La présente recherche vise à décrire le développement orthographique des élèves arabophones de 1re année du secondaire en Égypte au début de l’apprentissage du français langue étrangère. Les recherches égyptiennes qui concernent le français écrit se sont préoccupées des erreurs grammaticales commises par les élèves. À notre connaissance, il n’existe pas d’études relatives à l’appropriation de l’orthographe française menée auprès de ces élèves. Afin de combler ce vide, nous avons souhaité apporter un éclairage sur les compétences orthographiques des élèves en essayant d’éclairer la documentation de ces compétences en français écrit par la mise en relation avec celle de jeunes enfants arabophones qui apprennent le français L2 au préscolaire lors de leur séjour au Québec. Afin d’atteindre nos objectifs, nous avons soumis 30 élèves arabophones du secondaire à une épreuve d’orthographes approchées à quatre reprises. Celle-ci s’est déroulée dans le cadre d’un entretien semi-structuré individuel dans lequel les élèves ont été invités à produire des mots et une phrase. L’analyse descriptive et statistique de la production écrite des sujets a permis d’observer trois types de préoccupations écrites : visuographiques, phonologiques et orthographiques. D’autre part, leurs écrits ont témoigné d’un transfert langagier de l’arabe L1 et de l’anglais LE, qui était parfois positif, d’autres fois négatif. Les résultats ont, enfin, révélé que les élèves ont utilisé trois stratégies, lexicale, phonologique et analogique, lors de leurs productions. En outre, une étude de cas multiples exploratoire avec quatre enfants arabophones du préscolaire au Québec a été effectuée. Ces derniers ont été individuellement invités à produire des mots et une phrase en français et en arabe. De manière exploratoire, nous avons mis en relation l’appropriation de l’écrit des élèves du secondaire et celle des enfants du préscolaire en français et en arabe, ce qui nous a permis de vérifier l’effet de l’âge sur le développement orthographique et sur le transfert langagier chez les apprenants. Les résultats obtenus indiquent que la performance écrite des élèves du secondaire était significativement plus réussie que celle des enfants du préscolaire et que les premiers étaient les plus susceptibles de produire un transfert langagier. Ainsi, l’âge de l’apprenant peut avoir un impact sur l’appropriation de l’écrit ainsi que sur le transfert langagier en français langue seconde/étrangère. Finalement, au-delà de son apport scientifique et pratique, la présente recherche propose des pistes de recherches futures. / The aim of this research was to assess French language-spelling development for the first year Arabic language-speaking students of the Secondary Schools in Egypt. These students were studying “French” as a foreign language. Previous studies performed in Egypt addressed the grammatical errors committed by these students in the field of “written French language”. To date, and to the best of our knowledge, there are no available studies addressing the issue of “French language-spelling development”. To fill this gab in literature, we examined the spelling competence of the students. We evaluated the features of the French language - spelling development for the first year Arabic language - speaking students in Secondary schools in Egypt. Also, we examined the relationships between these features and corresponding features in French and Arabic language development for preschool Arabic language-speaking children in Quebec. To achieve our goals, 30 students of the first year Arabic language-speaking students in Secondary schools in Egypt underwent a test of invented spelling, through semi-structured interview. The test was repeated four times on different occasions. During the test, the students were asked (on individual basis) to produce some writings (French language). The results of these tests raised three writing features, namely: visuographic, phonological and orthographic concerns. Moreover, their writings showed a language transfer produced from both Arabic as a mother language and English as a foreign language. Our findings revealed that, during writing, students have employed three strategies: lexical, phonological and orthographic. In addition, a multiple case study exploratory was conducted with four Arabic language-speaking preschool children in Quebec. Each child was asked to produce some writings in French and in Arabic languages. The French language-spelling development of the students the Secondary Schools was made comparable to that of the preschool children in French. Such strategy allowed us to test the effect of age on the spelling development and on language transfer. We found that the written performance of the students from Secondary Schools was significantly more advanced as compared to that of the preschool children. Also the students from Secondary Schools were more able to produce language transfer. These findings indicated that the learner’s age had a significant impact not only on the French language - spelling development but also on the language transfer in second/foreign language. Finally, the scientific and practical ramifications open avenues for further investigations in these fields.

Ao acompanhar a trajetória intelectual de Jamil Almansur Haddad desde suas primeiras publicações até sua morte, esta Tese de doutorado traz à luz o percurso de um literato pertencente à segunda geração de imigrantes libaneses e suas relações paradoxais com o meio intelectual brasileiro e, em especial, o paulistano. Seu percurso biográfico ilustra um desdobramento do movimento literário árabe da imigração, que desempenhou papel central no processo de renascimento da literatura árabe no final do século XIX. Imerso no contexto cultural de um país em busca da conformação de sua verdadeira identidade nacional e vivendo na cidade de São Paulo - que em meados do século XX foi um dos maiores polos de imigração do mundo Jamil, através de sua experiência biográfica e de seu caminho literário, revela nuances de um processo intermediário de hibridação cultural. / This thesis follows the intellectual trajectory of Jamil Almansur Haddad from his first publications to his death, bringing to light the trajectory of a poet that belongs to the second generation of Lebanese immigrants and his paradoxical relations with the Brazilian intellectual environment and, in particular, the paulistano one. His biographical journey illustrates an unfolding of the Arab literary movement of immigration, which played a central role in the process of rebirth of Arab literature in the late nineteenth century. Immersed in the cultural context of a country in search of the conformation of its true national identity and living in the city of São Paulo - which in the mid-twentieth century was one of the largest poles of immigration in the world - Jamil, through his biographical experience and his literary path, reveals nuances of an intermediate process of cultural hybridization.

The aim of this work is to help claryfying the question of why members of baráčník's clubs, who are engaged in maintaining national traditions, are nowadays talking about the decline or even the end of their movement and how they are trying to resist this threat. Baráčník's movement is understood in this work as an artificially created tradition of the late 19th century, which is confronted with today's social reality, which according to one theory, can also be described as an society of experience. In the first phase of the thesis, it is first introduced how, on the basis of concrete arrangements, a centrally organized movement focused on the care of national customs and traditions emerged from the network of pubs table companies. It is monitored how the headquarter of baráčník's movement worked on standardization of baráčník's ideology, symbolism and program. It also shows how these changes in ideology were approached by the members themselves and the public. Special attention is focused on finding the answer, why it was possible that baráčník's clubs have not been canceled in the era of communist regime. In the second phase are solved the problems, how baráčníks organize their activities today, how they thematize their problems with lack of interest in their program and finally how they present...

This thesis argued that the Jain community in the diasporic context of the USA has invented a new form of Jainism. Sectarian negotiations are the distinguishing marks of the diaspora Jain community and their invented form of Jainism. Based on ethnographic study that is, interviews and observations conducted at four different sites (Jain temples/communities) from June-August 2016, the thesis examined the sectarian negotiations among the diaspora Jain community in the USA and the invented Jain tradition that is resulting from these negotiations. The central questions of the research on which this thesis is based were: 1) what are the levels, processes and results of sectarian negotiations within the Jain diaspora community in the USA, and 2) what is the nature and characteristic of the new form of Jainism, the invented tradition; and how do Jains in the USA experience and use it.