The aim of this research is to study the French language used in Belgium, to describe the linguistic situation and some peculiarities of the language there, and to compare it with French language used in France. The author lived in Belgium for nearly six years and compared her experience of the differences between the French language in Belgium with the one used in France. To explore her impressions, she has studied and analysed different sources on the topic and summarised the most important differences. The research is divided in two parts. One gives more general information on Belgium, describes the history of the territory and the linguistic situation of the country to help understand the situation of the French language there. The other, more important part on the language itself describes the phonetic, morphological, syntactic and lexical particularities of Belgian French. The basic conclusion of this paper is that Belgian French is slightly different from French used in France but the differences are not great enough to make understanding between the two nations difficult.

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)

Cette thèse souhaite expliquer et analyser les conditions historiques, sociolinguistiques et politiques ayant accompagné la mise en place de l’enseignement des langues régionales en France et plus particulièrement l’enseignement public bilingue du basque et du breton. Elle aborde également la question des enjeux qui ont jalonné ce processus et qui continuent de se poser aujourd’hui. La thèse est structurée en trois grandes parties. La première, « Un aperçu historique », est centrée sur la période de la Révolution française ; puis sur la période du XIXème siècle jusqu’à la IIIème République - lois Guizot puis Ferry sur l’imposition du français – avec en parallèle les propositions basques et bretons pour le maintien ou laide des langues régionales dans l’apprentissage du français ; la période vichyste – marginalisation des langues régionales – et la période de la IVème République sont développées avec, en regard, l’engagement des députés basques et bretons pour obtenir un enseignement et une reconnaissance de leur langue au sein de l’école publique, action qui aboutira à l’adoption de la loi Deixonne. La deuxième partie de la thèse, « De la loi Deixonne à l’enseignement bilingue du basque et du breton dans les écoles primaires publiques aujourd’hui (2015) », développe les prises de position de Jaurès sur les avantages pédagogiques, économiques et sociaux d’un apprentissage intégré des langues, les revendications locales pour une intégration du basque et du breton à l’école commencées dès le début du XXème siècle et se poursuivant jusqu’aux années quarante. Puis, à partir de la loi Deixonne, les avancées, les insuffisances du gouvernement socialiste sir la question de l’enseignement des langues et les expérimentations bilingues aux Pays Basque et en Bretagne. La troisième partie, intitulée « Les enjeux sociolinguistiques de l’enseignement du basque et du breton aujourd’hui », démontre la politisation de la question des langues régionales à l’école publique : « l’absence de cadre légal ayant pour conséquence une tolérance de l’enseignement des langues régionales plutôt que d’un droit établi ». Globalement, ce travail de recherche montre que l’école et les langues régionales ont eu et ont encore aujourd’hui une longue histoire commune ou tout du moins entrecroisée, avec des changements dans l’appréhension des langues régionales. Pour autant, malgré les nouvelles considérations sociales à l’égard du basque ou du breton, subsistent des blocages politiques tout comme des freins organisationnels. Pratique ancienne, la politisation de la question linguistique à l’école primaire qui, conditionnée par le rapport hiérarchique entre le français et les autres langues, se perpétue encore aujourd’hui. Au final la pérennisation de cette politisation dans le temps est surtout représentative de la grande incompréhension existant entre les défenseurs des langues régionales et l’Etat français. / This thesis aims to explain and analyze the historical, sociolinguistic and political conditions that have accompanied the implementation of the teaching of regional languages in France and more specifically the bilingual public education of Basque and Breton. It also addresses the issues that have marked this process and continue to arise today. The thesis is structured in three main parts. The first, "A Historical Overview," focuses on the period of the French Revolution; Then on the period from the 19th century to the 3rd Republic - Guizot and Ferry laws on the imposition of French - along with the Basque and Breton proposals for maintaining or helping regional languages in learning french ; the Vichy period – the marginalization of regional languages - and the period of the Fourth Republic were developed, with the commitment of Basque and Breton deputies to obtain teaching and recognition of their language in the public school, action which will lead to the adoption of the Deixonne law. The second part of the thesis, "From the Deixonne law to the bilingual teaching of Basque and Breton in public primary schools today (2015)", develops the positions taken by Jaures on the pedagogical, economic and social advantages integrated to the local language learning, local demands for the integration of Basque and Breton into school, which began in the early 20th century and continued into the 1940s. Then, starting from the Deixonne law, the progresses, insufficiencies of the socialist government on the question of language teaching and bilingual experiments in the Basque Country and Brittany. The third part, entitled "Sociolinguistic issues in the teaching of Basque and Breton today", demonstrates the politicization of the issue of regional languages in public schools : "the absence of a legal framework resulting in tolerance. The teaching of regional languages rather than an established right". Overall, this research shows that the school and the regional languages have had and still have today a long common history or at least intertwined, with changes in the understanding of regional languages. Nevertheless, despite the new social considerations with regard to the Basque or the Breton, there remain political blockages as well as organizational brakes. An old practice, the politicization of the linguistic question in primary school, which, conditioned by the hierarchical relationship between French and other languages, is still perpetuated today. In the end, the perpetuation of this politicization over time is mainly representative of the great lack of understanding between the defenders of regional languages and the French state.

