Le dialogue en langues autres que le français a figuré dans un petit nombre de films depuis la naissance du cinéma français. Cependant, l’usage de langues multiples pour (re)négocier les rapports de pouvoir devient un élément thématique et narratif important dans le cinéma contemporain. Dans ces films, la représentation du statut d’une gamme de langues autres que le français est en train d’évoluer. A travers l’apprentissage de la langue et le code-switching stratégique, les personnages obtiennent et exercent le pouvoir de manières novatrices. En exploitant leur connaissance d’une variété de langues, des linguas francas comme l’anglais, à des langues d’immigration, souvent socio-politiquement marginalisées, comme l’arabe ou le kurde, les personnages multilingues de ces films présentent une contre-perspective aux idéologies dominatrices du rôle et du statut de la langue française. Cette thèse examine le rôle du pouvoir social et son rapport avec la langue, tel qu’il est représenté dans les films multilingues français contemporains, en se focalisant en particulier sur quatre études de cas représentatives : Polisse (Maïwenn 2011), Un prophète (Jacques Audiard 2009), Welcome (Philippe Lioret 2009) et London River (Rachid Bouchareb 2009). Ces films sont analysés selon la perspective du multiculturalisme polycentrique, théorie développée par Ella Shohat et Robert Stam. Cette théorie propose « de disperser le pouvoir, de valoriser les dévalorisés, de transformer les institutions et discours subordonnants ». En considérant ces films comme l’illustration d’une tendance plus générale dans le cinéma français, cette thèse montre que les films français multilingues contemporains commencent à remettre en cause les politiques linguistiques qui placent, dans le cadre national, la langue française en position unique de « langue de pouvoir » et à introduire une nouvelle vision des rapports de pouvoir linguistiques, ce qui met en avant la valeur de langues étrangères (même les plus marginalisées historiquement), dans le contexte du cinéma français contemporain. / Dialogue in languages other than French has appeared in a select number of films throughout the history of French cinema. Yet not only is multilingual dialogue vastly more present in twenty-first-century French film, but the use of multiple languages to (re)negotiate power dynamics is a striking narrative and thematic concern in contemporary French cinema. In multilingual film, the depiction of the status of a wide range of languages other than French is evolving from trivialised to deeply complex; through language learning and strategic code-switching, the characters of these films wrest power from one another and wield it in innovative ways. Exploiting their knowledge of a wide range of languages, from rival lingua francas like English to traditionally migrant or socio-politically marginalised languages such as Arabic or Kurdish, multilingual characters in these films offer a counter-perspective to dominating ideologies of the role and status of the French language.This thesis adopts a transnationalist approach to understandings of social power and language, analysing multilingual film through the framework of Ella Shohat and Robert Stam’s theory of polycentric multiculturalism, which “is about dispersing power, about empowering the disempowered, about transforming subordinating institutions and discourses” (Shohat and Stam 1994: 48). Unpacking the power dynamics at play in the multilingual film dialogue of four emblematic case studies (Polisse [Maïwenn 2011], Un prophète [Jacques Audiard 2009], Welcome [Philippe Lioret 2009] and London River [Rachid Bouchareb 2009]), the thesis posits that contemporary French multilingual films, henceforward referred to as CFMFs, represent a move towards revising the representation of language in French cinema, foregrounding the potential of languages other than French (even the maligned or historically disenfranchised) to empower their speakers and to transcend the traditional integrationist paradigm.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-03-27T11:41:42Z No. of bitstreams: 1 Cassiane Ogliari.pdf: 3383228 bytes, checksum: 38db90b3bb51b121a548802be80947ca (MD5) / Made available in DSpace on 2015-03-27T11:41:42Z (GMT). No. of bitstreams: 1 Cassiane Ogliari.pdf: 3383228 bytes, checksum: 38db90b3bb51b121a548802be80947ca (MD5) Previous issue date: 2013-09-13 / Nenhuma / O objetivo desta pesquisa é refletir sobre os equivalentes de tradução do domínio do futebol no âmbito de um projeto multilíngue baseado nos preceitos da Semântica de Frames (Fillmore, 1982; 1985). Tal proposta fundamenta-se na hipótese de que, ao tratar-se de um domínio específico, como o do futebol, no qual o plano conceitual de dois idiomas seja comparável, as equivalências lexicais podem ser abordadas de forma a privilegiar a relação da unidade lexical com o frame ao qual ela pertence, que seria relacionável em ambos os idiomas. Para verificar a procedência desta hipótese, o trabalho está subdividido em três capítulos principais: 1) Tradução, Língua e Cultura, que aborda o tema das equivalências de tradução, dos diferentes tipos de equivalência e das estratégias para definição de equivalências; 2) Semântica de Frames e Linguística Cognitiva, que aborda os preceitos da Semântica de Frames e exemplifica seu emprego no desenvolvimento de bases de dados lexicais; e 3) Frames e multilingualidade, que aborda a forma como o conceito de frames pode influenciar em trabalhos em mais de um idioma e apresenta os Dicionários Kicktionary e Kicktionary_Br Copa 2014 (projeto ao qual a presente pesquisa está vinculada). A parte aplicada da pesquisa prevê dois diferentes momentos: 1) Análise de uma amostra de 100 unidades lexicais em inglês e português com o intuito de verificar os tipos de equivalências predominantes no corpus; e 2) Reflexão específica sobre cada um dos três tipos de equivalência encontrados no corpus da pesquisa. Finaliza-se apresentando casos de equivalência exata de conteúdos, intersecção de conteúdos e de equivalência por superioridade e faz-se uma reflexão sobre as entradas lexicográficas destas equivalências no dicionário do futebol, Kicktionary_Br Copa 2014. / This research aims at reflecting about the translation equivalents on the soccer domain