Cette étude relève de la didactique des langues, mais elle s’appuie également sur l’analyse des interactions verbales et des interactions en classe de langue, ainsi que sur l’anthropologie et la sociologie. Elle repose sur la capacité de l’image à susciter des productions verbales. La photographie d’auteur est ici considérée comme un déclencheur d’interactions orales permettant de communiquer en classe de langue. Nous avons mis en oeuvre une technique didactique dans descours de français enseigné comme langue étrangère en contexte pluriculturel à Paris avec des apprenants de niveaux A1 à B2. Le projet mené en groupe consiste à commenter des photographies d’auteur sans objectifs langagiers prédéterminés. Nous n’avons pas cherché à transmettre des informations concernant les images, volontairement énigmatiques. La question de recherche porte sur la nature des échanges verbaux déclenchés. L’analyse des données dans la partie 2 révèle l’importance de la communication entre les apprenants. Ceux-ci déploient des stratégies de communication et d’appropriation. L’interaction fortement coopérative encourage un apprentissage mutuel entre pairs avec des phénomènes d’étayage collectif. Dans la partie 3, nous analysons les manifestations verbales de la réception des photographies. L’observation des images donne lieu à de la description et de la narration, à la recherche de solutions ou de messages, à des réactions esthétiques, interprétatives, ou encore à des phénomènes d’immersion fictionnelle. Les apprenants mettent en relation les photographies avec d’autres images, ce qui révèle l’importance de l’intericonicité dans la perception visuelle et favorise des échanges interculturels. / The study lies in the field of foreign language education, but it also refers to verbal interaction analysis, foreign language classroom research, anthropology, and sociology. It rests onthe capacity of visual images to trigger verbal expression. Photography is here considered as ameans to induce oral interaction, thus enabling students to communicate in language courses. Wehave implemented a task in lessons of French taught as a foreign language in a pluricultural contextin Paris, learners’ levels ranging from A1 to B2. In this group project, students were invited tocomment on fine art and documentary photographs. We had no predetermined language objectivesand we did not seek to pass on information about the images, which were intentionally enigmatic.Our research question deals with the nature of the verbal interactions triggered by the photographs.In part 2, the analysis of the corpus highlights how learners interact. They implement strategies to communicate and to learn. The interactions are highly cooperative, which encourages students tolearn from their peers by using collective scaffolding. In part 3, we analyse the verbal reactions of the students when they comment on the photographs. These learners describe the images, they buildnarratives, they seek solutions, messages or interpretations, they evaluate the pictures esthetically,and they immerse themselves in the fiction of the photographs. They also find analogies with other images, which reveals the importance of intericonicity in visual perception and encourages learners to engage into intercultural exchanges.

Cette thèse de doctorat explore la problématique de la construction identitaire d'apprenants adultes plurilingues à travers leurs pratiques d'écrits dans une classe de français langue étrangère dans un centre universitaire d'études françaises. Cette étude, adoptant une approche ethno-sociolinguistique, touche les champs de la recherche en didactiques des langues et des cultures et en didactique de l'écriture en situation de contact. Elle vise à analyser comment les apprenants créent et manifestent leur pluralité à travers leurs écrits. Les apprenants sont considérés comme des acteurs sociaux qui utilisent leur répertoire pluriel et jouent de leur compétence plurilingue et pluriculturelle dans l'intention de se dire en tant qu'individus plurilingues. Leurs identités plurielles,dynamiques, ambivalentes, évoluent en fonction de la situation de communication et de ce qu'ils tentent de communiquer d'eux-mêmes. L'étude se base sur des interactions en classe enregistrées pendant deux semestres, les textes écrits par les apprenants et des entrevues semi-dirigées. L'analyse, portant sur le contenu et la forme des discours, met en lumière les représentations des apprenants sur leur plurilinguisme et leur apprentissage des langues, et les procédés scripturaires mis en place pour exprimer leurs identités. Une partie didactique conclusive propose des pistes de réflexion pour les enseignants. / This doctoral research examines the identity construction of adult plurilingual learnersthrough their literacy practices in a French as a Second Language class in a FrenchUniversity. This ethno-sociolinguistic study intersects the research fields of secondlanguage didactics and academic literacy in multilingual contexts. It analyzes howlearners create and express their multiple identities through their literacy practices.Learners are considered as social actors using their plurilingual resources to reveal theirmultiple identities. Identities are treated as fluid and ambivalent, changing over time,space and situations, and on what learners want to communicate about themselves. Thestudy is based on classroom interactions recorded over two university terms, textscreated by students and follow-up interviews. We use the tools of discourse analysis, oncontent and form, to show learners' representations on plurilingualism and languagelearning, and their writing process as a way to express their identities. The conclusionoffers a pedagogical discussion for teachers.

