Dans l’aire arabofrancophone, la valeur littéraire de la fiction narrative tend souvent à se confondre avec sa dimension subversive. Le présent travail aborde cette notion problématique de subversion en tant que modalité discursive et posturale. Sont analysées les perturbations infligées aux codes linguistiques, énonciatifs et génériques à la lumière du postulat suivant lequel le bilinguisme et le biculturalisme des écrivains favorisent cette veine et la nourrissent. C’est, en effet, autour d’une double appartenance, feinte ou avérée, que se rejoignent les poétiques d’auteurs aussi éloignés que Rachid BOUDJEDRA, Albert COSSERY, Edmond Amran EL MALEH, Émile HABIBI et Paul SMAÏL. L’articulation de l’analyse textuelle à celle des postures auctoriales permet de discerner une dynamique littéraire dans laquelle ce qui s’offre a priori comme une littérature politique s’avère un avatar d’une politique de la littérature. / In the Arabo-Francophone culture, the literary value of narrative fiction often tends to intermingle with its subversive dimension. The present study deals with this problematical notion of subversion considered as a posture and a discursive modality. The disturbances inflicted on linguistic, enunciative and generic codes are analysed under the assumption that the writers' bilingualism and biculturalism favour this type of inspiration and nurture it. Indeed, the poetics of authors as different as Rachid BOUDJEDRA, Albert COSSERY, Edmond Amran EL MALEH, Émile HABIBI and Paul SMAÏL seem to meet around this double belonging, whether it is real or simply assumed. Together, text analysis and authors' postures observation enable us to discern a literary movement in which what is a priori offered as a political literature ends up being a metamorphosis of a literary policy.

This paper investigates and identifies patterns of classroom languages use by both learners and teachers in the English learning classroom. In order to answer the research questions guiding the present study, data were collected both from learners (n= 36) and their teachers (n= 3). The instruments employed in the data collection were two, namely a questionnaire (administered to the learners), and a classroom observation grid (used with the teachers). The questionnaire is a survey, and as such a quantitative method. And, the observations are however qualitative. One of the main findings in the study was the correlation in pattern of language use between the teacher’s and the learners. More precisely, it was found that a high percentage of English use on the part of the teacher resulted in a high percentage of this language also in the learners. It was also found that the teachers’ use of both Swedish and English in instruction giving resulted in a higher use of English by the learners, perhaps because the learners were able to understand the instructions better if translanguaging occurred. Another important finding of the study is that learners reported not to be allowed nor encouraged to use their mother tongue as a resource. Besides, most of the learners did not think that using all of their languages would be an advantage in L3 learning English.

The present study aims to investigate students’ English at a Swedish secondaryschool concerning their fluency. Hereby students who take part in SPRINT(språk- och innehållsintegrerad inlärning och undervisning) will be compared withstudents who do not take part in this project.The study focuses on oral fluency, which is measured in tone groups. It came outthat students that take part in SPRINT programs have a higher amount of tonegroups than students who do not take part in these programs. Therefore one cansay they are more fluent in the language than other students.

This study aims to find out what students think about bilingualism as well as whether there are advantages and disadvantages of it, based on the children's perspective. All children in this class are bilingual, is thus a mother tongue other than Swedish. All were born in Sweden but has parents who are originally from / born in other countries in addition to having mom who was born in Sweden but originally from another country. In my study I have chosen to use qualitative methods in which I used semi-structured interviews and non participant observations. In the study, I have come to interview the children think that being bilingual is good, they mean that there are some drawbacks to this except that it can sometimes be a bit hard when someone does not understand. Also what they think is good with bilingualism is that you can use the languages depending on where you are, if they go to their homeland, they speak their mother tongue with people, relatives because they do not understand Swedish. Or sometimes they need their mother tongue during lesson time when they do not understand a word. Or when they work together with someone who speaks the same language as them, then they sometimes speak the language because it is easier to explain and understand. Being bilingual has formerly been regarded as something negative, but with time, this in turn has changed. Today it has become increasingly common to be bilingual or multilingual, the more languages you know, the better you can get in the society, and then you can switch between languages. To know two languages gives the individual a broader cultural experience.