regarding to a multilingual project based on the fundamentals of Frame Semantics (Fillmore, 1982; 1985). This proposition underlies on the hypothesis that, when dealing with a specific domain, as soccer, in which the conceptual plan of both language is comparable, the lexical equivalences can be observed in a way to privilege the relation between the lexical unit and its frame, which would also be comparable in both languages. To be able to test this hypothesis, this study is subdivided in three chapters: 1) Translation, Language and Culture, that deals with translation equivalence, the different kinds of equivalence and the strategies to define equivalences; 2) Frame Semantics and Cognitive Linguistics, that talks about the principles of Frame Semantics and exemplifies their use when developing a lexical database; and 3) Frames and Multilingualism, that approaches the way in which the concept of frame can influence in multilingual studies and presents the dictionaries Kicktionary and Kickionary_Br 2014 World Cup (project which this dissertation in linked to). The applied part of this research mentions two moments: 1) The analysis of a sample composed by 100 lexical units in English and Portuguese with the objective of verifying the dominant kinds of equivalence with more frequency in our corpus; and 2) The specific reflection about each of the three kinds of equivalence found in corpus. In its last part, this study presents cases of exact equivalence of content, intersection of content and superiority equivalents and ponders about the lexical entries of such equivalences in the soccer dictionary, Kickionary_Br 2014 World Cup.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-11-08T13:21:27Z No. of bitstreams: 1 César Augusto González_.pdf: 25221815 bytes, checksum: 7201e1c307aa3f2475aea0eb25345c2d (MD5) / Made available in DSpace on 2018-11-08T13:21:27Z (GMT). No. of bitstreams: 1 César Augusto González_.pdf: 25221815 bytes, checksum: 7201e1c307aa3f2475aea0eb25345c2d (MD5) Previous issue date: 2018-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares / A presente tese versa sobre práticas pedagógicas desde uma perspectiva de Pedagogia da Variação Linguística. Seu objetivo é oferecer concretude ao conceito de Pedagogia da Variação Linguística por meio do registro e da análise de práticas pedagógicas adotadas por um professor-pesquisador, com vistas a oxigenar o debate acerca do ensino e da aprendizagem de línguas, incluindo alternativas para o respeito e a valorização do multilinguismo e da diversidade linguística. A pesquisa fundamenta-se sobre os conceitos de Variação Linguística e de Projetos de Letramento. Assume-se uma concepção filosófica sócio-construtivista e adota-se uma metodologia qualitativa. Nessa toada, aborda-se a construção de uma Pedagogia da Variação Linguística por meio de uma pesquisa-ação, na qual o pesquisador planeja, implementa e avalia mudanças em sua própria prática pedagógica. Ao longo de todo um ano letivo, na condição de professor da disciplina de Língua Portuguesa e Literatura Brasileira em um Instituto Federal localizado no Norte do Rio Grande do Sul, o pesquisador implementou práticas que foram registradas por meio da manutenção de um caderno de campo e da catalogação de documentos (planejamento das aulas, textos e tarefas de alunos). Ao final do ano letivo, com o intuito de dar voz aos alunos, constituíram-se grupos focais, os quais tematizaram as aulas de Língua Portuguesa ao longo do ano letivo e a concepção de Variação Linguística dos alunos. A triangulação dos dados permitiu analisar as práticas pedagógicas adotadas, que se revelaram muito profícuas no sentido de construir sentidos positivos para a Variação Linguística, identificando-a com riqueza sociocultural. As práticas adotadas também se revelaram importantes para o reconhecimento e a valorização do multilinguismo, entendido como relevante para a reverberação das diferentes vozes sociais. Conclui-se que a Pedagogia da Variação Linguística possui grande potencial para oxigenar o debate sobre Educação Linguística, incluindo um esforço em pautar o multilinguismo e a diversidade linguística na aula de Língua Portuguesa. / This thesis is about pedagogical practices from a perspective of Pedagogy of the Linguistic Variation. It aims to offer concreteness to the concept of Pedagogy of the Linguistic Variation by means of the record and the analysis of pedagogical practices assumed by a professor-researcher with a view to stimulate the debate about language teaching and learning, including alternatives for the respect and the appreciation of multilingualism and linguistic diversity. The research is based on concepts of linguistic variation and literacy projects. A socio-constructivist philosophical conception is assumed and a qualitative methodology is adopted. In this sense the construction of a Pedagogy of the Linguistic Variation is approached by means of an action research, in which the researcher plans, implements and evaluates changes in his own pedagogical practices. During the whole academic year, as the professor of Portuguese Language and Brazilian Literature discipline in a Federal Institute that is in Northern Rio Grande do Sul, the researcher implemented practices that were recorded by means of the maintenance of a field notebook and of the cataloging of documents (class planning, students’ texts and assignments). At the end of the academic year, with the purpose of giving voice to students, focus groups were formed. These groups discussed the Portuguese Language classes during the academic year and the students’ conception of Linguistic Variation. The triangulation of data allowed to analyze the pedagogical practices that were adopted, which turned out very profitable in the sense of constructing positive meanings for the Linguistic Variation, identifying it with a socio-cultural wealth. The adopted practices also turned out important for the recognition and appreciation of the multilingualism, understood as relevant for the repercussion of different social voices. It is concluded that the Pedagogy of the Linguistic Variation has a great potential to foment a debate about Linguistic Education, including an effort to discuss the multilingualism and the linguistic diversity in Portuguese Language class.

