Pour comprendre le développement de la conscience métacognitive d'enfants plurilingues, il est nécessaire d'examiner quels sont les facteurs qui seraient susceptibles de la développer ou de la freiner. La conscience rnétacognitive est considérée comme un élément essentiel de développement des capacités d'apprentissage. Définie en tant que capacité à planifier et à contrôler les processus réflexifs, une conscience métacognitive accrue est susceptible d'aider l'enfant plurilingue à prendre le contrôle de l'organisation de son propre apprentissage. L'examen de l'influence des facteurs susceptibles de l'améliorer a été conduit à partir d'une approche par les biographies langagières. Les résultats suggèrent que l'apprentissage d'une langue étrangère à un âge où l'enfant peut prendre conscience de son apprentissage, est l'un de ces facteurs d'amélioration. Les avantages de l'expérience d'apprentissage d'une langue étrangère sont aussi bien d'ordres sociaux que métacognitifs. / Nowadays children more often come into contact with multiple languages at different ages and in variable contexts. Consequently, they may at times be required to communicate in situations in which they lack sufficient understanding of the language used. Knowing about communication, that is, being aware of the interaction, of the potential obstacles and of different strategies to overcome them, is essential to bring exolingual situations to a successful end. Are there features of language acquisition that affect the development of this facet of metacognitive awareness? ln this thesis a specific aspect of early plurilingualism is examined. Reactions of children who learned a new language at an age and in a context in which they were able to be conscious about their learning are compared to those of children who learned a new language from birth onwards. Results demonstrate that a conscious language learning experience is a relevant factor in the development of metacognitive awareness

O processo de internacionalização das universidades brasileiras, em um contexto mundial no qual se multiplicam as interfaces de contato linguístico e, consequentemente, cultural entre os sujeitos, traz como consequência, entre outras, a reflexão sobre a formação de um repertório plurilíngue e o desenvolvimento da competência plurilíngue e pluricultural do estudante nos níveis anteriores de escolarização, antes do ingresso na universidade, e os modos pelos quais isto pode ser alcançado. Esta dissertação tem por objetivo investigar o desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma escola técnica pública do Estado de São Paulo que realizaram um curso de leitura plurilíngue de textos autênticos, segundo a abordagem de ensino de línguas própria à didática do plurilinguismo, a Intercompreensão entre línguas aparentadas. A proposição autoral do curso Leitura Pluriligue que implicou na definição de objetivos, concepção da progressão, do material didático e dos instrumentos de avaliação deve-se à falta de material e de práticas educativas em Intercompreensão voltadas a este público. A implicação da pesquisadora na práxis, em todas as etapas do curso, determinou que a pesquisa fosse caracterizada como pesquisa-ação. O quadro teórico geral, que serviu de diretriz para a elaboração do curso e para a análise dos dados, baseou-se nos conceitos e pressupostos da didática do plurilinguismo (BEACCO, 2005; 2007; CANDELIER, 2007; GAJO, 2009), entendida como meio de promover a educação plurilíngue. Além disso, recorremos aos pressupostos das abordagens plurais de línguas, principalmente aos da Intercompreensão (BLANCHE-BENVENISTE e VALLI, 1997; DABÈNE, 1996; MEISSNER e al., 2004, DEGACHE, 2006; CASTELLOTTI, 2008; ESCUDÉ e JANIN, 2010). E, por abordarmos a questão do desenvolvimento de uma competência plurilíngue pelo viés da recepção de textos escritos, observamos as teorias sobre leitura e leitura em língua estrangeira (JOUVE, 1993; MALHEIROS POULET e al., 1994; PIETRARÓIA, 1997, 2011; COSTE, 2002; KLEIMAN, 2008,2009; GIASSON, 2008). Nosso corpus de pesquisa é constituído por dados sócio-linguísticos dos participantes, que foram coletados por meio de fichas diagnósticas, e pelas produções dos estudantes, que incluem atividades em sala de aula e o questionário de autoavaliação. Os resultados mostraram a relação dos aprendentes com a aprendizagem de línguas estrangeiras e com a própria L1 e como eles se apropriaram das estratégias próprias à Intercompreensão na leitura e compreensão de textos em línguas estrangeiras aparentadas. / Within a worldwide context in which linguistic and consequently cultural contact interfaces multiply between social actors, the process of Brazilian Universities Internationalization brings as a result among others the reflexion about Plurilingual fund and Pluricultural and Plurilingual competency development of students at pre-schoolar level and before college admission, also the means by which can be accomplished. Elementary students at a Technical Public School in São Paulo State carried out a Plurilingual course on authentic scripts basis according to language tuition approach proper to Plurilingual preceptive, say, Intercomprehension between allied languages, thus the aim for this essay is to look students over competency development on Plurilingual reading. The authorial assertion Plurilingual Reading which implied on targets definition, advancing conception from preceptive material and assessment instruments due to the shortage of educational practices and material about intercomprehension headed to this sort of public. The distinct examiner involvement at every course stage imposed an action-research characteristic to this research. The general theoretical frame which was used as directive for the course work out and data analyses, was based on concepts and Plurilingual preceptive quotes (BEACCO, 2005,2007; CANDELIER, 2007; GAJO, 2009) known as a mean of Plurilingual education promotion. Additionally we made use of approach quotes at language plural, mainly those from Intercomprehension (BLANCHE-BENVENISTE e VALLI, 1997; DABÈNE, 1996; MEISSNER e al., 2004, DEGACHE, 2006; CASTELLOTTI, 2008; ESCUDÉ e JANIN, 2010). We were able to observe foreign language reading theory by approaching the matter of plurilingual competency development through the bias of written texts (JOUVE, 1993; MALHEIROS POULET e al., 1994; PIETRARÓIA, 1997, 2011; COSTE, 2002; KLEIMAN, 2008,2009; GIASSON, 2008). Our examiner corpus is formed by sociolinguistic data from participants which were collected from diagnostic sheets and also from learners output which include classroom activities and self-assessment queries. The outcome showed learners connection to foreign language apprenticeship as well as their own tongue and how they came up with own strategies for reading intercomprehension and foreign language texts.