El objetivo de esta tesis es conocer las creencias del profesorado en formación sobre aspectos esenciales de la dimensión intercultural del aprendizaje de lenguas. La descripción situada de dichas creencias busca identificar carencias a tener en cuenta en la formación de profesores/as, dentro de un enfoque plurilingüe, intercultural y crítico. Se ha utilizado una metodología mixta de investigación para obtener la mayor información posible sobre un objeto de estudio, las creencias, que presenta dificultades de medida y análisis específicos. Se ha elaborado y pilotado un cuestionario respecto a los elementos mínimos de la dimensión intercultural estudiados en el marco teórico, teniendo en cuenta el giro social y crítico de la Lingüística aplicada y la Adquisición de Segundas Lenguas. Dicho cuestionario ha sido administrado a lo largo de cinco cursos, entre 2014 y 2020, a 173 informantes, todos ellos alumnos de postgrado de la Universidad de Alicante. El análisis estadístico de las preguntas cerradas, junto a la codificación y análisis de las abiertas, ha permitido la triangulación y el enriquecimiento de la descripción de las creencias de los participantes. Los resultados apuntan a una falta de formación respecto a la dimensión intercultural, especialmente respecto al concepto de cultura y a la conciencia intercultural, y una resistencia a los aspectos de esta última que implican un mayor desafío para la identidad profesional y personal del profesorado. La tesis propone un trabajo específico sobre la conciencia intercultural de los/as futuros/as docentes que haga posible una pedagogía crítica de lenguas adicionales.

Made available in DSpace on 2016-04-25T19:20:45Z (GMT). No. of bitstreams: 1 Waway.pdf: 7692570 bytes, checksum: e3ff52bc09dd27266283099cd22e606f (MD5) Previous issue date: 2007-05-14 / The major cultural changes that are emerging nowadays present a new identity and a sharp interrogation of its theories apart from social-relational tensions. In this respect, the object of this research presents a scientific theme in general for curiosity purposes. Brought to the camp of Religious Sciences, it aims at integrating the debate process about different dimensions of cultural pluralism and religious phenomenon of the contemporary society. The study base itself on a multi-cultural catholic religious group: The Comboni Missionary Institute. In its derivation, the thesis analizes the paradigm of the inter-cultural experience of Daniel Sorur Pharim Deng, of the Dinka African ethnic group, as an anthological illustration of cultural identity of a black man in the context of this multi-cultural catholic institution. In this context, the cultural identity of the black African must be understood in its inter-cultural relation, as collective and plural. Secondly, the thesis not only dares to discuss cultural identity and inter-cultural concepts pointing to its academic insufficiency and ambiguity in its ecclesial and neo-liberal use, but also aims at its living validity. Lastly, after reflecting about the fundamental conditions for this intercultural dialogue, the research proposes the inter-culturation paradigm that will get rid of the silence between ethnocentric acculturation and inculturation in the multi-cultural context. The inter-culturation helps to understand the theme in a concomitant, articulate and various ways, guarding all the lived experiences and expressions of the group s common ideal and at the same time safeguarding the wishes of all in the partiality of each cultural identity. In this way, the discussion of this thesis aims not only at operational horizon that is capable of facing the major challenges of cultures living together peacefully, but also a presentation of research sector in Religious Sciences, where many aspects are yet to be explored. Basically, this study operates in the interface between Anthropology, Religious Sciences and Theology and makes an appeal to discuss the problems raised by the religious phenomenon in the inter-cultural and inter-disciplinary horizon / As grandes mudanças culturais que ocorrem nos tempos atuais dão à questão das identidades um novo colorido e lhe conferem agudas interrogações em áreas teóricas, além das tensões sócio-relacionais. Nesse sentido, o objeto desta pesquisa constitui de modo geral um tema de curiosidade