Made available in DSpace on 2016-04-27T18:12:01Z (GMT). No. of bitstreams: 1 Karin Luzia Ximenes de Genaro.pdf: 426613 bytes, checksum: 644f6d93eb5d812d0746feb0ef63d005 (MD5) Previous issue date: 2013-07-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The oral language acquisition of children exposed to two or more languages in addition to a clinical demand is justified as a problem of scientific research. Objective: To comparatively analyze the phonological performance of Brazilian children aged 3; 3-6; 0 years, attending monolingual or bilingual schools. Method: A quantitative research developed through exploratory study. Casuistry: 120 Brazilian children, children of father and mother Brazilian Portuguese speakers who attend bilingual school (Research group / GP) and 51 children who attend school also Brazilian monolingual (control group / GC). Procedure: The subjects of GP and GC were evaluated individually by the researcher through the instrument to assess the ABFW Phonology Test (Wertzner, 2000). Criteria for interpretation of results: We performed a descriptive analysis of the data by means of absolute and relative frequencies, measures of central tendency (mean and median) and dispersion (standard deviation, minimum and maximum). For the age variable, we used the nonparametric Mann-Whitney test. To analyze the association between the independent variables and the qualitative dichotomous outcome children without phonological impairment and phonological dysfunction, we used the chi-square test. Results and discussion: the majority of subjects in this study (83.6%) had no change phonological and when they were present, only the gender variable was not associated with the presence of phonological change. Regarding age, also showed an association with phonological disorders. It can be said that bilinguals were less likely to phonological disorders when compared to monolinguals, regardless of variations in their median age. Conclusion: In this population, the simultaneous acquisition of two languages by Brazilian children inserted into linguistic environment coincident with their mother tongue, did not impair the acquisition of phonological Portuguese / A aquisição de linguagem oral de crianças expostas a duas ou mais línguas, além de uma demanda clínica, justifica-se como problema de investigação científica. Objetivo: analisar comparativamente o desempenho fonológico de crianças brasileiras, na faixa etária de 3;3 a 6;0 anos, que frequentam escolas bilíngues ou monolíngues. Método: Pesquisa de natureza quantitativa desenvolvida por meio de estudo exploratório. Casuística: 120 crianças brasileiras, filhas de pai e mãe brasileiros falantes da língua portuguesa que frequentam escola bilíngue (Grupo pesquisa/GP) e 51 crianças também brasileiras que frequentam escola monolíngue (Grupo controle/GC). Procedimento: Os sujeitos do GP e GC foram avaliados individualmente pela pesquisadora por meio do instrumento para avaliação da Fonologia do Teste ABFW (Wertzner, 2000). Critérios de interpretação dos resultados: Foi realizada a análise descritiva dos dados por meio de frequências absolutas e relativas, medidas de tendência central (média e mediana) e dispersão (desvio-padrão, mínimo e máximo). Para variável idade, utilizou- se o teste não paramétrico Mann-Whitney. Para a análise da associação entre as variáveis independentes qualitativas e o desfecho dicotômico crianças sem disfunção fonológica e com disfunção fonológica, utilizou-se o teste do qui-quadrado. Resultados e discussão: a maioria dos sujeitos desta pesquisa (83,6%) não apresentou alterações fonológicas e, quando estas estiveram presentes, somente a variável sexo não se mostrou associada a presença da alteração fonológica. Quanto à idade, também observou-se associação com alterações fonológicas. Foi possível afirmar que os bilíngues apresentaram menor probabilidade de alterações fonológicas quando comparados aos monolíngues, independentemente das variações nas respectivas medianas de idade. Conclusão: Na população estudada, a aquisição simultânea de duas línguas por crianças brasileiras inseridas em ambiente linguístico coincidente com a sua língua materna, não prejudicou a aquisição fonológica do português

Orientador: Erotilde Goreti Pezatti / Banca: Aryon Dall'Igna Rodrigues / Banca: Wilmar da Rocha D'Angelis / Banca: Cristina Martins Fargetti / Banca: Niminon Suzel Pinheiro / Resumo: Os índios Kaingáng do Oeste Paulista, após o processo de pacificação, foram levados a viver em aldeias, demarcadas pelo Governo e administradas pelo SPI - Serviço de Proteção ao índio (hoje FUNAI). A primeira aldeia que surgiu desse processo foi a de Icatu, localizada a 8 km da cidade Braúna, no Oeste Paulista. Os professores Kaingáng de Icatu atualmente demonstram a preocupação com o ensino da língua, já que, segundo eles, a fala e a escrita do Kaingáng do Sul não correspondem com a do Kaingáng de São Paulo e que há diferenças entre as duas variedades. Para verificar se as observações dos Kaingáng paulistas têm fundamento, propusemo-nos em descrever o dialeto Kaingáng paulista da aldeia Icatu, comparando-o com o dialeto Kaingáng do Sul. A hipótese é a de que a divergência entre as duas variedades do Kaingáng se deve ao contato do Kaingáng de Icatu com a língua terena, também falada nessa aldeia, e, principalmente, com o português, atualmente a primeira língua. Para tanto, investigamos a ordenação e as categorias Tempo, Modo e Aspecto (TAM), diferenciando aspectos morfossintáticos mais visíveis entre as duas variedades. Para averiguarmos a ordenação e a categorização do TAM no Kaingáng do Sul, utilizamos os trabalhos de Wiesemann (1967, 1971, 2002), D'Angelis (2004, 2005) e Gonçalves (2007, 2009a, 2009b, 2010a, 2010b). E, para mostramos os aspectos relacionados à sintaxe do Kaingáng paulista, embasamo-nos em Cavalcanti (1987), D'Angelis e Silva (2000), D'Angelis (2002a, 2002b, 2006a, 2006b, 2008a, 2008b). O corpus analisado compõe-se de sentenças e narrativas produzidas por professores Kaingáng da aldeia paulista de Icatu, com a ajuda de uma das falantes mais velhas. Ao compararmos o dialeto paulista de Icatu com o do Sul, notamos que, apesar de sua obsolescência e sua ortografia distanciada da ortografia do dialeto do Sul, a morfossintaxe... