Nous construisons dans ce travail de thèse une réflexion autour de la façon dont l’apprenant mobilise son expérience avec une deuxième langue lors de l’apprentissage scolaire d’une nouvelle langue et lors du déploiement de ses compétences dans cette nouvelle langue. A ce titre, nous examinons la façon dont différents élèves en Irlande, s’appropriant l’irlandais à l’école comme deuxième langue ou en immersion, s’appuient sur cette expérience avec l’irlandais lors de l’apprentissage du français et lorsqu’ils déploient leurs compétences en français. Nous proposons d’abord une analyse sociolinguistique de l’appropriation de l’irlandais, pour ensuite étudier l’incidence chez les élèves de leur expérience avec l’irlandais lorsqu’ils abordent une nouvelle langue à l’école. En mobilisant différents apports théoriques autour de la notion de compétence bilingue, nous examinons la façon dont les élèves s'appuient sur leur représentations des langues et de leur appropriation lorsqu'ils abordent l'apprentissage du français, ainsi que la façon dont ils déploient leurs compétences en langues, notamment lors de la lecture d'un texte écrit en irlandais et en français. Nous interrogeons ensuite les liens entre représentations et déploiement de compétences, pour enfin proposer une synthèse portant sur la transformation de l’atout bilingue en potentiel atout plurilingue. / This thesis explores various ways in which prior language learning experience is harnessed when acquiring and using a new foreign language. We specifically study how pupils in Ireland exploit their experience of the Irish language in the course of learning and using French at secondary school. After outlining a sociolinguistic analysis of the Irish language in Ireland, we focus on learning Irish as a second language, both through formal instruction and immersion programmes. Our theoretical framework is constructed around the notion of bilingual competence and its deployment in subsequent language learning. We then present the methodology used to ascertain how the pupils being studied report their representations of languages and language learning when acquiring a new language as well as the links between the deployment of competency in second and third language learning. We focus on the links between language and language-learning representations, and the deployment of different language competences, before concluding by reflecting upon ways in which the ‘bilingual advantage’ can be transformed into a ‘pluri-’ or ‘multi’-lingual advantage.

Les lexiques bilingues sont des ressources particulièrement utiles pour la Traduction Automatique et la Recherche d’Information Translingue. Leur construction manuelle nécessite une expertise forte dans les deux langues concernées et est un processus coûteux. Plusieurs méthodes automatiques ont été proposées comme une alternative, mais elles qui ne sont disponibles que dans un nombre limité de langues et leurs performances sont encore loin derrière la qualité des traductions manuelles.Notre travail porte sur l'extraction de ces lexiques bilingues à partir de corpus de textes parallèles et comparables, c'est à dire la reconnaissance et l'alignement d'un vocabulaire commun multilingue présent dans ces corpus. / Bilingual lexicons are central components of machine translation and cross-lingual information retrieval systems. Their manual construction requires extensive expertise in both languages involved and it is a costly process. Several automatic methods were proposed as an alternative but they often rely of resources available in a limited number of languages and their performances are still far behind the quality of manual translations.Our work concerns bilingual lexicon extraction from multilingual parallel and comparable corpora, in other words, the process of finding translation pairs among the common multilingual vocabulary available in such corpora.

Cette recherche en sociolinguistique étudie les rapports entre langues et vie sociale à partir d'un cas d'étude particulier : celui de l'actuelle place de la langue bretonne dans le paysage linguistique breton, et plus précisément, celui du bilinguisme scolaire breton-français du jeune enfant. Apprendre et parler une langue résulte de choix - familiaux, personnels, sociétaux, politiques, économiques, etc.) directs ou indirects, plus ou moins conscients qui interviennent, en fonction des individus et des situations, à différentes périodes de la vie. Les paramètres qui président à ces choix sont nombreux et d'une grande complexité : parmi eux, les représentations que les individus ont de la langue choisie. Pour le jeune enfant breton, l'apprentissage de la langue bretonne ne découle donc pas d'un choix personnel au départ. Les parents sont les acteurs principaux de ces choix linguistiques. Aussi, ce travail a envisagé les représentations de cette langue et de son apprentissage et leurs influences, présentes dans les discours de ces parents et enfants, comme révélateurs des origines d'une pratique linguistique particulière. 42 entretiens semi-directifs (individuels ou en couple) avec les parents et 9 entretiens collectifs avec leurs enfants, retranscrits, servent de bases de données aux différentes phases d'analyses. Elles ont permis de caractériser des registres discursifs parentaux, associés à des types de profil caractéristiques et de mettre en lumière des effets d'influences sur les représentations enfantines. Cette approche à partir d'un matériau discursif vient confirmer l'intérêt de l'étude des représentations pour la compréhension des pratiques linguistiques et permet d'envisager Ia complexité d'un phénomène. / This research in sociolinguistics examines the relations between languages and social life from a particular case study: the actual place of Breton language in the Breton linguistic field, and more specifically, young child's educational bilingualism. Learning and speaking a language results from choices -familiar or personal ones, or social, or political, or economical ones, etc.-, direct or indirect, more or less conscious that intervene, in relation to individuals and situations, at different periods in life. Many parameters lead these choices and they are highly complex: among them, individual representations of the chosen language. For the young Breton child, learning Breton language does not stem from a personal's choice. Parents are the principal actors of these linguistic choices. Therefore, this work has considered the representations of this language, of its learning and their influences, present in parents' and children's discourse, as revealing the origins of a particular linguistic practice. 42 semistructured (individual or couple) interviews with the parents and 9 collective interviews with their children, transcribed, are used as a database for the different phases of the analysis. They allowed characterising parental discourse regime, linked with characteristic profile types, and they highlighted influences effects on children's representations. This approach, coming from a discursive material, confirms the interest of studying representations for the understanding of linguistic practices. It helps to consider the complexity of the phenomenon.