This essay investigates how certain word-final Swedish rimes are integrated phonologically into Turkish by means of suffixation. Specific Swedish rimes have been selected for their unusual characteristics from the perspective of Turkish phonology such as vowel and consonant quantity as well as coda phonotactics. The data have been collected in an experiment, which involved the oral translation of a Swedish text including potential borrowings such as proper names and place names. The participants were advanced bilingual speakers of the standard varieties of Turkish and Swedish living in Stockholm. Two phonological properties of Turkish are relevant for this essay. Firstly, every word-final rime must have a vocalic, palatal and labial classification in order to be licensed for suffixation. Secondly, Turkish has a large and diverse periphery in its phonological lexicon due to faithful or partially faithful adaptation of a plethora of historical loanwords. The focus of the investigation is if the new borrowings are integrated into the core or into the periphery of the Turkish phonological lexicon or alternatively how faithful their integration is to the Swedish originals. In terms of resolving j-final coda cluster problems, the popular strategies are found to be palatalization, deletion and metathesis. The main body of data displays low faithfulness to the Swedish originals as well as an underutilization of the Turkish periphery. The participants are found to use the periphery of their phonological lexicon to a high degree for established words in Turkish but only to a limited extent when adapting new borrowings from Swedish into Turkish. This finding is explained by the fact that the structural and sociolinguistic conditions are not conducive to periphery maintenance in the present context in contrast to the historical context during the inflow of Arabic and Persian loanwords.

This essay investigates cases of Swedish-English code-switching in a bilingual discussion forum on the Internet. Code-switching is a linguistic term used to describe switches from one language to another in discourse. The material consists of excerpts from the forum which have been analyzed and presents various cases of code-switching which appeared in the forum. The examples from the forum presented in this essay are chosen due to their relevance to code-switching and bilingualism. The examples were analyzed according to Romaine’s (1989) and Klintborg’s (1999) classifications of code-switching. The research questions sought to find out if, how and why the bilingual users in this forum code-switch when communicating. The results proved that the bilingual users do code-switch, and that the most common switch is the insertion of one word, or several words, in another language into an otherwise monolingual sentence. The discussion part also consists of a summary of the switches in the forum. The conclusion of the study is that code-switching does exist in this forum, and the participants code-switch in different ways, however mainly to show hospitality and to signal a belonging to the group.

I investigated and compared L2 and L1 speech errors and repairs. A speech error may be defined as a linguistic item that is partially or wholly articulated but disagrees with the speaker’s desired communicative intention. A self-repair usually comprises a speech error, a self-interruption, and a repair. Repairs reveal information about the speech production process and in particular about the monitoring component. Errors and repairs were collected from 24 L1 and L2 English speakers who were audio recorded while describing patterns of multi-coloured interconnected nodes. The methodology is a modified version of Levelt’s (1982; 1983) methodology in his study of L1 Dutch speakers, and his results are incorporated in the analysis section for comparison purposes. The hypothesis that L2 speakers produce more repairs than L1 speakers was confirmed. The hypothesis that they produce more lexical errors and less appropriateness errors compared to L1 speakers was confirmed in relation to the English L1 group but not in relation to Levelt’s Dutch L1 group. The hypothesis that L2 speakers leave a larger proportion of their lexical errors unrepaired was not confirmed. The significant differences in numbers and types of errors between the L1 and the L2 data may be related to Paradis’s (2009) theory of declarative knowledge and procedural competence, which entails a higher demand on attentional resources during L2 production. Data may be influenced by methodological inconsistencies, and may also be too small to generalise upon.

This study is about how children of early school age, specifically children who have both English and Swedish at home, experience a bilingual school system in Sweden. The study on the early student’s viewpoint of a bilingual instruction was narrowed down to an elementary school in Stockholm which proposes an English-Swedish bilingual education. This research revolved around information obtained from interviews with children and educators. The “field-work” approach provided a set of data which were analyzed and summarized in bars diagrams to have a clearer idea about the student’s experience and perspective of an English-Swedish bilingual education from a very early age. We have also studied how adults- educators, experience this Bilingual education. Our results show that English-Swedish bilingual children even at a very young age, experience English as an international language and are proud to have English as one of their languages. Our results also show that educational pedagogues experience that English-Swedish bilingual children generally are more flexible with language development and are more open to the world. From the children’s point of view, these results altogether suggest that bilingualism is influenced at a very early stage by the institutional language spoken in school, by the social arena and by the input parents have provided prior to school. From the educator’s point of view, the findings reported in the present study indicate a requirement for extra competence needed by the school personnel to support children with a bilingual background. The findings were collectively placed in the context of known literature in the field of bilingualism. Based on the above, the main conclusion is that bilingualism is an asset for children and a major advantage that allows a higher degree of flexibility in the learning process but requires close guidance by the school system.