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Kaingáng Indians from the western region of the State of São Paulo, after undergoing a pacification process, were taken to live in villages lined off by the government and managed by the Indian Protection Service [SPI - Serviço de Proteção ao Índio] (currently, FUNAI). Located 8 km away from the city of Braúna, in western São Paulo State, Icatu is the first village built out of this process. Currently, Kaingáng teachers from Icatu show concern about teaching the language, since, according to them, the spoken and written aspects of the Kaingáng from the South do not correspond to those of the Kaingáng from São Paulo. They also claim that there are differences between these two varieties. In order to verify that those claims about the Kaingáng from São Paulo are accurate, we endeavored in describing the Kaingáng dialect from São Paulo State, specifically from Icatu, comparing it to the Kaingáng dialect from the South. Our hypothesis suggests that the differences between both varieties of the Kaingáng are explained by the contact of the Kaingáng people from Icatu with the Terena language, also spoken in this village, and, mainly, with the Portuguese language, currently their first language. So, we investigated both the order and the Time, Mode and Aspect categories [TAM - Tempo, Modo, Aspecto], differentiating the most visible morphosyntactic aspects between the two varieties. In order to verify the order and the TAM categories in the Kaingáng from the South, we used written materials from Wiesemann (1967, 1971, 2002), D'Angelis (2004, 2005) and Gonçalves (2007, 2009a, 2009b, 2010a, 2010b). Also, in order to show the syntax-related aspects of the Kaingáng from São Paulo, we based our study on Cavalcanti (1987), D'Angelis e Silva (2000), D'Angelis (2002a, 2002b, 2006a, 2006b, 2008a, 2008b). The analyzed corpus is comprised of sentences and narratives put together... (Complete abstract click electronic access below) / Doutor

This dissertation brings together a study of French and Arabic literature and the cultural history of post-independence Lebanon (1943—1975). It is intended first as a contribution to post-colonial criticism and historical literature on decolonization. Second, as a contribution to literary and historical research on multilingualism, as it undergoes various changes to recover “sub-national” narratives, gestures and behaviours that subvert ideas about homogenous national identities. It begins with a set of questions about language: in the context of multi-ethnic and multi-religious societies, such as Lebanon, what is the place of language in configurations of diversity, and what is its relationship with religion? What relationships do minorities seek or preserve with the national language at or after decolonization, and how does this affect their relationship with the state? Why do some collectives assert linguistic homogeneity and why do others promote more room? Finally, can language acquire indigeneity? While multilingualism in modern-day Lebanon is a wide-spread social practice, it is far from simple. I argue that in the aftermath of independence in 1943, a forgotten and eventually failed project of bilingualism was promoted by a conservative, nationalist and mainly Christian Maronite network of intellectuals, writers and academics attached to the Francophone university in Beirut. The project raised red flags for partisans of Arabic in Lebanon who argued that bilingualism was nothing more than a conceptual “fig leaf” for maintaining a colonial tie with France as well as an established cultural and political status quo that worked in favor of Lebanon’s Maronites. The project therefore failed to be adopted by a wider, national collective. Well before the start of the Lebanese Civil War in 1975, the project was dropped even by those who had initially rallied to its cause. This work analyzes bilingualism at the encounter of literature, law and the social sciences, both as disciplinary approaches and respective local discourses. In this way, I examine how descriptive, prescriptive and imaginary genres converge in the discourse of nation-building. Through a constellation of readings of debates over the place of bilingualism in legal education, cultural anthropology, and the literary field, and a close reading of French and Arabic literary works, this study asks how the strategic use of language by newly independent citizens casts a light on bilingualism as a multidimensional social and discursive reality and not a purely linguist or literary phenomenon as is often considered. My theoretical point of departure, therefore, is to study how language can play a role in constructing a knowledge-based discourse that incorporates law, literature, and the social sciences. There are two crucial aspects of this story that run throughout the histories and texts I engage with in this