Made available in DSpace on 2016-04-28T18:23:21Z (GMT). No. of bitstreams: 1 ANA MARIA FERNANDES DAVID.pdf: 1341271 bytes, checksum: 24737ef35cca9cd5f34a4e756300c7db (MD5) Previous issue date: 2007-01-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to identify the teaching - learning approaches suggested by the political-pedagogical project of a bilingual school in the city of Sao Paulo. I have considered, in this investigation, that the educational work is also represented in texts institutionally produced, and so, I tried to identify in one of the documents produced by the school, the political-pedagogical project, aspects that characterise pedagogical actions such as the aims and objectives of education, the selection of academic knowledge, the role of mother tongue in the learning process of a second language, teacher s and student s roles, and the types of activities/homework that are part of the teaching-learning and evaluation process. To that matter, the following theoretical framework was used: the concept of political-pedagogical project (Vasconcellos, 1995/2004, Boutinet,1999/2002 and Padilha, 2006), the behaviourist teaching-learning theories (Skinner, 1974; Blomm, 1956/1973), the cognitivist theories (Piaget, 1956/1973; 1967/2003;1970/2002), the socio-historical-cultural theories (Vygotsky, 1984:2003; 1987/2000; 2001;2004) and the meanings of bilingual education (Hutchison & Waters, 1987,1992;Hamers & Blanc, 1989; Baker, 2000, 2001; Lantolf, 2000). The option to carry out the research within the field of applied linguistics was made for two reasons. First, due to the possibility of developing a critical reflection using the language that constitutes the pedagogical practice. Also, to consider the document produced by the school as a text that carries guidelines for the educational work (Amigues, 2004; Nourodine, 2002). The data were collected in a bilingual school in the city of Sao Paulo which develops this proposal in the primary and secondary school; the data selection included only the data from the secondary school. The data analysis was based on the procedures proposed by Bronckart (1997/1999) and Bronckart & Machado (2004). It aimed at identifying in the analysed text the teaching-learning approaches of the plan of contexts, the plan of the discourse, the plan of textual organisation, specifically in relation to the thematic content and the lexical choices. The results of the analysis led me to believe that different teaching-learning approaches constitute the political-pedagogical project, and this diversity should be part of the academic day-by-day practice / Esta pesquisa tem como objetivo identificar as concepções de ensino-aprendizagem do Projeto Político-Pedagógico, de uma escola de educação bilíngüe, situada na cidade de São Paulo. Considerei nessa investigação que o trabalho educacional é representado também em textos produzidos institucionalmente e por isso procurei reconhecer no Projeto Político-Pedagógico, elaborado pela escola, aspectos que caracterizam as ações pedagógicas, tais como: os objetivos e as finalidades da educação, a seleção dos conhecimentos escolares, o papel da língua materna para aprendizagem da segunda língua, o papel do professor, do aluno, os tipos de tarefas de ensino-aprendizagem e a avaliação. Para isso, utilizei os seguintes referenciais teórico-metodológicos: o conceito de Projeto Político-Pedagógico (Vasconcellos, 1995/2004, Boutinet, 1999/2002 e Padilha, 2006), as teorias de ensino-aprendizagem behaviorista (Skinner, 1974; Blomm, 1956/1973), cognitivista (Piaget, 1956/1973; 1967/2003; 1970/2002) e sócio - histórico - cultural (Vygotsky, 1984:2003; 1987/2000; 2001; 2004) e os significados da educação bilíngüe (Hutchison & Waters, 1987,1992; Hamers & Blanc, 1989; Baker, 2000, 2001; Lantolf, 2000). Optei pela pesquisa na Lingüística Aplicada pela possibilidade de desenvolver a reflexão crítica a partir da linguagem que constitui a prática pedagógica e de considerar o documento elaborado na escola como texto que veicula prescrições ao trabalho educacional (Amigues, 2004; Nourodine, 2002). Os dados foram coletados em uma escola de educação bilíngüe, da cidade de São Paulo, que desenvolve essa proposta na Educação Infantil e no Ensino Fundamental, e a seleção dos dados restringiu-se ao segmento do Ensino Fundamental. Como metodologia de análise, baseei-me nos procedimentos propostos por Bronckart (1997/1999) e Bronckart & Machado (2004), com a finalidade de identificar, no texto analisado, as concepções de ensino-aprendizagem, a partir das características do plano dos contextos, do plano enunciativo e do plano da organização textual, especificamente em relação ao conteúdo temático e as escolhas lexicais. Os resultados das análises permitiram concluir que diferentes concepções de ensino-aprendizagem constituem o Projeto Político-Pedagógico da escola e podem conseqüentemente, caracterizar um cotidiano escolar marcado por essa diversidade

