Ce travail est le résultat d'une recherche menées auprès de trois générations de douze familles gabonaises. Il s'appuie sur des entretiens compréhensifs et l'analyse privilégie le tissu discursif des représentations. L'analyse thématique et la triangulation sont les deux outils qui nous ont permis de constituer nos données. Le premier favorise une approche individuelle et transversale des données. Le second accroit la compréhension en exploitant la multiplicité des points de vue sur les thèmes abordés. Si les résultats confortent l'idée d'une érosion des pratiques linguistiques en langue ethnique d'une génération à l'autre (de G1 à G2, puis de G2 à G3), il n'en demeure pas moins que ces langues exercent une influence prégnante sur les positionnements identitaires, lorsque celles-ci sont en rapport avec le groupe ethnique. Les résultats permettent de conclure à un désir visible pour les informateurs d'être reconnus par leur groupe, reconnaissance que n'assure pas (toujours) la filiation biologique. Cependant, la proposition d'un apprentissage formel des langues ethniques ne fait pas l'unanimité dans la mesure où le cercle familial représente encore le cadre légitime de transmission linguistique pour ces langues. Les pratiques linguistiques familiales et le mouvement pendulaire, ville-village, apparaissent, pour le moment, comme des facteurs appropriés et suffisants pour assurer la transmission et la sauvegarde des langues ethniques. / This research is focused on three generations of twelve Gabonese families. It is based on comprehensive interviews and the analysis privileges the discursive aspect of representations. Our datas are based on a thematic analysis and on triangulation. The former allows an individual and transversal approach of the data. The latter exploit the multiplicity of different points of view on tackled issues. If the results confirm the idea of an erosion of the linguistic practices in ethnic language from a generation to the other one (from G1 to G2, then from G2 to G3), the fact remains that these languages have a strong influence on identity positions, when they are linked with the ethnic group. The results allow to conclude that there is a high desire for the informators to be recognized by their ethnic group, recognition from others which is not assured only by the biological filiation. However, the formal learning of the ethnic languages does not make the unanimity as far as the family circle still represents the right frame for ethnic linguistic transmission. The family linguistic practices and the pendulum movement between the cities and the villages appear for now as appropriate and sufficient factors to insure the transmission and the protection of the ethnic languages.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-12-01T15:13:57Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2018-01-22T14:03:06Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Made available in DSpace on 2018-01-22T14:03:06Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Luana Agualuza.pdf: 1639307 bytes, checksum: 89f7a0506ff3a5c7157337c3524d6600 (MD5) / Aliança Francesa (SG), São Gonçalo, RJ / A presente pesquisa tem por objetivo analisar as representações associadas ao aprendizado de línguas estrangeiras e à inserção social, entre estudantes de cursos privados de idiomas da cidade de São Gonçalo, no estado do Rio de Janeiro. Este município é considerado o segundo mais populoso do estado, apresentando um baixo indicador no Índice de Desenvolvimento Humano Municipal (IDHM). Este nível é calculado a partir dos critérios de saúde e longevidade da população, de seu acesso à educação, bem como de sua renda. Contudo, a partir dos anos 2000, sua região central vivenciou um crescimento exponencial no número de cursos privados de línguas estrangeiras. O quadro teórico deste estudo está baseado nos conceitos de mercado linguístico (Bourdieu, 1998, 1989), de modelo gravitacional (Calvet, 2002), de política linguística (Calvet, 2007; Cooper, 1997; Grin, 2002) e de representação linguística (Calvet, 2002; Pereira, 2012; Petitjean, 2009). A abordagem predominante nessa pesquisa é a qualitativa. Os resultados demonstram, no contexto analisado, a relação direta entre a promessa de desenvolvimento econômico da região e a proliferação de cursos de línguas. Por outro lado, a demanda real de formação linguística denota a ausência de políticas linguísticas educacionais para o ensino de línguas estrangeiras no município. Observamos que as representações linguísticas dos estudantes e as escolhas das línguas estudadas reforçam o status da língua inglesa, de acordo com o modelo gravitacional / The aim of this research is to analyse the representations associated with foreign language learning and social insertion among students of private foreign language courses in the city of São Gonçalo, in the state of Rio de Janeiro. This town is considered the second most populated of