project. The first is that the project of bilingualism was part of a wider interest in making national identity defined by bilingualism. In so doing, it diluted the radical alterity nominally attached to multilingualism in the national setting. Yet the bilingual project might also be considered a radical one. In part, it setting out to enforce the re-signification of bilingualism in a postcolonial era, it sought, to an extent, to attenuate the centrality of the confessional structures of state. The project therefore draws our attention to the kinds of thought experiments that developed in the process of decolonization and the early years of the Cold War, a mode of creative thinking that was dropped and replaced by more hegemonic structures. But its failure indicates why, when this idea was deployed, it became the price to pay for the expected unity of the national collective. Ultimately, the bilingual project was vulnerable to critique and the failure of its re-signification was due to it being slated as an elite postcolonial project legitimizing Christian power in “cultural” terms. A second crucial aspect of this story is that the project, while representing a failure, is nevertheless conceptually critical for several reasons. This project of linguistic diversity engendered a new politics of interpretation of text and society that led intellectuals, academics, writers and politicians to articulate the cultural stakes of the new nation-state. Indeed what we risk missing in the representation of bilingualism —as elite, conservative, confessional and colonial— is that the project generated a culture of textual critique based on the language of diversity and difference in law, the social sciences and literature. The bilingual project demonstrates the extent to which the disciplines of law, social sciences and literature in Lebanon co-constituted one another after independence. The failure of bilingualism therefore produced new forms of cultural knowledge, and is a small but important feature of post-independence Lebanon.

Ce travail doctoral s’intéresse à la pratique de l’intercompréhension dans un contexte officiellement bilingue, à savoir une Haute école spécialisée en Suisse. Les langues utilisées dans les échanges entre membres de l’école (enseignants, étudiants, employés) sont l’allemand et le français, selon le principe du « chacun parle sa langue », calqué sur les pratiques de l’administration fédérale suisse. Les langues en présence sont distantes, par opposition aux langues proches ou voisines. Ce mode de communication nécessite de la part des participants des compétences réceptives dans la langue partenaire ainsi que des compétences communicationnelles pour interagir dans un contexte bilingue.Cette étude se donne comme objectif de comprendre comment les participants à une réunion bilingue choisissent la/les langue(s) pour communiquer. La question est de savoir si le principe de s’exprimer chacun dans sa langue est respecté ou si une langue domine les échanges. Le cas échéant, divers paramètres influencent le choix de la langue. Des réunions de cette école ont été enregistrées de manière à observer la répartition de l’utilisation des langues en contexte de communication professionnelle. Ce corpus de réunions a été complété par des entretiens semi-directifs, menés auprès de membres de l’école.L’institution propose des cursus en allemand et en français et par là, encourage le bilinguisme des étudiants. La communication bilingue fait également l’objet d’un enseignement dans le cadre d’un cours de langue bilingue, réunissant des étudiants francophones et germanophones. À l’inverse de la pratique de l’intercompréhension, les apprenants s’expriment dans la langue cible. Un tel cours soulève des questions quant à l’approche adoptée par les enseignants pour favoriser l’apprentissage et quant aux stratégies de communication développées par les étudiants. La portée de ce cours observé sur trois années, a été étudiée grâce aux documents de cours, à des enregistrements effectués par les étudiants et les textes réflexifs de ceux-ci.Afin d’assurer le succès de la communication dans ce contexte bilingue, les interlocuteurs, natifs et non-natifs, adaptent leur discours et mettent en place des stratégies, tout en puisant dans leur répertoire plurilingue, que ce soit en contexte professionnel ou en contexte d’apprentissage. / This doctoral research is interested in the practice of intercomprehension in an officially bilingual context: a department of a university of applied sciences in Switzerland. The languages used in exchanges between members of the school (lecturers, students, employees) are German and French, according to the ‘each speaks their own language’ principle, based on the practices of the Swiss federal administration. Languages in presence are distant, in contrast with the languages from the same family. This communication mode requires from the participants receptive skills in the other language as well as general communicative competence to interact in a bilingual context.The objective of this study is to understand how the participants in a bilingual meeting choose the language(s) in which to communicate. The question is whether the ‘each speaks their own language’ principle is respected or if one language dominates the meetings. In this case, various parameters influence the choice of the language. Several meetings at this department were recorded in order to observe the distribution of languages used in a professional communication context. This corpus of meetings was supplemented by semi-structured