Made available in DSpace on 2016-04-28T18:23:28Z (GMT). No. of bitstreams: 1 Ana P B R Cortez.pdf: 1004039 bytes, checksum: ee1e46106838f18c8dc096b28af31fe0 (MD5) Previous issue date: 2007-05-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this work is to discuss the role of the English language as a mediating tool in bilingual education. The study is grounded on the social-historical-cultural Activity Theory (Vygotsky, 1933-1935/1934, Leontiev, 1977-1978), which is founded by the dialogical comprehension of language (Bakhtin, 1981). Besides, it also presents some of the conceptions of bilingual education based on the work of Hamers and Blanc (2000). This is a critical action-research (Kincheloe, 1997), since there is evaluation, reflection and reconstruction of practice, in a critical paradigm, inserted in the context of bilingual education. It aims at the transformation and new alternatives for the ones involved in the research and at new horizons in the bilingual teaching-learning process. This research includes the researcher-teacher and the group of grade six students at a bilingual school in the city of São Paulo. The study was carried out in the second term in 2005 and the material collected is composed of selected video recordings of the classes taught in that term. The results point out to the English language being the teaching-learning object in English classes, in an enunciative point of view, being built up to become a tool-for-result when it is used without questionings that expand the understanding of the students about the language itself. It is a tool-and-result when it is interpreted, contested and expanded throughout debates between the teacher and the students. English is the object in social studies classes when it refers to new vocabulary, grammatical content or genres that may be part of the activity. It is a tool-for-result when used without a broad reflection or a major examination made by the students concerning concepts of the area. The English language is a tool-and-result in social studies classes in situations in which there are questions that expand and correlate concepts, and the subjects of the activity deal with the language beyond its structure. It also is used to constitute the object of social studies classes. Therefore, the results of this analysis indicate that, in this perspective, language expands itself and the area content, in both subjects / O objetivo deste trabalho é discutir o papel da língua inglesa como ferramenta mediadora em educação bilíngüe. O estudo está fundamentado na Teoria da Atividade sócio-histórico-cultural (Vygotsky, 1933-1935/1934, Leontiev, 1977-1978), que, por sua vez, apóia-se na concepção sócio-histórico-cultural do desenvolvimento (Vygotsky, 1933,1935), bem como na compreensão dialógica da linguagem (Bakhtin, 1981). Também utiliza as visões a respeito de educação bilíngüe presentes no trabalho de Hamers e Blanc (2000). Trata-se de uma pesquisa-ação crítica (Kincheloe, 1997), uma vez que há avaliação, reflexão e reconstrução da própria prática, em um paradigma crítico, inserida no contexto educacional bilíngüe, visando transformação e novas alternativas para os envolvidos na pesquisa e novos horizontes em ensino-aprendizagem bilíngüe. Esta investigação inclui a professora-pesquisadora e a turma de alunos da sexta série do ensino fundamental de uma escola bilíngüe na cidade de São Paulo. O estudo foi conduzido durante o segundo bimestre letivo do ano 2005 e o material coletado compõe-se por gravações em vídeo das aulas do período, com seleção dos dados, a partir de análise inicial. Os resultados apontam que nas aulas de língua inglesa o objeto da atividade é o inglês, contemplado em uma visão enunciativa. É constituído para se tornar ferramenta-para-resultado, utilizado para expandir a compreensão dos alunos sobre a própria língua. É instrumento-e-resultado quando é interpretado, contestado e expandido durante os debates entre professora e alunos. Nas aulas de