Thesis (Ph. D.)--Columbia University, 1926. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 210. Bibliography: p. 179-181.

La présente étude a pour objectif de constituer un dossier terminologique en mathématiques dans la perspective d’une éducation bilingue français/lyèlé. Cela intervient dans un contexte où les enseignants du primaire en zone lyèléphone ont des difficultés pour ce qui concerne l’usage d’un langage approprié pour la transmission des connaissances mathématiques. La recherche se situe au carrefour de deux domaines différents : la sociolinguistique et la terminologie. Si sur le plan sociolinguistique, l’analyse a porté sur les représentations des enseignants au sujet des langues d’enseignement et des pratiques pédagogiques, la terminologie se pose ici comme un secteur plus pratique dans la mesure où le chercheur se voit appeler dans une action de recherche intervention. Pour ce qui est de la méthodologie utilisée, nous avons dans un premier temps recueilli les opinions des acteurs sur la question de l’enseignement ; par ailleurs, la plus grande partie du travail a été menée en privilégiant la démarche socio-anthropologique. Dans une telle perspective, le chercheur en effet mobilise son expérience d’enseignant mais aussi construit le lexique de façon progressive durant ses voyages sur le terrain. Le traitement des données (termes) s’est fait selon une démarche terminologique privilégiant le choix des unités linguistiques relatives aux mathématiques de base : autour d’un terme dit vedette, l’on réunit les informations relatives à la prononciation, à la sémantique, à la lexicologie, etc. Les informations en français et en lyèlé sont fournies autour du terme-vedette. Enfin, la démarche utilisée débouche sur la constitution d’un lexique français/lyèlé ; le chercheur recommande l’idée de partir de ce travail comme modèle pour construire d’autres lexiques et curricula dans d’autres domaines et dans d’autres langues du Burkina Faso. / This study aims at putting together a terminology case file in mathematics with a view to a French/Lyèlé bilingual education. This takes place in a context where elementary teachers in Lyèlé-speaking zones have difficulties identifying an appropriate language for the transmission of mathematical knowledge.This research is at the crossroads of two different domains: sociolinguistics and terminology. On the sociolinguistics front, the analysis focused on the representations of teachers on the topic of teaching languages and teaching practices. Terminology is a more practical field as the researcher is in an interventive research dynamic.Concerning the methodology employed, first we gathered the opinions of teachers regarding education; besides, most of the work was done following the socio-anthropological approach; in such a perspective, the researcher both mobilises his own teaching experience and progressively builds the glossary during his travels in the field.Treatment of the data (terms) was done following a terminological approach privileging the choice of linguistical units linked to basic mathematics: we compile the information relating to pronunciation, semantics, lexicology, etc., around a “star” term. The information in French and Lyèlé are supplied according to the star term.Finally, the approach used leads to the constitution of a French/Lyèlé lexicon; the researcher recommends using this study as a starting point to build other lexicons and curricula in other domains and in other Burkina Faso languages.