interviews with members of the department.The institution offers degree programmes in German and in French and in that way encourages bilingualism in the students. Furthermore, bilingual communication is also the objective in a bilingual language module, uniting French- and German-speaking students, in which, contrary to the practice of intercomprehension, learners expresses themselves in the target language. Such a module questions the pedagogic approach adopted by lecturers and the communication strategies developed by students. The impact of this module, observed over three years, was studied using module documents, audio-visual recordings of student performance and reflexive texts written by the students. To ensure the success of communication in this bilingual context, the interlocutors, both native and non-native speakers, adapt their speech and use strategies, while mining their multilingual repertoire, in professional or educational contexts. / Diese Doktorarbeit untersucht die Praxis der Interkomprehension im offiziell zweisprachigen Kontext einer Schweizer Fachhochschule. Die von den Lehrpersonen, Studierenden und Mitarbeitenden verwendeten Sprachen sind Deutsch und Französisch. Sie werden nach dem Prinzip "jeder und jede spricht die eigene Sprache" angewendet, analog zur Praxis in der Schweizer Bundesverwaltung. Deutsch (germanische Sprache) und Französisch (romanische Sprache) stammen nicht aus dem gleichen Zweig der indogermanischen Sprachfamilie und sind folglich nicht nah verwandt. Diese Art zu kommunizieren verlangt von den Teilnehmenden deshalb ausgeprägte rezeptive Kompetenzen in der Partnersprache sowie auch kommunikative Kompetenzen, um in diesem zweisprachigen Kontext interagieren zu können.Diese Studie hat zum Ziel zu verstehen, wie die Teilnehmenden an einer zweisprachigen Sitzung ihre Sprache(n) wählen, um zu kommunizieren. Es soll aufgezeigt werden, ob das Prinzip "jeder und jede in der eigenen Sprache" respektiert wird oder ob eine Sprache den Austausch beherrscht. Verschiedene Parameter beeinflussen hier die Sprachwahl. Um die Verteilung der Sprachverwendung im beruflichen Kontext zu untersuchen, wurden Sitzungen aufgezeichnet. Dieser Korpus wurde mit Leitfadeninterviews ergänzt, die mit Mitarbeitenden der Fachhochschule geführt wurden. Die Schule führt Sprachkurse in Deutsch und Französisch durch und fördert so die Zweisprachigkeit der Studierenden. Die zweisprachige Kommunikation wird auch im Rahmen eines zweisprachigen Sprachkurses mit deutsch- und französischsprachigen Studierenden vermittelt. Im Gegensatz zur Praxis der Interkomprehension drücken sich die Lernenden hier aber in der Zielsprache aus. Bei so einem Kurs interessieren einerseits die von den Lehrpersonen verwendeten Methoden und andererseits die von den Studierenden entwickelten Kommunikationsstrategien. Die Wirkung dieses Kurses wurde über drei Jahre hinweg mit Hilfe der Kursunterlagen, von Audioaufnahmen und Lernreflexionstexten der Studierenden untersucht. Um in diesem zweisprachigen Kontext erfolgreich zu kommunizieren, passen die Sprechenden, ob Muttersprachler oder nicht, ihren Diskurs an. Sie legen sich Strategien zurecht und schöpfen aus ihrem mehrsprachigen Repertoire, sei es nun im beruflichen oder im Lernkontext.

Dans cette recherche-action nous avons mis en place un dispositif pédagogique visant à faire développer la compétence stratégique orale d’un groupe d’étudiants plurilingues apprenant l’espagnol au Campus Européen Franco-Allemand de Sciences Po Paris, situé à Nancy (France). Nous avons enseigné des stratégies de communication orale spécifiques dans le but d’étudier les effets de cet enseignement à partir, d’un côté, de l’utilisation des stratégies par les étudiants, avant et après notre intervention et, d’un autre côté, de leurs opinions sur le dispositif pédagogique. Plusieurs instruments de recherche ont été utilisés dans le but de recueillir un nombre important de données qui ont permis de répondre aux quatre questions de recherche : (1) Quelles sont les stratégies de communication orale utilisées par les étudiants en début et en fin de recherche ? (2) L’enseignement de stratégies de communication orale spécifiques fait-il augmenter l’utilisation de ces stratégies ? (3) Quel apport fait l’entretien rétrospectif à la recherche sur l’enseignement des stratégies de communication orale ? (4) Quel bilan font les étudiants de l’enseignement/apprentissage des stratégies de communication orale spécifiques en cours ? Les analyses ont été faites sur quatre tâches langagières monologales avant et après notre intervention pédagogique. Les résultats montrent que les étudiants ont utilisé davantage les stratégies enseignées et diminué l’utilisation des stratégies qui n’ont pas été enseignées. On observe également que le niveau de langue s’est amélioré. En ce qui concerne l’apport de l’entretien rétrospectif, cette technique nous a donné accès à des données « invisibles » qui nous ont aidé à comprendre une partie des processus mentaux qui ont amené les étudiants à produire différentes stratégies de communication orale. Enfin, les apprenants ont dit qu’ils ont apprécié et tiré profit de cette expérience pédagogique. / In this action research we have designed a pedagogical program aimed at developing the strategic competence of a group of multilingual students learning Spanish at the European Franco-German Campus of Sciences Po Paris in Nancy (France). We taught specific oral communication strategies in order to study the effects of this learning experience based, on the one hand, on students’ use of strategies