estudos sociais, o inglês é o objeto quando se refere a novo vocabulário, conteúdo gramatical ou gêneros que possam fazer parte da atividade. É ferramenta-para-resultado quando é utilizado sem uma reflexão maior ou sem grandes questionamentos por parte dos alunos a respeito dos conceitos relativos à área. O inglês é ferramenta-e-resultado nas aulas de estudos sociais em momentos nos quais existem questões para expandir e fazer correlações entre conceitos, e a língua assume um papel para além de sua estrutura, servindo para constituir o próprio objeto de estudos sociais. A discussão dos resultados aponta que, nessa perspectiva, a linguagem expande a si mesma e ao conteúdo da área, nas duas disciplinas

Made available in DSpace on 2016-04-28T18:24:00Z (GMT). No. of bitstreams: 1 Fernanda Meirelles Favaro.pdf: 1486765 bytes, checksum: 7063aad759c31ef47db5d08dd0359c0b (MD5) Previous issue date: 2009-04-23 / This research aims to identify the current reality of infant bilingual education in 05 schools in the city of São Paulo as well as to trace the profile of 04 professionals in these schools. In order to do so, the following theoretical references were used: North American and Canadian views (Hornberg, 1991, Freeman, 1998; Lindholm-Leary, 2006 and Baker, 2006) and, especially, Latin American (Mejía, 2002) concerning the bilingual education and the training of reflective, critical and creative teachers (Shulman, 1987; Libâneo and Pimenta, 1999; Imbernón, 2000; Celani, 2001 and 2004; Altet and Perrenoud, 2001, and Batista and Batista, 2002), the paradigm of sociointeractionist teaching-learning (Vygotsky, 1930/2007 and 1934/1999) and the issue of texts that encode the school work (Bronckart 1997/1999 and 2006). Based on empirical studies (questionnaire sent to all schools of infant education, making up 39 institutions and interviews / questionnaires with a teacher from each school and national documents (Law of Guidelines and Bases - Law 9394/96, National Curriculum Reference to Infant Education and Parecer "N" Nº 01/2007 among others), I try to understand the reality of bilingual infant education in some schools in the city of São Paulo, in an attempt to answer my questions of research. It is a critical-interpretativist qualitative research (Severino, 2007) and a collective case study (Stake, 1998) in which I seek to understand the study of several cases in order to increase the comprehension of the area. The data analysis observed the thematic content (Bronckart 1997-1999) in order to seek out information in all of the responses obtained, the specific knowledge that could be part of the enunciators memory regarding the conceptions of bilingual education and that influence in the organization of infant bilingual education in each institution, showing its peculiarity. Besides identifying the background of teachers who work in infant bilingual education schools as well as understanding how the schools face it. The critical interpretativist interpretation sought to interpret the data in the light of representations from the researcher, based on the theoretical foundation. The results indicate that all institutions which took part in the research struggle to develop a program of total immersion, the target language is used 100% of the time children remain at school, especially in the initial series. Gradually, the mother tongue is introduced into the school routine in order to promote literacy and to provide access to culture and preservation of the students identity. All institutions consider the social and individual development through cultural knowledge as one of the fundamental roles of education. The 05 schools argue that they only hire graduated teachers. They also state to offer more training courses inside and outside school, however, the teachers claim not to have access to these courses. On the other hand, all teachers affirm to attend educational and/ or guidance meetings with their coordinators. I could also infer that among the roles of a teacher is to mediate knowledge and promote diverse areas of interaction / Esta pesquisa tem como objetivos principais identificar a realidade atual da educação infantil bilíngüe em 05 escolas da cidade de São Paulo e traçar o perfil de 04 dos profissionais destas escolas. Para isso, utilizei os seguintes referenciais teóricos: visões norte-americanas e canadenses (Hornberger, 1991; Freeman, 1998; Lindholm-Leary, 2006 e Baker, 2006) e, em especial, latino-americanas (Mejía, 