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Résumé : En raison de la concurrence qu’il y a au Québec entre une norme québécoise et une norme internationale, les questionnements normatifs sont nombreux chez les professionnels de la langue, et tout particulièrement chez les enseignants de français. Dans cette étude, nous avons cherché à voir comment les représentations de la norme lexicale chez les professeurs de français langue d’enseignement au secondaire se manifestent dans leur discours à partir d’usages dont la valeur normative n’est pas clairement définie. Pour ce faire, nous avons mené des entrevues auprès de 20 enseignants et enseignantes de français au deuxième cycle du secondaire au Québec au cours desquelles nous leur avons demandé de corriger de courts textes et de justifier leurs corrections. Puis, nous les avons interrogés sur leur conception de la norme lexicale écrite et sur leurs positions normatives à l’endroit de diverses catégories d’emplois lexicaux. Il en ressort que cette norme est le français québécois standard tel qu’on peut le dégager des dictionnaires les plus usuels ou encore perçu selon l’intuition linguistique des participants. Ce français se distingue du français oral et il exclut les anglicismes critiqués, les mots vulgaires, les impropriétés et les barbarismes. Si certains types d’emplois sont clairement jugés non compatibles avec la norme, d’autres donnent lieu à des prises de position normatives moins tranchées, plus instables. Ainsi, les néologismes, les archaïsmes, les mots familiers et les emprunts peuvent être acceptés, selon la situation de communication et selon des critères comme l’usage et l’absence de synonyme. Le modèle de l’Imaginaire linguistique d’Houdebine nous a servi de grille pour catégoriser et analyser les représentations linguistiques observées dans le discours des participants. Cette analyse révèle que les enseignants s’appuient principalement sur des critères d’ordre prescriptif et constatif, soit le dictionnaire et l’usage, et parfois aussi sur d’autres critères comme la précision, l’intercompréhension, la fréquence ou la valeur identitaire de certains usages lexicaux pour décider de les corriger ou de les accepter lors de la correction de productions écrites. / Abstract : Due to a competition between two linguistic norms in Quebec, a Quebec norm and an international norm, language professionals – especially French teachers – often deal with prescriptive questions. Our study aims at studying how high school French language teachers’ attitudes towards the lexical norm are reflected in their discourse based on examples of uses without a clearly defined prescriptive value. To do so, we conducted individual interviews with 20 Secondary French teachers (Cycle Two) in Quebec. During these interviews, they were asked to correct short texts and to justify their corrections. Then, they were questioned on their conception of the written lexical norm and on their normative positions towards various categories of lexical uses. This research reveals that their norm is the Quebec French standard as it is described in dictionaries or, in many cases, perceived according to the informant’s linguistic intuition. This French variety is distinguished from spoken French and excludes criticized anglicisms, coarse language, language errors and barbarisms. Although some categories of uses are clearly deemed incompatible with the norm, not all categories are given a clear-cut, stable stand. Thus, neologisms, archaisms, colloquial words and loanwords may be accepted, depending on the context and based on certain criteria such as usage and non-existence of synonyms. Houdebine’s model of linguistic imaginary served as a grid to classify and analyze the linguistic representations observed in the participants’ discourse. This analysis shows that teachers rely heavily on prescriptive and constative criteria, that is to say dictionaries and usage, and sometimes also on other criteria such as accuracy, mutual understanding, frequency or identity value of some lexical uses in order to decide whether to correct them or not while assessing written productions.

Beginning section of this thesis named Regional languages in the French education system is focused on a terminology concerning regional languages. Further content is focused on the history of languages in France since the Roman campaign on Gaul territory and the latinization of this region until the democratization of regional languages towards regular French. An important role in French education system development was played by education laws that are thoroughtly discussed in text of this thesis. The current distribution of regional languages in France and teaching of these languages in French schools is described in the next part of the thesis. This part is primarily focused on the four regional languages: Basque, Breton, Catalan and Occitan. Laws that permited the education of regional languages in France and faciliated the foundation of institutions intended to support these regional languages are also covered within this section. The research of today's state of Occitan in everyday life of Nîmes residents is covered in final part of this thesis. Occitan was chosen as the representative model of regional language. For the research have been used questionnaires to find out that Occitan is still living even though it is only known by the elder generation. Powered by TCPDF (www.tcpdf.org)

This thesis examines the issues of the modern French education system through an analysis of the film, Entre Les Murs (2008) and French education's socio-historical and political context. The study finds that the way in which France thinks about authority, language, and multiculturalism leads to the exclusion of certain students from the learning process. The aim of the study is to critically rethinks these issues in light of theories on race, identity, and postcolonialism in order to eventually propose solutions so that all students may fully flourish in modern French society.

This thesis seeks to investigate the factors that cause the existing sexism within the educational system in the banlieue (suburban districts mostly comprised of North African immigrants), and the societal prejudice that exists between the society of the descendants of the immigrant population and the rest of French society. This thesis explores Jean-Paul Lilienfeld’s film, La Journée de la jupe, which highlights the major inequalities within the French educational system and stereotypes of the banlieue. The narrowed focus of this thesis is on the inequalities between women and men, which cause for the outbreak of sexism that runs rampant throughout the toxic institutions in the underprivileged areas of France, the banlieues, by analyzing the film.

