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.

This thesis analyzes the current state of the language immersion program in Catalonia after its implementation 30 years ago, and after the immigration wave of the last decade. The language immersion is a method of teaching a second language using a language of instruction different than the students’ mother tongue. The Catalan authorities use this as a method for preserving Catalan in the society.The aim of this study is to examine the use of Catalan at school and outside of school by students who have followed the language immersion program. Language attitudes play an important role for the maintenance of a minority language, as Catalan. Therefore, in this study, the informants’ attitudes towards Catalan have also been measured. The method applied is a quantitative method where the informants have answered a written questionnaire. The results show a high level of knowledge of Catalan and its frequent use in the classroom. In contrast, outside of school the Castilian language is more often used. The informants seem to have a positive attitude towards Catalan.The conclusion is that the language immersion works satisfactory in a school context but often fails outside of school.

The majority of the world's population is multilingual, and there is an increase of demands on teachers worldwide to meet pupils' diverse linguistic needs and abilities. This paper on multilingualism aims to explore four Filipino teachers' experiences of working in a multilingual context. The study is based on a sociocultural perspective on language and learning, and views the school as an institution within a larger context. Through thematic interviews, the linguistic environments in the four teachers' classrooms are described. The paper also aims to describe the status of the languages used within the context of the schools, and how the teachers express the correlations between language and identity. The results demonstrate a complex linguistic situation where the teachers have a pragmatic approach to the three languages in their everyday lives, and the use of code-switching is common. English has a high status in the society, which is also noticeable in the classroom, but the teachers work to support pupils' identity development by also allowing them to express themselves in their mother tongue.

Ce travail présente une étude exploratoire de la mise en œuvre d’un dispositif pédagogique particulier (l’Accompagnement Personnalisé) en contexte scolaire (lycée public) en territoire français multilingue d’outre-mer (Saint-Martin). S’il paraît aujourd’hui difficile de penser la didactique sans recourir à une approche linguistique, il va sans dire que l’exemple de la Réforme des Lycées en France en 2010 en renouvelle considérablement la portée. Cette Réforme vise à favoriser la mise en place de nouveaux dispositifs pédagogiques par les équipes éducatives afin d’aider les élèves dans leur cursus scolaire. L’Accompagnement Personnalisé est intégré à l’emploi du temps des élèves au même titre que les autres matières d’enseignement, et relève d’un apprentissage obligatoire et fédéré de droit aux exigences curriculaires. La priorité de ce dispositif est d’assurer la gestion des changements que représente le passage du collège au lycée notamment en classe de Seconde. L’Accompagnement Personnalisé implique le recours à une polyvalence des outils et des supports didactiques lors des soixante-douze heures annuelles dispensées aux élèves, regroupés dans des effectifs réduits, à raison de deux heures hebdomadaires. L’ensemble des prescriptions de la Réforme résulte d’un programme dont la prise en charge dans un contexte socioculturel et linguistique spécifique en renouvelle le contenu. En l’occurrence, l’île franco-néerlandaise de Saint-Martin, dont la partie nord est désormais Collectivité d’Outre-Mer (COM) de la République française depuis 2007 se caractérise par une situation de multilinguisme (anglais, créole, espagnol, français) et pose la question des stratégies pédagogiques et didactiques à adopter dans le cadre de l’enseignement en général, et plus particulièrement du français dans les dispositifs de soutien scolaire. La prise en compte des spécificités langagières du public saint-martinois infléchit les pratiques possibles en invitant à un nouveau positionnement quant à la définition des finalités de tout accompagnement de l’élève plurilingue au sein de sa scolarisation.Cette étude vise à modéliser les rapports peut-être problématiques entre processus interactionnels et situations éducatives. Il s’agit à travers l’exemple de l’Accompagnement Personnalisé, de décrire comment le contenu d’enseignement, l’activité enseignante et celle de l’élève bouleversent le modèle didactique systématique, en lui imposant dans ce contexte multilingue d’enseignement, de nouveaux défis. L’enjeu de cette étude est ainsi de rendre compte de la façon dont les participants (enseignants et élèves) peuvent réorienter praxéologiquement leur point de vue en mobilisant un ensemble de ressources langagières ou non afin de produire des décisions et des réactions les uns face aux autres. La réglementation de l’Accompagnement Personnalisé délimite un faisceau de scenarii pédagogiques où la construction des actions et l’identité des acteurs se jouent dans une interaction permanente entre les prescriptions officielles et le contexte multilingue au travers d’une négociation entre enseignant(s) et élèves. Cette étude s’appuie en particulier sur trois objectifs spécifiques : - délimiter la contextualisation à travers laquelle se construit l’éducation à Saint-Martin ; - recenser un panorama des représentations associées au plurilinguisme des élèves ; - se demander dans quelle mesure l’Accompagnement Personnalisé peut-être un lieu plus ou 
moins favorable à l’expression du plurilinguisme et aux apprentissages. / This work presents an exploratory study of the implementation of the Accompagnement Personnalisé, a particular pedagogic measure used in a public high school in the multilingual French Overseas Territory of Saint-Martin, which provides a personalized programme for the pupils through individual support and mentoring. If nowadays it seems difficult to conceive of education without recourse to a linguistic approach, it goes without saying that the example of the Réforme des Lycées [High School Reform] in France (2010) broadens the scope considerably. This Réforme aims to promote the implementation of new pedagogic methods by the educational teams in order to help the pupils in their schooling. The Accompagnement Personnalisé is integrated into the pupils’ timetable on the same terms as the other subjects, and is part of the compulsory and legally enforced curricular demands. The main aim of the system is to ensure the management of transitions such as the passage from collège [secondary school] to lycée [high school], in particular into the first year of high school at 15-16 years old. The Accompagnement Personnalisé involves the use of a range of educational tools and resources during the seventy-two hours of taught periods allocated to the pupils each year, during which they are regrouped into smaller classes for two hours a week. All the dictates of the Réforme are the result of a larger programme rolled out in a specific sociocultural and linguistic context in which it plays a major part. In this case, the French-Dutch island of Saint-Martin, of which the northern part has been a French Overseas Collectivity since 2007, is characterised by a multilingual environment (English, Creoles, Spanish, French) and presents the question of which educational and didactic strategies to adopt within the framework of teaching in general, and of teaching French in particular. This consideration of the linguistic peculiarities of the Saint-Martinese population influences the choice of practices, and requires a new standpoint in terms of the definition of what any accompagnement [support] of the multilingual pupil aims to achieve within the context of their schooling.The aim of this study is to model the potentially problematic relationships between interactional processes and educative situations. Through the example of the Accompagnement Personnalisé, this study describes how the teaching content, teacher activity and pupil activity disrupt the systematic didactic model, by presenting it with new challenges when taught within this multilingual context. The challenge of this study is therefore to discover the ways in which the participants (teachers and pupils) are able to position their point of view praxeologically by bringing into play, or not, a collection of language resources in order to produce the required decisions and responses. The regulation of the Accompagnement Personnalisé delimits an accumulation of pedagogic scenarii in which the construction of the actors’ actions and identity are performed in a permanent interaction between the official requirements and the multilingual context through negotiation between teacher(s) and pupils. This study focuses particularly on three specific objectives: - to delimit the school context in which education on Saint-Martin is constructed ; - to record an overview of the representations associated with the multilingualism of the pupils ; - to explore the extent to which the Accompagnement Personnalisé may be a more favourable site for the expression of multilingualism.