2002) a respeito da educação bilíngüe; a formação de professores reflexivos, críticos e criativos (Shulman, 1987; Libâneo e Pimenta, 1999; Imbernón, 2000; Celani, 2001 e 2004; Altet e Perrenoud, 2001 e Batista e Batista, 2002); o paradigma de ensino-aprendizagem sócio-interacionista (Vygotsky, 1930/2007 e 1934/1999) e a questão dos textos que codificam o trabalho escolar (Bronckart 1997/1999 e 2006). Tendo como base estudos empíricos (questionário enviado a todas as escolas de Educação Infantil, totalizando 39 instituições e entrevistas/questionários com um professor de cada escola) e documentos nacionais (Lei de Diretrizes e Bases Lei 9.394/96, Referencial Curricular Nacional para a Educação Infantil e o Parecer N Nº 01/2007 entre outros), procuro compreender a realidade da educação infantil bilíngüe em algumas escolas na cidade de São Paulo, na tentativa de responder minhas perguntas de pesquisa. É uma pesquisa qualitativa crítico-interpretativista (Severino, 2007) e um estudo de caso coletivo (Stake, 1998) em que procuro entender o estudo de diversos casos a fim de ampliar a compreensão da área. A análise dos dados observou o conteúdo temático (Bronckart 1997/1999), a fim de buscar no conjunto de informações explicitadas nas respostas obtidas, os conhecimentos específicos que poderiam fazer parte da memória dos enunciadores em relação às concepções de educação bilíngüe e que influenciam na organização da educação infantil bilíngüe de cada instituição, mostrando a sua peculiaridade. Além disso, procuro identificar a formação inicial dos professores que atuam nas escolas de educação infantil bilíngüe, assim como perceber como as escolas encaram esta formação. A interpretação de cunho crítico-interpretativista procurou interpretar os dados à luz das representações da pesquisadora, tendo como base a fundamentação teórica. Os resultados indicam que todas as instituições participantes procuram desenvolver o programa de imersão total, ou seja, a língua alvo é utilizada 100% do tempo que as crianças permanecem na escola, principalmente nas séries iniciais. Aos poucos, a língua materna é introduzida na rotina escolar com a finalidade de promover a alfabetização e permitir o acesso à cultura materna e a preservação da identidade do aprendiz. Todas as instituições consideram como um dos papéis fundamentais da educação, o desenvolvimento social e individual através de conhecimentos culturais. As 05 escolas dizem exigir Formação Superior de seus professores no momento da contratação e fluência na língua inglesa; também afirmam oferecer vários cursos de formação fora e dentro das escolas; porém, os professores dizem não ter acesso a esses cursos. Por outro lado, todos os educadores afirmam participar de reuniões pedagógicas e/ou de orientação com seus coordenadores. Pude inferir também que entre os papéis do professor está mediar o conhecimento e promover espaços de interação diversificada

Made available in DSpace on 2016-04-28T18:24:06Z (GMT). No. of bitstreams: 1 Maria Cristina Meaney.pdf: 1105196 bytes, checksum: 584e77179fadfb64dc945e9697484735 (MD5) Previous issue date: 2009-06-30 / The objective of the research is to critically understand how the actions of partnered teachers, especially their e-mail exchanges, which aim at developing the curriculum as well as the didactic sequences developed in English at a bilingual school in São Paulo, promote the creation of a context of collaboration in which is possible to expose and confront their senses related to teaching the subject of science. As part of the project Arguments in the creative production of meaning in school contexts of educators formation (LIBERALI, 2008), this research was done under the possibility that argumentation be an instrument that allows interlocutors to expose their senses in search of a consensus understood here as meaning construction enabling participants personal and professional development. The concepts of sense and meaning (VYGOTSKY, 1934/2005) and zone of proximal development (VYGOTSKY 1934/2005; NEWMAN e HOLZMAN, 2002) give theoretical support to this work, as well as the Social Historical and Cultural Activity Theory (LEONTIEV, 1977; ENGESTRÖM, 1999). The data analyses focuses on the argumentative potential of the interactions and is based on the categories proposed by Perelman e Olbrechts-Tyteca(2005) and Reboul (2004) based on Aristotle. It is a critical collaboration research (MAGALHÃES, 2002, 2004 e 2007), as it aims at the