Toute la population du Rwanda parle une même langue, le kinyarwanda, à la fois langue nationale et officielle. Cette homogénéité linguistique « de surface » se présente comme l’arbre qui cache la forêt d’une relative diversité linguistique « en profondeur » (dialectes, langues africaines et européennes en présence). L’heure n’est pas encore au chaos, mais l’adoption du trilinguisme officielle en 1996 [(kinyarwanda-français-anglais) impose, plus que par le passé, la définition d’une politique de gestion de la situation sociolinguistique du Rwanda, notamment par la détermination claire, par une loi linguistique, des fonctions des langues officielles dans les différents domaines, pour régler les problèmes qui se posent depuis le bilinguisme kinyarwanda-français adopté vers les années 1930. Les problèmes linguistiques et sociolinguistiques intéressent diverses catégories de personnes depuis le début du 20ème siècle. Cependant, la question de l’utilisation des langues dans les différents domaines et de leur connaissance approximative reste entièrement posée. Ce travail analyse les politiques linguistiques appliquées au Rwanda jusqu’à ce jour pour en dégager les enjeux et en établir le bilan afin de proposer de nouvelles stratégies de gestion de la situation sociolinguistique du Rwanda. Il s’agit en effet d’une politologie linguistique qui s’inscrit dans le cadre théorique et conceptuel déjà très rodé et dont l’efficacité a pu être testée sur le terrain dans différents pays ; cadre théorique qui est emprunté pour l’essentiel au linguiste québécois Jean-Claude Corbeil. Il est enrichi des analyses d’autres auteurs comme Robert Chaudenson, Louis-Jean Calvet, Loïc Depecker, Henri Boyer, etc. sur le concept d’aménagement linguistique et sur des situations concrètes. L’étude s’appuie à la fois sur une recherche documentaire minutieuse, une enquête de terrain qui a été effectuée au Rwanda auprès des diverses catégories de personnes et quelques entretiens informels avec certains intervenants en matière d’aménagement linguistique (linguistes et décideurs). / The whole population of Rwanda speaks the same language, Kinyarwanda, which is both the national and official language. This “surface” linguistic homogeneity is seen as a tree that hides a forest of a relatively “in depth” linguistic diversity (dialects, African and European languages). It is not yet time for chaos but the adoption of official trilingualism (Kinyarwanda-French-English) requires more than ever before the definition of the policy of managing the sociolinguistic situation of Rwanda, namely by clear determination, by a linguistic law, of the roles of official languages in various areas in order to solve the problems that have remained unanswered since the adoption of Kinyarwanda-French bilingualism in the 1930’s. From early the 20th century, the linguistic and sociolinguistic issues have interested various researchers. However, the question of the use of languages in various domains and their approximate mastery is still posed. This work analyses the linguistic policies that have been adopted in Rwanda with aim to bring out the stakes and assess the situation geared towards suggesting the new management strategies of the sociolinguistic situation of Rwanda. This is indeed a linguistic “politology” which falls within the theoretical and conceptual framework already explored whose efficiency has been tested on the ground in different countries. The theoretical framework has essentially been borrowed from the Quebec linguist Jean-Claude Corbeil. It is enriched with analyses of such other authors as Robert Chaudenson, Louis- Jean Calvet, Loïc Depecker, Henri Boyer, etc. on the concept of language planning and concrete situations. The study is based on both a meticulous documentary research and field work that have been carried out in Rwanda with various categories of people and some informal interviews with some stakeholders in language policy and planning [linguists and decision-makers].

This thesis will deal with the project to support German Language in the Czech Republic known as "Šprechtíme". In the context of Czech language policy of the past two decades the author focuses first on the questions related to the creation, formation and promotion of the project. The author also aims to determine whether the project got into the subconscious of the Czech public (Prague and the border region) and whether it fulfilled the expectations of its creators. In this thesis both methods of qualitative and quantitative research (Interview, written questionnaires) will be used. Key words: German, sociolinguistic, multilingualism, language policy, "Šprechtíme", quantitative research, qualitative research

M.Ed. (Curriculum Studies) / Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.

M.A. / This study seeks to formulate a rationale to overcome the negative perceptions many South Africa ethnic language parents have adopted towards the use of their children's mother tongue as the language of learning and teaching. With a view to considering the role both home and school can play in supporting South Africa's new language-in-education policy, underpinned by additive bilingualism, this study investigates three factors of bilingual education, viz. (1) language planning and policy-making, (2) research into bilingualism and bilingual education, and (3) language attitudes of parents of L2 learners in three distinctly-different Gauteng primary schools...