The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.

South Tyrol, which is situated on the border between Austria and Italy, has been considered a 'peace model' by many nation-states since the creation of the province's autonomy statutes. The objective of these statutes was to allow for minority protection of the German- and Ladin-speaking communities while also permitting Austria to be the 'protector' of South Tyrol even though the province is situated in Italy. Another bi-product of these statutes was the creation of the 'separate but equal' education system, which allowed the German-, Italian- and Ladin-speaking communities to have individual schools in order to protect their culture and language identity. In the past several decades, there has been an increase in 'mixed' marriages with members of differing language groups producing bilingual children. Additionally, civil service positions now require that all applicants have a mandatory comprehension of the L2, or in some cases L3, in order to apply for certain posts. As the education system tries to adjust to local concerns regarding the insufficient teaching of the L2 in monolingual education, the concept of South Tyrol as a 'peace model' is brought into question. In this thesis, I examine how the South Tyrolean school system is reflective of society at large as its divided education mirrors the current fissures existent amongst the language communities. With parents looking for alternative measures to instruct their children in the L2, some residents would prefer a bilingual schooling option to encourage inter-group assimilation. Furthermore, I discuss, outside of education, external social factors in the region which impact L2 learning creating language learning 'blocks' and 'victim' versus 'conqueror' mentalities. The objective of this research is to try and understand how South Tyrol continues to be in transition as the province adjusts to more bilingualism despite the historical need to preserve the language minorities.