Notre étude s’inscrit dans la ligne des questionnements en linguistique et en didactique des langues et porte sur les conditions dans lesquelles s’opère la construction d’une compétence dans plusieurs langues chez des apprenants placés, du fait de leur biographie langagière ou de leur mode de scolarisation, dans des établissements institutionnellement valorisants et réputés, tels que les lycées franco-allemands de Buc (Versailles), de Fribourg (Brisgau) et de Sarrebruck (Sarre). La recherche s’intéresse plus particulièrement aux apports réciproques des représentations sociales du bi--plurilinguisme et des contextes d’acquisition et interroge les conditions dans lesquelles les corpus recueillis permettent de constater ou d’inférer des transformations en cours dans les représentations des apprenants, que ces représentations soient relatives aux langues et à leur apprentissage ou qu’elles relèvent de la construction des connaissances. Dans un premier temps, elle se propose, en s’appuyant sur une analyse qualitative et quantitative d’un corpus composé de questionnaires et d’entretiens semi-dirigés de groupe, de contribuer à définir ce qu’est une compétence plurilingue, d’une part, au niveau macrolinguistique, c’est-à-dire dans une perspective d’organisation curriculaire et de parcours d’apprentissage individuels, et, d’autre part, au niveau microlinguistique, c’est-à-dire dans sa réalité discursive et interactionniste dans les pratiques langagières plurilingues des apprenants. À cette fin, l’étude interroge tout d’abord les contenus et les processus discursifs d’élaboration des représentations sous l’angle dynamique de leurs propriétés structurelles et argumentatives puis analyse, à l’aide des outils de l’analyse du discours, les pratiques discursives en tant qu’activités langagières conjointement construites dans l’interaction par lesquelles s’élaborent et se [co-]construisent des représentations du plurilinguisme. Dans un second temps, l’étude met les outils de l’analyse du discours et de celle du contenu au service de la didactique, en essayant de tirer au clair la façon dont se dessine, à la rencontre des profils typologiques et des traits constitutifs des représentations identitaires du plurilinguisme, le répertoire langagier pluriel des apprenants franco-allemands. Enfin, suite à l’analyse du corpus et dans une perspective de recherche-action, des réflexions et des propositions pour une didactique du plurilinguisme sont envisagées. / Our research is in the field of linguistics and the didactic practices of languages. It concerns the conditions of building competence in multiple languages in learners who, due to their language biography or the educational system, are studying in prestigious institutional school environments, such as the French-German schools of Buc (Versailles), Freiburg (Breisgau) and Saarbrücken (Saarland). In particular, the research examines the reciprocal interaction between social representations of bi--plurilingualism and contexts of acquisition. We review the conditions in which the data collected lead us to conclude or to infer changes in learners’ representations related to the languages and their language-learning or to their accumulation of knowledge. Firstly, based on a qualitative and quantitative analysis of data elicited in the form of questionnaires and semi-directive interviews, we aim to define the concept of plurilingual competence. This competence exists on two levels: first, on the macrolinguistic level, from the perspective of the organisation of curriculum and of individual trajectories of learning, and secondly, on the microlinguistic level, in its discursive and interactional reality in the learners’ plurilingual language practices. With this aim, the study begins by investigating the content and the discursive processes of the development of representations by considering the dynamics of their structural and argumentative components. The next stage is to analyse [using speech analysis tools] discursive practices such as language activities, which are situated in the interaction and contribute to the development and mutual construction of representations of plurilingualism. The study continues by using the tools of content and discourse analysis for didactic purposes. We try to reveal how the plurilingual language repertoire of French-German learners takes shape, through typological profiles and examining the constituent components of representations of identity and plurilingualism. Finally, in an active research mode, we suggest possibilities for future research on the didactics of plurilingualism.

This Diploma thesis deals with the Spanish-English Bilingualism in the Context of California. It focuses on the theory of bilingualism in terms of linguistics, psycholinguistics and phenomena that occur in contact languages. Bilingualism is viewed from the complex perspective, so it is set in the context of reality in California. The thesis deals with social identity of Hispanic speakers and focuses on the causes of code - switching. It also presents demographic situation, language policy and its history, both in the context of California and the background of the legal framework and policies of the United States. The aim of this work is to create an overview of linguistic phenomena that occur in the situation of languages in contact and their characteristics, secondly to find arguments to demonstrate the advantages of bilingualism and general support and to determine the primary reasons why code - switching occurs.