the state and presents a low Human Development Index (HDI) for cities. This index is calculated by criteria regarding a given population such as health and longevity, as well as its income and access to education. Nevertheless, since 2000, the central side of the city has experienced an exponential growth in the number of private foreign language courses. The theoretical framework of this study is based on the concepts of linguistic marketplace (Bourdieu, 1998, 1989), gravitational model (Calvet, 2002b), language policy (Calvet, 2007; Cooper, 1997; Grin, 2002) and linguistic representation (Calvet, 2002a; Pereira, 2012; Petitjean, 2009), by means mainly of a qualitative research approach. The results show a close relationship between the promise of economic development and the proliferation of language courses in the region and context analysed. On the other hand, the real demand for linguistic education denotes the absence of educational linguistic policies for the teaching of foreign languages in the city. We can observe that the linguistic representations of students, as well as the choice of studied languages, reinforce the status of the English language, according to the gravitational model

En 1989, la proclamation de l'indépendance de la République de Moldavie allait de pair avec les nouvelles lois linguistiques adoptées par le Parlement. L'institualisation de la dénomination de la langue officielle, « langue moldave » (Constitution 1994), rencontra une ferme opposition de la part des intellectuels qui approuvaient la nature linguistique identique du moldave et du roumain. Le glottonyme moldave renvoyait à la période soviétique de la promotion d'une « langue moldave » distincte du roumain, procédé aujourd'hui qualifié d'expérimentation linguistique ayant échouée. À présent, l’aménagement linguistique de la langue d’État exige de la part de la société moldave la recherche des réponses adaptées, en surmontant les contradictions de certaines représentations héritées du passé. La régulation des rapports entre les nouveaux États indépendants issus de l’ex-Union Soviétique connaît, elle aussi, une évolution. Cette évolution conduit à l’installation d’une nouvelle dynamique dans le rapport de différents groupes linguistiques à la langue d’État où ils résident. Nous allons observer comment se produit concrètement la reconnaissance d’une langue en tant que langue d’État (officielle). Quel est le cheminement dans l’aménagement linguistique de la République de Moldavie depuis son indépendance ? Qu’est-ce qui se passe dans l’espace symbolique et imaginaire d’un processus de reconnaissance d’une langue en tant que langue d’État ? Nous observerons la place de la langue d’État de la République de Moldavie dans la société à travers son status et les éléments constitutifs : la règlementation linguistique et les institutions de l’aménagement linguistique, les politiques linguistiques et éducatives, les forces sociolinguistiques en présence (et notamment les représentations qui sont assignées aux langues, etc.). Nous observerons son aménagement normatif, lexical, terminologique, graphique, etc., le rapport au roumain standard. / In 1989 the proclamation of independence of the Republic of Moldova came along new linguistic laws adopted by the Parliament. The institutionalization of the denomination of the official language, Moldavian language (Constitution of 1994), encountered a strong opposition from the intellectuals, who had approved the identical linguistic nature of the Romanian and Moldavian languages. The Moldavian glottonym refers to the Soviet period of the promotion of the Moldavian language distinct from the Romanian language; a conduct today qualified of political manipulation and failed linguistic experiment. From now on the linguistic planning of the State language requires the Moldavian society to look for adapted solutions, by overcoming some contradictions inherited from the past. Regulation of the relationships between the new independent States originated from the ex-Soviet Union is evolving as well. This evolution leads to the installation of a new relationship dynamic between the different ethnic groups and the language of the State they reside in. We will observe how a language is tangibly recognized as a State language (official). Which pathway followed linguistic planning in Republic of Moldova since its independence? What happens in the symbolic and imaginary space of a State language recognition process? We will observe the position of the State language in the Republic of Moldova in the society through its status and constitutive elements: linguistic reglementation and institutions of linguistic planning, linguistic and educational policies, present sociolinguistic forces (and notably the representations that are assigned to languages, etc.). We will observe its normative, lexical, terminological, graphical, etc. relationship to the standard Romanian.