Magister Artium - MA / In the thesis, I endeavour to create a platform on which to construct an understanding of 'integration' in a multilingual and multicultural setting, post-apartheid. I have selected UWC as the research site as it is an institution of higher education and an inherently South African one which houses a large number of diverse ethnicities, cultures and languages. I appeal to the poststructuralist approach as it is one that explores the possible sociopolitical, economic and historical influences on which I argue and which forms the backdrop to understanding integration amongst the various groups. I am especially drawn to the topic of integration as there is to date no well-defined definition of what that means in the 'new' South Africa. Different identities are explored in relation to how students identify themselves within their social networks, across various cultures and through language choices. In particular, I look at the three dominant 'South African' groups, namely: Indians, Blacks and Coloureds and also two international student groups, the Batswanas and Chinese. use a qualitative approach and undertake focus groups and one-to-one interviews as well as participant observations and analyzing documentation. Data analysis is achieved through Discourse Analysis of transcribed interviews. One of the conclusions is that integration will not occur overnight. However, the broadening and exercising of linguistic options could be seen as a step in right direction to integration across the various ethnic groups. The study ends with recommendations and gives an overall view of integration at UWC. One of the recommendations is that UWC needs to give students more opportunities to practice their multilinguality and thereby broaden their linguistic repertoire which could in turn facilitate integration. / South Africa

Magister Artium - MA / Much language planning and policy in recent years in South Africa tends to overlook linguistic situations and practices, and focuses on notions of top-down language policy and implementation. This does not fit easily with the current multilingualism dynamics of late post-modern societies, which are increasingly characterized by a culture of consumerism and politics of aspiration. Taking its point of departure from a critical analysis of linguistic practices, in the form of visual literacies (billboards) in a township in South Africa, this thesis aims to draw forth alternative approaches that focus on the notion of sociolinguistic consumption, politics of aspiration and stylization of self, as a means of addressing the linguistic situation, and highlighting implications for language planning and multilingualism. / South Africa

Magister Educationis - MEd / This thesis aims to explore the ways in which space patterns regimes of language use and language attitudes among Cameroonian immigrant children in a primary school in Cape Town. The presence of migrants in any classroom represents a significant challenge from the theoretical as well as practical point of view, given that schools are responsible for both socialization and learning (Gajo & Mondada 1996). Most African countries are going through large-scale migration from rural to urban areas as well as increasing transnational migration due to recent socio-economic and socio-political trends. These flows affect the sociolinguistic economy of the places concerned, not only the individuals within them. Thus immigrants' movement into an urban area not only affects their repertoires, as they find themselves confronted with the task of acquiring the communicative resources of the autochthonous population, but also those of the autochthonous population who find themselves confronted with linguistic communicative processes and resources ‘alien’ to their environment. Similar effects are felt by local educational and other institutions, now faced with learners with widely varying degrees of competence in the required communicative skills. The participants in this study are a group of young migrants from Cameroon where English and French are the two official languages. These learners already have some languages in their repertoire, which may include their mother tongue or either of the two official languages. My focus will be on the multilingual resources of these learners and how they make use of these in the daily life of their new spaces, the school, the homes and community spaces, to construct new social identities. / South Africa

Magister Artium - MA / This thesis examines how multilingual spaces in South Africa are imagined and reconstructed through the use of scripted codeswitching in 7de Laan. It explores how the socio-political discourses and other ideologies from the broader South African context shape and influence the ways in which the soap reconstructs multilingual spaces and the identities that exist within these spaces through language and language practices. In the literature presented in this study I explore various theories and case studies that examine Afrikaans and its indexicality in our contemporary society, the conventions of soap opera in representing reality to society, the role of codeswitching in multilingual mass communication, the policies and ideologies that govern post apartheid television and finally the link between ideology, the media, language and imagined identities.. These five overarching themes often overlap throughout this thesis. My investigation of the main questions set in this thesis is based on a triangulated analysis of (a) a five episode transcript of the soap, (b) solicited viewer perceptions gleaned from questionnaires and (c) unsolicited social media commentaries. This analysis is framed by a poststructuralist critical analysis with a specific focus on how social practices and contemporary ideologies manifest in the discourse of the soap. This approach views discourse as the juncture where identity, stereotypes and power are negotiated, enforced, imagined and challenged. In this thesis I argue that the conspicuous absence of indigenous African languages and the use of standard white Afrikaans as the lingua franca in the soap creates an unrealistic utopian portrayal of the new South Africa that naturalises white Afrikaans culture and marginalises other indigenous cultures and languages. I argue that the soap puts middle class white Afrikaners at the epicentre of South African society thus enforcing the idea that non-whites still need to conform to white Afrikaans standards and norms at the expense of their own culture and languages despite the inception of democracy. The soap offers no depictions of resistance to this dominant white Afrikaans culture, thus misleadingly portraying it as the uncontested dominant culture of the new South Africa. / South Africa