transformation of the participants and has language as its central issue. The analysis shows that, when trying to untie the knots that appear in the interaction, the teachers intensify their argumentation in an attempt to clarify their senses, transforming the exchange of e-mails in a context of collaboration among them. In this process, new meanings about teaching science in a bilingual school are constructed / O objetivo desta pesquisa é compreender criticamente como as ações de professoras parcerias, em especial a troca de e-mails, que objetivam o desenvolvimento do currículo e de encaminhamentos didáticos das disciplinas desenvolvidas em inglês numa escola bilíngue de São Paulo, propiciam a criação de um espaço de colaboração em que seja possível expor e confrontar sentidos quanto ao ensino da disciplina de science. Inserida no projeto Argumentos na Produção Criativa de Significados em Contextos Escolares de Formação de Educadores (LIBERALI, 2008), a pesquisa trabalhou com a possibilidade de a argumentação ser um instrumento que permite aos interlocutores expor seus sentidos em busca de um consenso - entendido aqui como produção de significado favorecendo a formação pessoal e profissional das participantes. Os conceitos de sentido e significado (VYGOTSKY, 1934/2005) e zona de desenvolvimento proximal (VYGOTSKY 1934/2005; NEWMAN e HOLZMAN, 2002) fundamentam este trabalho, assim como a Teoria da Atividade Sócio-Histórico-Cultural (LEONTIEV, 1977; ENGESTRÖM, 1999). A análise dos dados enfoca o potencial argumentativo das interações e baseia-se nas categorias propostas por Perelman e Olbrechts-Tyteca(2005) e Reboul (2004) com base em Aristóteles. Trata-se de uma pesquisa crítica de colaboração (MAGALHÃES, 2002, 2004 e 2007), já que busca a transformação das participantes e que enfoca a centralidade da linguagem. A análise indica que, ao tentar desatar os nós presentes na interação, as professoras intensificam sua argumentação na tentativa de aclarar seus sentidos, tornando a troca de e-mails um espaço de colaboração entre elas. Nesse processo, novos significados sobre o ensino de science na escola bilíngue são construídos

Ce travail doctoral s’intéresse à la pratique de l’intercompréhension dans un contexte officiellement bilingue, à savoir une Haute école spécialisée en Suisse. Les langues utilisées dans les échanges entre membres de l’école (enseignants, étudiants, employés) sont l’allemand et le français, selon le principe du « chacun parle sa langue », calqué sur les pratiques de l’administration fédérale suisse. Les langues en présence sont distantes, par opposition aux langues proches ou voisines. Ce mode de communication nécessite de la part des participants des compétences réceptives dans la langue partenaire ainsi que des compétences communicationnelles pour interagir dans un contexte bilingue.Cette étude se donne comme objectif de comprendre comment les participants à une réunion bilingue choisissent la/les langue(s) pour communiquer. La question est de savoir si le principe de s’exprimer chacun dans sa langue est respecté ou si une langue domine les échanges. Le cas échéant, divers paramètres influencent le choix de la langue. Des réunions de cette école ont été enregistrées de manière à observer la répartition de l’utilisation des langues en contexte de communication professionnelle. Ce corpus de réunions a été complété par des entretiens semi-directifs, menés auprès de membres de l’école.L’institution propose des cursus en allemand et en français et par là, encourage le bilinguisme des étudiants. La communication bilingue fait également l’objet d’un enseignement dans le cadre d’un cours de langue bilingue, réunissant des étudiants francophones et germanophones. À l’inverse de la pratique de l’intercompréhension, les apprenants s’expriment dans la langue cible. Un tel cours soulève des questions quant à l’approche adoptée par les enseignants pour favoriser l’apprentissage et quant aux stratégies de communication développées par les étudiants. La portée de ce cours observé sur trois années, a été étudiée grâce aux documents de cours, à des enregistrements effectués par les étudiants et les textes réflexifs de ceux-ci.Afin d’assurer le succès de la communication dans ce contexte bilingue, les interlocuteurs, natifs et non-natifs, adaptent leur discours et mettent en place des stratégies, tout en puisant dans leur répertoire plurilingue, que ce soit en contexte professionnel ou en contexte d’apprentissage. / This