O processo de internacionalização das universidades brasileiras, em um contexto mundial no qual se multiplicam as interfaces de contato linguístico e, consequentemente, cultural entre os sujeitos, traz como consequência, entre outras, a reflexão sobre a formação de um repertório plurilíngue e o desenvolvimento da competência plurilíngue e pluricultural do estudante nos níveis anteriores de escolarização, antes do ingresso na universidade, e os modos pelos quais isto pode ser alcançado. Esta dissertação tem por objetivo investigar o desenvolvimento da competência de leitura plurilíngue em estudantes de Ensino Médio de uma escola técnica pública do Estado de São Paulo que realizaram um curso de leitura plurilíngue de textos autênticos, segundo a abordagem de ensino de línguas própria à didática do plurilinguismo, a Intercompreensão entre línguas aparentadas. A proposição autoral do curso Leitura Pluriligue que implicou na definição de objetivos, concepção da progressão, do material didático e dos instrumentos de avaliação deve-se à falta de material e de práticas educativas em Intercompreensão voltadas a este público. A implicação da pesquisadora na práxis, em todas as etapas do curso, determinou que a pesquisa fosse caracterizada como pesquisa-ação. O quadro teórico geral, que serviu de diretriz para a elaboração do curso e para a análise dos dados, baseou-se nos conceitos e pressupostos da didática do plurilinguismo (BEACCO, 2005; 2007; CANDELIER, 2007; GAJO, 2009), entendida como meio de promover a educação plurilíngue. Além disso, recorremos aos pressupostos das abordagens plurais de línguas, principalmente aos da Intercompreensão (BLANCHE-BENVENISTE e VALLI, 1997; DABÈNE, 1996; MEISSNER e al., 2004, DEGACHE, 2006; CASTELLOTTI, 2008; ESCUDÉ e JANIN, 2010). E, por abordarmos a questão do desenvolvimento de uma competência plurilíngue pelo viés da recepção de textos escritos, observamos as teorias sobre leitura e leitura em língua estrangeira (JOUVE, 1993; MALHEIROS POULET e al., 1994; PIETRARÓIA, 1997, 2011; COSTE, 2002; KLEIMAN, 2008,2009; GIASSON, 2008). Nosso corpus de pesquisa é constituído por dados sócio-linguísticos dos participantes, que foram coletados por meio de fichas diagnósticas, e pelas produções dos estudantes, que incluem atividades em sala de aula e o questionário de autoavaliação. Os resultados mostraram a relação dos aprendentes com a aprendizagem de línguas estrangeiras e com a própria L1 e como eles se apropriaram das estratégias próprias à Intercompreensão na leitura e compreensão de textos em línguas estrangeiras aparentadas. / Within a worldwide context in which linguistic and consequently cultural contact interfaces multiply between social actors, the process of Brazilian Universities Internationalization brings as a result among others the reflexion about Plurilingual fund and Pluricultural and Plurilingual competency development of students at pre-schoolar level and before college admission, also the means by which can be accomplished. Elementary students at a Technical Public School in São Paulo State carried out a Plurilingual course on authentic scripts basis according to language tuition approach proper to Plurilingual preceptive, say, Intercomprehension between allied languages, thus the aim for this essay is to look students over competency development on Plurilingual reading. The authorial assertion Plurilingual Reading which implied on targets definition, advancing conception from preceptive material and assessment instruments due to the shortage of educational practices and material about intercomprehension headed to this sort of public. The distinct examiner involvement at every course stage imposed an action-research characteristic to this research. The general theoretical frame which was used as directive for the course work out and data analyses, was based on concepts and Plurilingual preceptive quotes (BEACCO, 2005,2007; CANDELIER, 2007; GAJO, 2009) known as a mean of Plurilingual education promotion. Additionally we made use of approach quotes at language plural, mainly those from Intercomprehension (BLANCHE-BENVENISTE e VALLI, 1997; DABÈNE, 1996; MEISSNER e al., 2004, DEGACHE, 2006; CASTELLOTTI, 2008; ESCUDÉ e JANIN, 2010). We were able to observe foreign language reading theory by approaching the matter of plurilingual competency development through the bias of written texts (JOUVE, 1993; MALHEIROS POULET e al., 1994; PIETRARÓIA, 1997, 2011; COSTE, 2002; KLEIMAN, 2008,2009; GIASSON, 2008). Our examiner corpus is formed by sociolinguistic data from participants which were collected from diagnostic sheets and also from learners output which include classroom activities and self-assessment queries. The outcome showed learners connection to foreign language apprenticeship as well as their own tongue and how they came up with own strategies for reading intercomprehension and foreign language texts.