This work freely follows the bachelor thesis Social predeterminations for studying in France. The content studies evolution of french educational system and experts opinions on problematics of equal chances in acces to the education. Pierre Bourdieu and Raymond Boudon reflect in their theories changes in society after 1968, student protests and crisis of universities, and ask how to solve them. Interviews with University of Avignon's students and teachers and questionnaire research brought many important ideas which helped to explore the difference of entering to two academic insitutions: university and grand école. KEY WORDS: education, predetermination, social status, french educational system, school reformes

Cette thèse explore les aspects mondialisés de l'expatriation des enseignants français : leur situation migratoire et la relation éducative qui en découle. La comparaison entre Casablanca (Maroc) et Londres (Royaume-Uni) dans une perspective socio-historique fait émerger les caractères communs d'une population dispersée. Les circonstances de la recherche et les spécificités de la population cible montrent les rapports du chercheur à l'objet. Les statuts professionnels et institutionnels donnent une vue d'ensemble de la place des enseignants au sein de la population française hors de France. Les mémoires et les représentations de l'espace, individuelle et collective, font émerger la dimension subjective de la patrie. Ainsi la catégorie « expatriés » peut-elle être repensée en tant que situation migratoire et mobilité sociale. Raison substantielle du départ, le concept d'angoisse décompose les affirmations identitaires. La subjectivité des changements de place fait alors émerger trois profils : les internationaux, les expérimentateurs et les affinitaires. L'analyse comparée des pratiques à l'échelle locale, nationale et transnationale révèle la place des enseignants français dans le monde. Leurs pratiques langagières et leur fonction sociale au sein des contextes d'organisation sociale locaux interrogent leur intégration. Les réseaux de solidarité constitués au gré du parcours des enseignants révèlent une alternance d'expansion et de repli. Enfin, le caractère commun des enseignants se situe dans leur rôle de transmission : entre idéal républicain et histoire nationale, leur manière d'envisager la relation éducative dévoile des enjeux substantiels de l'éducation dans l'espace mondial. / This thesis explores the global aspects of teachers' expatriation from France: their migratory situation and the educational relation that is involved. The comparison between Casablanca (Morocco) and London (UK) fall within a socio-historical approach that highlights common views about a spread of this population. The circumstances of the research and the specificities of the aimed population show the relations between the researcher with its object. The professional statuses give a general outlook about the social position of teachers within French population abroad. Memories and representationsof space stress the subjective dimension of the 'Home' to rethinking the category “expatriate” as well as a migratory situation and social mobility. The identities are toppled with the concept of anxiety, in putting into opposition with the affirmative identities and subjective notions like social position and change. Then are built three types of French people abroad : internationals, experimenters and affinitaries. A comparative analysis of practices at local, national and transnational scale reveals the symbolic dimension of teaching from France in globalization. The language practices and social function question their local integration. Networks of solidarity and friendship emphasize attitudes of openness or self-withdrawal. Finally, the common aspect of teachers is revealed by their act of transmission. Between republican ideal, and national history, their subjective way of practice highlight substantial issues of education within globalisation.

Annotation: Title of the thesis: Comparison of the school integration of immigrant children in France and in the Czech Republic Keywords: ENAF, FLS, CLA, CLIN, primo-arrivant, integration, inclusion, French education system, Czech education system, pupil - foreigners in secondary school Abstract: The thesis Comparison of the school integration of immigrant children in France and in the Czech Republic, with the aim of providing a comprehensive description and comparison of the integration of immigrant children into French and Czech schools. I would like to find new ways of managing the problem in the Czech Republic by comparing these two approaches to educational systems for pupils with special educational needs. The work is based on my own experience with this problem in Czech Republic and the reality in France, also draws on interviews with educators and practitioners and is supported by a separate survey which was conducted among teachers in the Czech Republic and France.