This thesis treats the subject of French language policy for regional languages. Even though the position of French as the only official language of French state is undeniable the question of regional languages and its support is still a topical problem of French society. The evolution of French language policy for regional languages is the main subject of this thesis as well as all elements that have been influencing it. One part of this language policy is the European Charter for Regional or Minority Languages, which France signed in 1999 but remains unratified. Despite the flexibility of commitments deriving from the Charter ratification of this document remains to be seen as a menace for the roots of the French republic . Therefore France can't/doesn't want to ratify the European Charter for Regional or Minority Languages. This thesis analyses main obstacles for ratification of the treaty which is especially important for its strong symbolic meaning. These obstacles are defined as juridical, ideological and political.

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Eliška Fátorová The position of minority and regional languages in the context of European language policy Abstract The thesis deals with the language policy of the European Union and examines what position minority and regional languages occupy in this policy. Chapter on language planning introduces two models of protection of these languages and a major part of the research framework deals with a Language Management Theory. The aim of the thesis is to show whether the language policy of the European Union trace elements of this theory. The first part discusses in general about Europe and languages, about the language policy of the EU, the development of which is divided into three periods. This chapter aims to answer the question whether and how the EU language policy direction has shifted during the last twenty years. To answer this question thesis uses mainly research of Michal Krzyzanowski and Ruth Wodak. Based on their analysis of EU documents concerning European language policy a shift towards a focus on EU competitiveness and employment of the population, to which the knowledge of foreign languages contributes, can be traced.. Another part focuses on minority and regional languages. There is introduced the European Charter for Regional and Minority Languages, which is a document of the Council of...

Revitalization of the Regional Language in Provence by the Medium of Calandreta Schools Richard Vacula (Abstract) This thesis focuses on the role of bilingual Calandreta schools in the process of maintenance and revitalisation of the regional language in Provence-Alpes-Côte d'Azur Region, France. It is based on empirical research undertaken in form of questionnaires and directed interviews in the place of two existing Provençal Calandretas, Gap and Orange. A sample of the local population and respondents from the area of the two schools has been included in the research. We have studied linguistic behaviour, attitudes towards regional education, and the picture of the schools and the language in question. The results suggest that the public is inclined towards the essentials of the language being taught, however, less so towards bilingual education. The results also show that the potential of the schools observed lies rather in their pedagogical methods. The strong pressure of French is noticeable even on the grounds of the schools. The use of Occitan in everyday communication situations is then somewhat rare. The regional language is noticeably associated with the school environment and is connected with specific contexts. Hence, it is necessary to rate the influence of the Calandreta schools on the real...

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