científica. Trazido para o campo das Ciências da Religião, pretende integrar-se aos debates sobre diferentes dimensões do pluralismo cultural e do fenômeno religioso na sociedade contemporânea. O estudo se refere a um grupo religioso católico pluricultural: o Instituto dos missionários combonianos. No seu procedimento a tese analisa a experiência intercultural paradigmática do negro-africano do grupo Dinka, Daniel Sorur Pharim Deng, como uma ilustração antológica da identidade cultural do negro no contexto dessa instituição católica pluricultural. Nesse contexto, a identidade cultural negro-africana deve ser entendida em sua relação intercultural, como lugar coletivo e plural. Em um segundo passo, a tese sabatina os conceitos de identidade cultural e do intercultural apontando para a sua insuficiência acadêmica e ambigüidade em seu uso eclesial e neoliberal, mas indica também sua validade vivencial. Em fim, depois de refletir sobre as condições fundamentais para o diálogo intercultural, a pesquisa propõe o paradigma da interculturação que rompe o silêncio entre a aculturação etnocêntrica e a inculturação no contexto pluricultural. A interculturação ajuda a entender o tema de uma maneira concomitante, articulada e diferenciada, guardando em um todo vivido de experiências e expressões o ideal comum do grupo e, ao mesmo tempo, resguardando na parcialidade de cada identidade cultural os anseios que são de todos. Assim, a discussão da tese aponta não apenas para um horizonte operacional capaz de enfrentar os grandes desafios da convivência pacífica entre culturas, como também para um setor de pesquisa em Ciências da Religião, onde muitos aspectos restam ainda a explorar. O estudo se move basicamente na interface entre Antropologia, Ciências da Religião e Teologia e constitui um apelo a discutir a problemática posta por esse fenômeno religioso no horizonte intercultural e interdisciplinar

Cette thèse a consisté en une recherche qualitative et ethnographique. Elle visait à déterminer le rôle joué par la compétence plurilingue et pluriculturelle d’une enseignante et de ses vingt-deux élèves grands débutants au sein d’un enseignement du chinois langue étrangère. Comment une enseignante de chinois langue étrangère interprète-elle cette notion ? Comment peut-elle prendre en compte et s’appuyer sur les langues acquises précédemment de ses élèves, soit le répertoire plurilingue de ses élèves, pour faciliter son enseignement ? Il ne s’agissait pas simplement d’identifier les mécanismes et la fréquence d’utilisation du répertoire plurilingue dans l’enseignement du chinois standard, mais aussi d’interroger les représentations de l’enseignante et de ses élèves afin de saisir les causes du décalage entre le discours et les instructions officiels d’une part et les pratiques d’enseignement et d’apprentissage d’autre part. Ma thèse a démontré deux résultats significatifs : la « sloganisation » de la notion de compétence plurilingue et pluriculturelle dans les politiques linguistiques éducatives de la France et le manque de conscience du recours à la compétence plurilingue et pluriculturelle chez les protagonistes du terrain. / This thesis consists of a qualitative and ethnographic research. It aims to determinate the role played by the plurilingual and pluricultural competence of a teacher and her twenty-two full beginner students in the context of the teaching of Chinese as a foreign language. How does this teacher interpret this notion? How can this teacher take into account and make use of her students’ previously acquired languages, i.e. their plurilingual repertoire, to facilitate her teaching? This thesis concerns not only identifying the mechanisms and the frequency of the use of the plurilingual repertoire in the teaching of standard Chinese, but also interrogating the teacher and the students’ representation. This analysis intends to seize the causes of the gap between the official discourse and instructions on one hand and the empirical teaching and learning practices on the other hand.This thesis demonstrated two significant results: the “sloganization” of the notion of plurilingual and pluricultural competence in French educative language policies and the lack of awareness of the protagonists concerning their solicitation of the plurilingual and pluricultural competence in the classroom.