before and after our intervention and, on the other hand, on their opinions and attitudes towards the learning of strategies in the classroom. We used several research instruments to collect a significant amount of data that allowed us to answer our four research questions: (1) What are the oral communication strategies used by the students at the beginning and end of the research? (2) Does the teaching of specific oral communication strategies raise the use of these strategies? (3) What impact do retrospective interviews have on our research? (4) What are the students’ attitudes towards the teaching of specific oral communication strategies? The data analyzed was collected from four monological language tasks before and after our intervention. Results show that the use of taught strategies increased whereas the use of non-taught strategies decreased. It was also observed that students’ language proficiency improved. Regarding the contribution of the retrospective interviews to our research, this technique helped us to access “invisible” data that allowed us to understand some of the mental processes that led learners to produce a range of communication strategies. Finally, students stated that they enjoyed and learned from this learning experience. / En esta investigación-acción, hemos creado un dispositivo pedagógico destinado a desarrollar la competencia estratégica oral de un grupo de estudiantes multilingües que aprenden español en el Campus Europeo Franco-Alemán de Sciences Po Paris, ubicado en Nancy (Francia). Hemos enseñado estrategias de comunicación oral específicas para estudiar los efectos de esta enseñanza a partir, de un lado, del uso de estrategias por parte de los estudiantes, antes y después de nuestra intervención y, de otro lado, de sus opiniones sobre el dispositivo pedagógico. Se utilizaron varios instrumentos de investigación para recoger una gran cantidad de datos a fin de responder a las cuatro preguntas de investigación: (1) ¿Cuáles son las estrategias de comunicación oral utilizadas por los estudiantes al principio y al final de la investigación? (2) ¿La enseñanza de estrategias específicas de comunicación oral hace aumentar el uso de estas estrategias? (3) ¿Qué aporta la entrevista retrospectiva a la investigación sobre la enseñanza de estrategias de comunicación oral? (4) ¿Qué balance hacen los estudiantes de la enseñanza/aprendizaje en clase de estrategias de comunicación oral específicas? Los análisis se realizaron en cuatro tareas orales (monólogos) antes y después de nuestra intervención pedagógica. Los resultados muestran que los estudiantes usaron más las estrategias enseñadas y disminuyeron el uso de estrategias que no fueron enseñadas. También observamos que el nivel de lengua mejoró. Con respecto al aporte de la entrevista retrospectiva, esta técnica nos dio acceso a datos “invisibles” que nos ayudaron a comprender algunos de los procesos mentales que llevaron a los estudiantes a producir diferentes estrategias de comunicación oral. Finalmente, los estudiantes dijeron haber disfrutado y sacado provecho de esta experiencia pedagógica.

This thesis studies the interaction between language, people and culture in England in the century either side of 1300 by analysing the use of French in three Middle English texts: Laȝamon's Brut, Kyng Alisaunder, and Handlyng Synne. I explore the ways in which these texts exploit the sociocultural implications of French elements to negotiate the expression of collective identity, and consider what that suggests about the texts' audiences. This exploration also provides insights into the sociolinguistic relation between English and French. Specifically, I add to recent work on multilingualism within texts by providing a more systematic approach than has been adopted hitherto. Since this period saw the largest influx of French-derived vocabulary in English, evaluating the use of French elements requires consideration of the extent to which that vocabulary had become integrated in English. This aspect has not so far been included in studies of multilingualism in texts, and in approaching it this thesis brings together previous work on loanwords to offer a systematic methodology. Chapters 2 to 4 treat the lexis of the individual texts. Study of the broader context of the French elements in chapter 5 shows that they are distributed evenly across the texts and the majority are introduced independently of the source texts. Those that were carried over from the source texts were not adopted into Middle English more generally. Appeal to a specific register better explains the appearance of clusters. Chapter 6 concludes that the implications of the French elements in these texts centre on the negotiation of social and cultural identity. No clear support was found for the use or avoidance of French elements to express ethnic or religious identity in these texts. The style of both versions of Laȝamon's Brut was confirmed to be the result of redactors' choices and not the state of the language as a whole, since most French-derived words in either version were apparently well integrated by 1300. On a larger scale, the amount of well-integrated lexis of French origin in Handlyng Synne demonstrates the extent to which French-derived vocabulary had become accessible as early as 1300. Lastly, the atypical, specialised French elements in Kyng Alisaunder are best explained by supposing its initial audience included those with extensive knowledge of French. This supports the hypothesis of continuity of audience between French and Middle English literary culture.