Magister Artium (Psychology) - MA(Psych) / The diversity embodying South Africa has emphasized the importance and influence of language in education and thus the additive bilingual programme is being implemented in the Eastern Cape by the ABLE project in order to realize the South African Language in education policy (LEiP). In accordance with this, the Woodcock Munoz Language Survey (which specializes in measuring cognitive academic language proficiency) was chosen as one of the instruments to evaluate the language outcomes of the programme and was adapted into South African English and isiXhosa. The current study was a subset of the ABLE project, and was located within the bigger project dealing with the translation of the WMLS into isiXhosa and the successive research on the equivalence of the two language versions. This study evaluated the structural equivalence of the English and isiXhosa versions of the WMLS on matched sample groups (n= 150 in each language group). Thus secondary data analysis (SDA) was conducted by analyzing the data in SPSS as well as CEFA (Comprehensive Exploratory Factor Analysis). The original data set was purposively sampled according to set selection criteria and consists of English and isiXhosa first language learners. The study sought to confirm previous research by cross-validating the results of structural equivalence on two subscales, namely the Verbal Analogies (VA) and Letter-Word Identification (LWI) subscale. The research design reflects psychometric test theory and is therefore located in a bias and equivalence theoretical framework. The results of the exploratory factor analysis found that one can only accept structural equivalence in the first factor identified in the VA subscale, while structural equivalence was found in the factor for the LWI subscale. The use of scatter-plots to validate the results of the exploratory factor analysis indicated that one can tentatively accept these results. The study thus contributed to the literature on the translation of the WMLS, and the adaptation of language tests into the indigenous languages of South Africa,as well as additive bilingual programmes. / South Africa

Masters of Art / Meaning in human relations has always been based on inferred similarities (Holyoak & Thagard,1995). We are quick to liken the new to an old type. In this study, South African bi- or multilingual citizens post-1994 are perceived to hold the same ethno-linguistic perceptions as their progenitors. This explains the growing amount of literature on bilingual language ideology which is dissected upon the language attitude and space table. Following the same line but from a different perspective, Rampton (1995, 1999, 2003) discusses the relativity involved in labelling a bi- or multilingual repertoire. He suggests that the performative act of a bilingual through his/her linguistic repertoire should be structured according to expertise (instrumental), affiliation(integration) or inheritance (ethnicity). Starting with a note on the attitudinal myth, and closing with possible implications for various educational strata, the research explores Rampton’s notions in a rapidly changing educational context and proposes a revised understanding of ‘appellation’ as a complementary concept, an agentive and non-essentialist form of approaching bi- or multilingual identity enactment. It asserts that each enactment is informed by and carries an element of one or all the other facets of the bi-or multilingual multiply identity. Central to the study’s argument is that a bi-or multilingual is not oblivious of the socio-cultural elements that come with each linguistic capital. So, while earlier literature on identity views appellation as ‘other- ascribed’ identity, this study defines appellation as the construction of ‘self’ using all the elements provided by one’s linguistic basket.Further, with its innovative use of spoken interactional data, the study is able to contribute to the ongoing research on the appropriate medium of instruction in the South African educational system. With a special focus on the primary stage, the study sheds light on the fluidity of bi- or multilingual identity formation and enactment inside and outside the classroom. It uses an analytical framework based on Conversation Analysis, the Ethnography of Speaking, Systemic Functional Linguistics, and Critical Discourse Analysis to test the fit of Rampton’s original categories of inheritance, expertise, and affiliation with learners’ actual conversations.In all, the study in a linguistically substantiated stance, argues for more situated perspectives on the mother tongue based educational policy.

The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself. Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

Canada’s official languages policy makes English and French the country’s official languages in federal institutions. The policy has succeeded in fostering equitable representation of both official languages groups in the federal public service and has improved capacities for the public service to serve the citizenry in its official language of choice. It is a puzzle however, that despite these advances, the Canadian federal public service continues to operate predominantly in English when both official languages on paper are equal languages of work. To explore this puzzle this dissertation asks: why, despite the promise of the Official Languages Act (OLA) 1969 for choice in language of work and the OLA 1988 that made the choice a claimable right, is there inequitable access to French as a language of work in the federal public service? Framed through a historical institutionalist approach and layering, this project analyzes the implementation of the official languages program in the federal public service from 1967-2013. This thesis argues that the implementation of the official languages program could not challenge the federal public service’s path dependency to operate predominantly in English. By analyzing the roles of actors and institutions that influenced the process, this dissertation finds that lack of structural change, inadequate managerial engagement and a false sense that official languages are engrained in the public service, can explain the persistence of English as the dominant language of work.

