experience in their native land. (2) Political threats to bilingual education are causing former bilingual teachers to leave their program, seeking job security. (3) Bilingual teachers' workloads are greater than average because of the lack of resources, the absence of support personnel, dual language teaching, student-related issues, the lack of student academic support programs, and having to implement the goals of the program. (4) A bilingual teacher's role entails performing the duties customarily performed by support personnel as well as implementing the goals of bilingual programs and student academic support programs. (5) Participants in this study perceive a lack of professional equality between bilingual teachers and other educators.