La motivation première de ce doctorat en cotutelle est de décrire, de caractériser et de mieux comprendre les pratiques plurilingues en milieu professionnel en croisant les perspectives allemandes et françaises. Les deux terrains de recherche sélectionnés sont une entreprise aéronautique européenne et l’UNESCO. Ils ont des caractéristiques linguistiques similaires : l’utilisation de l’anglais comme langue véhiculaire, la localisation d’un site à Hambourg en Allemagne, leurs sièges sociaux respectifs en France, des communications régulières avec des sites en zone hispanophone, ainsi que l’offre de cours d’anglais, de français, d’allemand et d’espagnol auprès de leurs employés. La recherche se donne trois objectifs : comparer le « prescrit » par les politiques linguistiques, identifier les situations précises liées à des pratiques plurilingues en milieu professionnel et repérer les rôles des salariés selon le vecteur de communication choisi. On fait l’hypothèse que le discours officiel qui enjoint d’utiliser l’anglais laisse, en fait, de la place aux échanges multilingues lors de différentes activités quotidiennes. Les réglementations linguistiques au plan européen, au plan national et au niveau entrepreneurial sont exposées, puis les recherches menées dans les milieux professionnels sont introduites pour faire émerger la problématique. Dans la mesure où le recueil des données est basé sur la démarche de la triangulation au moyen de questionnaires, d’entretiens ainsi que d’enregistrements et d’observations de réunions, il amène à analyser des discours de différentes natures. A partir de la question de cadrage, envisagé au plan linguistique comme au plan sociologique, on essaie d’établir le lien entre posture professionnelle et pratiques langagières. Il semblerait que les faits de pluri-compétences, de pluri-linguisme, de multi-linguisme et de pluri-activités donnent matière à repenser nos méthodologies d’enseignement des langues. / The pre-eminent goal of the present doctoral thesis, developed under a double supervision, is to describe, to characterize and to understand better the multilingual practice in the professional sphere by crossing the German and French perspectives. The chosen fields of research are a European aviation company and the UNESCO. Both of them have in common similar linguistic characteristics: the use of English as a lingua franca, the location of a branch in Hamburg (Germany), their headquarters in France, regular communication with sites in Spanish-speaking areas as well as the offer of English, French, German and Spanish courses for their employees. The research serves a triple objective: comparing the linguistic policy rules, identifying the exact situations linked to multilingual practices in the professional field and exploring the employees’role according to the communication vector chosen. I hypothesize that, in fact, the official discourse which explicitly prescribes the use of English, leaves room for multilingual exchanges in different daily activities. To start with, the linguistic regulations are explained on the European, the state and the entrepreneurial level. Then, the research done in the professional sphere as well as the problem itself are presented. As the collection of research material is based on a triangulation which is carried out with the help of questionnaires, interviews, recordings and observations of meetings, our method requires analysing different types of discourse. Departing from the question of the surroundings which is considered in a linguistic as well as sociological respect, I pursue to establish a link between the professional stance and the linguistic practices. Apparently the multiple competences, multilingualism, polyglotism and multiple activities situations recommends a reassessment of our teaching methods for languages. / Das vorrangige Anliegen dieser unter Doppelbetreuung entstandenen Dissertation ist es, diemehrsprachigen Praktiken im beruflichen Umfeld, mit Hilfe eines deutsch-franzosichenPerspektivwechsels zu beschreiben, zu charakterisieren und besser zu verstehen. Die zweigewählten Untersuchungskontexte sind ein europäisches Luftfahrtunternehmen und dieUNESCO. Beide weisen ähnliche sprachliche Merkmale auf: die Verwendung des Englischenals Verkehrssprache, die Ansiedlung einer Außenstelle in Hamburg (Deutschland), ihrejeweiligen Firmensitze in Frankreich, regelmäßiger Austausch mit Standorten inspanischsprachigen Gebieten ebenso wie das Angebot von Englisch-, Französisch-, DeutschundSpanischkursen, für ihre Mitarbeiter. Die Forschungsarbeit setzt sich drei Ziele: das vonder Sprachpolitik "Vorgeschriebene" zu vergleichen, diejenigen Situationen genau zuidentifizieren, die mit bestimmten mehrsprachigen Praktiken im beruflichen Umfeldverbunden sind, und die Rolle der Arbeitnehmerinnen und Arbeitnehmer nach den jeweilsgewählten Kommunikationsträgern der ausfindig zu machen. Es wird die Hypotheseaufgestellt, dass der offizielle Diskurs, der ausdrücklich den Gebrauch des Englischenvorschreibt, tatsächlich Platz für mehrsprachigen Austausch bei unterschiedlichen alltäglichenTätigkeiten zulässt. Zunächst werden die sprachlichen Bestimmungen auf europäischer,staatlicher sowie auf unternehmerischer Ebene erläutert, bevor die im beruflichen Umfelddurchgeführten Forschungen und ihre Problematik vorgestellt werden. Da die Sammlung desDatenmaterials auf der Triangulation mittels Fragebogen, Interviews, Aufnahmen undBeobachtungen von Versammlungen basiert, führt sie zu einer Analyse unterschiedlichgearteter Diskurse. Ausgehend von der Frage nach dem Rahmen, der sowohl in sprachlicherals auch in soziologischer Hinsicht berücksichtigt wird, wird versucht, eine Verbindungzwischen der professionellen Haltung und den sprachlichen Praktiken herzustellen. Esscheint, als würden uns die Tatsachen der Mehrfachkompetenzen, der Mehrsprachigkeit, derVielsprachigkeit und der Mehrfachtätigkeiten Anlass geben, unsere Unterrichtsmethoden inden Sprachen noch einmal zu überdenken.