L'objectif général de cette thèse était de développer le projet d'une recherche transversale dans le domaine des sciences sociales, instruite comme une philosophie politique du langage en mobilisant les concepts deleuziens, notamment celui de la micropolitique. Sa réalisation a demandé une contextualisation théorique et historique de la politique de la langue en France et en Russie - et en Union Soviétique -, compte tenu de l'importance exceptionnelle que les acteurs des deux grandes révolutions ont attribué à cette discipline. Selon l'hypothèse centrale de ce projet, la découverte de la micropolitique est le trait distinctif de chaque révolution, et c'est l'examen du "tissu moléculaire" autour de nouveaux centres de pouvoir qui rend possible le discernement des forces opérant la rupture politique, axiologique et épistémologique avec l'ancien régime. La recherche comparée des approches politiques de la langue en France et en Union Soviétique devait permettre d'éclairer leur rôle dans le contexte du nation-building républicain qui ouvre l'époque moderne, et dans la construction culturelle soviétique "nationale en forme, prolétaire en contenu" qui sert de modèle à la politique contemporaine de l'identité, particulièrement vis-à-vis des minorités. Le but de cette recherche fut enfin de présenter une nouvelle typologie des fonctions véhiculaires du langage qui se trouve au cœur du projet politique moderne / The general aim of this thesis is to develop a project of transversal research in the domain of social sciences that we designate as political philosophy of language by appealing to the concepts of the contemporary French philosophers Gilles Deleuze and Felix Guattari. The accomplishment of this task demands a theoretical and historical contextualization of language policy in France and Soviet Union in the revolutionary period with special attention to the importance attached to this field by the main politic-makers of bath countries. According to the central hypothesis of this project, the essential part of a revolution is the discovery of "molecular tissue" around the new canters of power that makes possible the mobilization of forces that will produce a political, axiological as well as epistemological rupture with an Old Regime. Comparative research of the language policies in France and the Soviet Union permits to reveal their impact on the republican "nation-building" which opens the so-called "political modernity" period and on the construction of the cultures "proletarian in content, national in form" in the Soviet republics. The latter is often used as the base for the contemporary politics of identity, especially concerning the minorities. Such research also opens a debate on the possibility of a "revolution in language", decidedly repudiated, by Saussure, and an analysis that makes possible an elaboration of a new typology of the vehicular functions of language.

D.Litt. et Phil. / This thesis explores some issues relating to the sociolinguistic situation in South Africa, attending especially to language variety and language attitudes. The focus is on the teaching of language, specifically English, and on the relevant education of language teachers in a multicultural country such as South Africa. In school systems such as the South African education system which has for many years provided real access to education and power for a limited group of students only, the demands of modern society for greater language and cultural knowledge imply radical adjustments to literacy teaching and the training of language teachers. In the first chapter of the study, comments relating to conducting and reporting 'scientific research' are made, referring to the ideas of some philosophers of science and to qualitative and quantitative research approaches. Issues relating to language and society, language varieties and attitudes are reviewed in the second chapter. Chapter Three investigates traditional language teaching programmes and language awareness programmes and deliberates whether the latter could possibly influence language attitudes. Chapter Four contains the empirical section of this study. Firstly, the attitudes of several groups of English teacher trainees towards the use of four varieties of South African English in education were assessed. Thereafter, each group of trainees participated in a group discussion and lecture given by myself, the researcher. The lectures and discussions aimed at raising awareness of language varieties, especially as they relate to language learning at school level, and of questions of standard and evaluation and how they influence teachers and students. Then, the same attitude assessment questionnaire was administered to measure the attitudes of the post-test sample towards the use of the same four varieties of South African English. The data collected and impressions gained from observation of the respondents and the researcher's participation in the research situation were analysed and interpreted with the help of statisticians. The results of the pre-test and post-test were compared to determine if the attitudes towards the varieties of English had changed between the two administrations of the questionnaire. Following analysis and interpretation of the research results, Chapter Five explores the field of language teacher education and proposes a framework for a curriculum that would be relevant for the training of language teachers in South Africa. The chapter makes some suggestions as to how language awareness and critical language studies that extend to a critical awareness of genre could contribute to the effective preparation of language teachers.