doctoral research is interested in the practice of intercomprehension in an officially bilingual context: a department of a university of applied sciences in Switzerland. The languages used in exchanges between members of the school (lecturers, students, employees) are German and French, according to the ‘each speaks their own language’ principle, based on the practices of the Swiss federal administration. Languages in presence are distant, in contrast with the languages from the same family. This communication mode requires from the participants receptive skills in the other language as well as general communicative competence to interact in a bilingual context.The objective of this study is to understand how the participants in a bilingual meeting choose the language(s) in which to communicate. The question is whether the ‘each speaks their own language’ principle is respected or if one language dominates the meetings. In this case, various parameters influence the choice of the language. Several meetings at this department were recorded in order to observe the distribution of languages used in a professional communication context. This corpus of meetings was supplemented by semi-structured interviews with members of the department.The institution offers degree programmes in German and in French and in that way encourages bilingualism in the students. Furthermore, bilingual communication is also the objective in a bilingual language module, uniting French- and German-speaking students, in which, contrary to the practice of intercomprehension, learners expresses themselves in the target language. Such a module questions the pedagogic approach adopted by lecturers and the communication strategies developed by students. The impact of this module, observed over three years, was studied using module documents, audio-visual recordings of student performance and reflexive texts written by the students. To ensure the success of communication in this bilingual context, the interlocutors, both native and non-native speakers, adapt their speech and use strategies, while mining their multilingual repertoire, in professional or educational contexts. / Diese Doktorarbeit untersucht die Praxis der Interkomprehension im offiziell zweisprachigen Kontext einer Schweizer Fachhochschule. Die von den Lehrpersonen, Studierenden und Mitarbeitenden verwendeten Sprachen sind Deutsch und Französisch. Sie werden nach dem Prinzip "jeder und jede spricht die eigene Sprache" angewendet, analog zur Praxis in der Schweizer Bundesverwaltung. Deutsch (germanische Sprache) und Französisch (romanische Sprache) stammen nicht aus dem gleichen Zweig der indogermanischen Sprachfamilie und sind folglich nicht nah verwandt. Diese Art zu kommunizieren verlangt von den Teilnehmenden deshalb ausgeprägte rezeptive Kompetenzen in der Partnersprache sowie auch kommunikative Kompetenzen, um in diesem zweisprachigen Kontext interagieren zu können.Diese Studie hat zum Ziel zu verstehen, wie die Teilnehmenden an einer zweisprachigen Sitzung ihre Sprache(n) wählen, um zu kommunizieren. Es soll aufgezeigt werden, ob das Prinzip "jeder und jede in der eigenen Sprache" respektiert wird oder ob eine Sprache den Austausch beherrscht. Verschiedene Parameter beeinflussen hier die Sprachwahl. Um die Verteilung der Sprachverwendung im beruflichen Kontext zu untersuchen, wurden Sitzungen aufgezeichnet. Dieser Korpus wurde mit Leitfadeninterviews ergänzt, die mit Mitarbeitenden der Fachhochschule geführt wurden. Die Schule führt Sprachkurse in Deutsch und Französisch durch und fördert so die Zweisprachigkeit der Studierenden. Die zweisprachige Kommunikation wird auch im Rahmen eines zweisprachigen Sprachkurses mit deutsch- und französischsprachigen Studierenden vermittelt. Im Gegensatz zur Praxis der Interkomprehension drücken sich die Lernenden hier aber in der Zielsprache aus. Bei so einem Kurs interessieren einerseits die von den Lehrpersonen verwendeten Methoden und andererseits die von den Studierenden entwickelten Kommunikationsstrategien. Die Wirkung dieses Kurses wurde über drei Jahre hinweg mit Hilfe der Kursunterlagen, von Audioaufnahmen und Lernreflexionstexten der Studierenden untersucht. Um in diesem zweisprachigen Kontext erfolgreich zu kommunizieren, passen die Sprechenden, ob Muttersprachler oder nicht, ihren Diskurs an. Sie legen sich Strategien zurecht und schöpfen aus ihrem mehrsprachigen Repertoire, sei es nun im beruflichen oder im Lernkontext.

