Cette recherche analyse respectivement les politiques linguistiques de la langue chinoise et française menées sous la République populaire de Chine et la Ve République française. En adoptant une approche comparative, nous essayons de voir si les expériences vécues par la France pourront servir de modèle à la Chine qui, en matière de travaux de l’aménagement linguistique de la langue chinoise, cherche à la moderniser et diffuser à l’ère d’information tant au niveau national qu’à l’échelle internationale. La simplification des caractères chinois, la romanisation de transcription des caractères chinois et la généralisation du putonghua constituent les trois préoccupations majeures des affaires linguistiques de la Chine. À cela s’ajoute que la multiplication des échanges internationaux fait en sorte que la promotion de la langue chinoise sur la scène internationale figure dans l’ordre du jour. D’autant que l’initiative stratégique les nouvelles Routes de soie terrestre et maritime demande davantage la diffusion de la langue chinoise le long de ces régions et une construction du Vivre ensemble des langues dans cette configuration multilingue. En partant du constat que, en France existe une société multilingue riche en culture et que ce pays d’influence internationale, face à la puissance de la langue anglaise, veut renforcer la vitalité et l’influence de la langue française, la présente étude examine les travaux linguistiques menés sous la Ve République française. Que ce soit sur le statut ou le corpus de la langue, nous notons que les mesures d’interventions de la France dont les suivis de contrôles, la démarche coopérative et participative en terminologie et néologie, la promotion de la langue française appuyée sur le réseau francophone seront profitables à la Chine. Mais en Chine, un pays tellement étendu, la mise en place d’une politique linguistique sera plus scrupuleuse en tenant compte de la disparité régionale et la différence entre le corpus des deux langues exige alors un aménagement spécifique. / This study analyses respectively the Chinese and the French language policies adopted by the People’s Republic of China and France. As China intends to modernize and to promote Chinese throughout the country and abroad, we will use the comparative study to figure out if France could serve as an example in terms of language policy and language planning. The simplification of the Chinese characters, the romanization of the transcription of the Chinese characters and the promotion of the putonghua were considered as the major issues of the language affairs. With the opening and reform policy, the Chinese language is influenced by the foreign languages, especially English. Meanwhile, the authority try to promote the Chinese language over the world and reinforce its soft power, especially after the action plan the Belt and the Road Initiative was put forward. The French government does not regulate the choice of language in publications by individuals, but the use of French is required by law in commercial and work place communications. In addition to mandating the use of French in the territory of the Republic, the French government tries to promote French in the European Union and globally through institutions such as la Francophonie. We will adopt the diachronic method to demonstrate how the French government regulates its French language affairs both in language status and language corpus (language itself) and the evolution of the ideology of the language policy makers. By comparing the language affairs of the two countries in language status and corpus, the measures taken by France as the legal mechanism, the cooperation initiatives, the language promotion are of benefit to China, who shall also learn the lessons taken by France. As for the language system, the language policy and planning should take account of the specialty of the language to carry out appropriate measures favoring the use of the Chinese language.

This study aimed to investigate the use of accommodation of assertive utterances (AUs) in the conversations of 49 girls aged 5;0-13;1. Based on the findings of earlier research that the use of such language is more closely related to age than to gender, it was predicted speakers would accommodate their use of and response to assertive utterances as a result of their partner's age. Naturalistic language from these speakers was collected over a year, and evidence of accommodation was observed in all speakers. Fewer AUs were used with younger speakers compared to older ones, and those used with younger girls were more likely to be produced with the sole purpose of controlling the hearer's behaviour. In addition, AUs were more likely to be complied with, or accepted, when they were produced by older girls. Given what is known about the types of language used by powerful/powerless individuals, it appears that these speakers consider age to be an indicator of status. A particularly interesting finding was that it was the age of a speaker in relation to other members of the conversation that influenced their use of and response to AUs, rather than the age of the speaker alone.

Utafiti huu unachunguza maenezi ya lugha ya Kiswahili katika taifa la Sudan Kusini kwa kuangazia njia zilizotumika kuisambaza hii lugha ya Kiswahili nchini humo. Unachunguza pia changamoto za lugha ya Kiswahili nchini Sudan Kusini na mustakabali wake. Data ya utafiti huu imekusanywa nyanjani kupitia kifaa cha mahojiano ambapo tuliwahoji wenyeji wa Sudan Kusini na wafanyakazi wa mashirika mbalimbali nchini Sudan Kusini. Utafiti huu umebaini kuwa Kiswahili kimeingia Sudan Kusini kwa msaada wa nyenzo mbalimbali kama vile vita, biashara, elimu, maingiliano ya mipakani, dini na ndoa. Utafiti huu pia unajadili baadhi ya vizuizi vinavyoweza kutatiza ukuaji na ueneaji wa Kiswahili katika taifa la Sudan Kusini kama vile tishio kubwa la ushindani na upinzani wa makundi ya lugha za Sudan Kusini na lugha ya Kiarabu ambayo ndiyo lugha ya maenezi mapana, na hali kadhalika lugha ya Kiingereza ambayo ni moja katika lugha zinazoenziwa katika taifa la Sudan Kusini hasa kwa kuwa lugha ya kimataifa. Imebainika pia kuwa sababu kubwa za kujifundisha Kiswahili kwa wenyeji wengi wa Sudan Kusini kumechangiwa na haja ya kutaka kujitambulisha na kujinasibisha na makundi mbalimbali ya Afrika Mashariki. Utafiti huu unahoji pia kuwa mustakabali wa lugha ya Kiswahili utategemea sera ya lugha nchini Sudan Kusini na utekelezaji wa matakwa ya Jumuiya ya Afrika Mashariki ya kufanya Kiswahili kuwa lugha ya maenezi mapana katika eneo la Afrika Mashariki nakopatikana nchi ya Sudan Kusini. / This paper examines the spread of Swahili to South Sudan. It explores the challenges of the language in South Sudan and its potential future status and use. Data from this study were collected through interviews with South Sudanese residents and employees of various organizations. The study reveals that Swahili has gained ground in South Sudan due to war, trade, education, cross-border interaction, religion and marriage practices. This study also discusses some of the impeding barriers to the growth and spread of the language, e.g., with reference to the status and use Arabic and English. It is also observed that among the main reasons for learning Swahili for many South Sudanese people is the need to identify with other East Africans. The study also argues that the future of the language will depend on the language policies in South Sudan and the implementation of the East African Community's aspirations to make Swahili a widespread language beyond its core regions.

The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a statistically significant gap in achievement between Hispanic and white students. After correcting for socioeconomic status and students of limited English proficiency, a residual achievement gap of roughly 0.1 of a standard deviation remained between white and Hispanic students. Further analysis showed no gap at low socioeconomic levels and a widening discrepancy in scores with increasing family income and parental education levels. These results may be indicative of differential expectations for white and Hispanic students. Additional testing for the effects of school-wide variables found a small negative impact on student achievement for schools with high average parental education levels, possibly caused by stronger interventions at schools with low average parental education.