[pt] Diante do cenário mundial, surgem, no Brasil, novos modelos de escolas públicas, como as escolas bilíngues e interculturais, que, baseadas em um padrão internacional de educação, buscam a integração do sujeito ao mundo globalizado, em um ambiente de aprendizagem mediado por uma ou mais segundas línguas. Uma dessas iniciativas é o Ensino Médio Intercultural Brasil-Estados Unidos, oferecido no CIEP 117 Carlos Drummond de Andrade, em Nova Iguaçu, na Baixada Fluminense, cujo ambiente escolar inclui alunos oriundos de diferentes classes sociais e com diversas perspectivas de escolarização. Esta dissertação investiga as estratégias educacionais adotadas pelas famílias dos ex-alunos do CIEP 117 que concluíram o ensino médio nos anos de 2016 e 2017. A família, como primeira instância socializadora, faz escolhas e apropriações durante o percurso educacional de seus filhos e filhas de acordo com sua concepção de escolarização, a qual reflete sua história familiar e seu capital econômico, cultural e social. Com base em Bourdieu (2007) e Lareau (2007), o objetivo desta pesquisa é compreender as dinâmicas e os processos de socialização familiares, analisando os perfis social e cultural dos ex-alunos e suas famílias e suas expectativas de escolaridade, bem como as estratégias utilizadas para que essas expectativas se concretizassem ao longo da trajetória dos filhos pela Educação Básica. Estudos sobre a relação família-escola, a escolha da escola e as trajetórias escolares segundo as diferentes camadas sociais norteiam a investigação, que utiliza como instrumentos de geração de dados um questionário direcionado a 86 ex-alunos e entrevistas realizadas com quatro famílias selecionadas a partir das respostas ao questionário. Entre as conclusões deste estudo, podemos apontar que, mesmo com diferentes estratégias de mobilização em prol da educação dos filhos, as ações pedagógicas tomadas pelas famílias dos participantes estão relacionadas às experiências que os pais viveram durante sua escolarização, seja ela de curta ou longa duração. Podemos observar, desse modo, uma tendência à transformação de papeis sociais, principalmente nos casos de alunos com menor índice de mobilização educacional familiar. A busca por uma escola bilíngue e intercultural é apontada pelos participantes como um diferencial na educação e um meio de inserção mais fácil no mercado de trabalho, ultrapassando os limites de suas condições socioeconômicas. / [en] In Brazilian current scenery, new models of public schools, such as the bilingual intercultural ones, come up, aiming on integrating people to the globalized world, in a learning environment mediated by second languages. One of these schools is CIEP 117 Carlos Drummond de Andrade, Brazil-USA Intercultural High School, located in Nova Iguaçu, Rio de Janeiro. In this school, there are students from different social classes and with distinct perspectives of school education. As long as family is the first responsible for socialization and for the choices made throughout their children s educational path, school choices are based on families conception of school education, which is related to their economic, cultural and social capitals. Therefore, this study investigates strategies that focus on promoting education, adopted by families of former students from CIEP 117 who finished high school in 2016 and 2017. Based on Bourdieu (2007) and Lareau (2007), the objective of this research is to understand the dynamics and socialization processes of each family, examining the cultural and social profiles of the family members and the way they contribute to different trajectories and educational destinies. Studies about family-school relation, school choice and educational trajectories are the basis for this research, which uses two instruments for data collection: a questionnaire applied to 86 former students and interviews made with four ex-students and their families. Among our conclusions, we can point out that, even with different educational strategies, families relate their pedagogical actions to the experiences they had when they were students, what shows a tendency to changes in social roles inside the families. Finally participants show the importance of bilingual and intercultural education in order to make the access to job market easier, surpassing socioeconomic boundaries.

Made available in DSpace on 2014-06-11T19:22:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-27Bitstream added on 2014-06-13T20:48:41Z : No. of bitstreams: 1 sao_ms_me_sjrp.pdf: 869338 bytes, checksum: b0db7a87cc227ab381c15debf7dfff9e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho vincula-se a uma pesquisa maior que está sendo desenvolvida simultaneamente por pesquisadores do GP “Lexicologia e Lexicografia contrastiva”. Tratamos da elaboração de uma obra de referência multilíngüe especial e inédita: o Dicionário Multilíngüe de Regência Verbal: verbos preposicionados, na direção português-alemão / espanhol / francês / inglês / italiano / japonês. Com base no levantamento já realizado dos verbos transitivos indiretos ou transitivos diretos e indiretos mais usuais da língua portuguesa do Brasil, elaboramos a microestrutura em língua francesa, propondo equivalentes a cada acepção dos verbos elencados na nomenclatura, ou seja, uma tradução (mesmo parafrásica) que corresponda ao significado indicado e, se for o caso, as preposições adequadas. Os resultados obtidos contribuem de modo efetivo para o desenvolvimento da lexicografia especial no país, atendendo a uma necessidade específica e central de diversos tipos de consulentes, sobretudo na produção textual em língua estrangeira e na tradução. / This work is attached to a larger survey which is being developed at the same time by researchers of GP Contrastive Lexicology and Lexicography. It is a drafting of a special and unique multilingual reference, the: Dicionário Multilíngue de Regência Verbal: verbos preposicionados, toward Portuguese-German / Spanish / French / English / Italian / Japanese. Based on the survey available about the most usual indirect transitive verbs or transitive direct and indirect verbs in Portuguese, as a Brazilian language, we developed a microstructure in the French language that offers the equivalent word for each meaning of the verbs listed in the nomenclature or a translation (also paraphrases) which corresponds to the meaning, followed by the indication of the appropriate prepositions, in the necessary cases. We believe that the results to be achieved with this work may effectively contribute to the development of a special lexicography in the country, given to the central and specific needs of different users, mainly in foreign language textual output and translations.