The aim of the present study is to examine the interactional functions of code-switching in plurilingual conversation, with a particular focus on those related to the elaboration of the social identities of the interlocutors, i. e. their identity work. The adopted analytical model was initiated by Auer, and further developed by Gafaranga, who combined it with the Membership Categorization Analysis elaborated by Sacks. The study is based on a corpus consisting of the audio recorded dinner talk of an Italian-Swedish family whose members use Swedish, Italian and a Ligurian dialect, and focuses on the sequential progression of the talk in interaction, thus based on an approach proper of conversation analysis. The participants create and display their different roles (identities), which are related to both group membership and individuality, a subsequent distinction made by Fant. Code-switching is used as a communicative strategy among the speakers and is used to make relevant identities, as well as a tool for the management of the interaction. The analysis is divided in two distinctive parts: one related to the code-switching connected to the organisational management of the conversation, the other connected to the identity work of the interlocutors. The linguistic codes used within the group are either inclusive (Swedish, Italian) or selective (Ligurian) and the analysis indicates a general inclusion rather than exclusion of interlocutors, as the speakers accommodating to the linguistic preferences and competences of the interlocutor. The speakers, when selecting a code, thus make use of recipient design, a concept worked out by Sacks, Schegloff & Jefferson. They choose code in order to include a particular interlocutor, adjusting to the language preferences of the other. There are some instances of asymmetrical plurilingual conversation, in which the interlocutors maintain different codes, but since the code choice appears to be anticipated by the addressee the interaction runs smoothly between them. As for the direction of the code switch, two different tendencies emerge: one in the switches connected to the identity work of the participants in which the direction of the switches seems to be highly significant. The other in the switches connected to the management of the conversation in which the direction proves to be reversible.

Notre étude s’inscrit dans la ligne des questionnements en linguistique et en didactique des langues et porte sur les conditions dans lesquelles s’opère la construction d’une compétence dans plusieurs langues chez des apprenants placés, du fait de leur biographie langagière ou de leur mode de scolarisation, dans des établissements institutionnellement valorisants et réputés, tels que les lycées franco-allemands de Buc (Versailles), de Fribourg (Brisgau) et de Sarrebruck (Sarre). La recherche s’intéresse plus particulièrement aux apports réciproques des représentations sociales du bi--plurilinguisme et des contextes d’acquisition et interroge les conditions dans lesquelles les corpus recueillis permettent de constater ou d’inférer des transformations en cours dans les représentations des apprenants, que ces représentations soient relatives aux langues et à leur apprentissage ou qu’elles relèvent de la construction des connaissances. Dans un premier temps, elle se propose, en s’appuyant sur une analyse qualitative et quantitative d’un corpus composé de questionnaires et d’entretiens semi-dirigés de groupe, de contribuer à définir ce qu’est une compétence plurilingue, d’une part, au niveau macrolinguistique, c’est-à-dire dans une perspective d’organisation curriculaire et de parcours d’apprentissage individuels, et, d’autre part, au niveau microlinguistique, c’est-à-dire dans sa réalité discursive et interactionniste dans les pratiques langagières plurilingues des apprenants. À cette fin, l’étude interroge tout d’abord les contenus et les processus discursifs d’élaboration des représentations sous l’angle dynamique de leurs propriétés structurelles et argumentatives puis analyse, à l’aide des outils de l’analyse du discours, les pratiques discursives en tant qu’activités langagières conjointement construites dans l’interaction par lesquelles s’élaborent et se [co-]construisent des représentations du plurilinguisme. Dans un second temps, l’étude met les outils de l’analyse du discours et de celle du contenu au service de la didactique, en essayant de tirer au clair la façon dont se dessine, à la rencontre des profils typologiques et des traits constitutifs des représentations identitaires du plurilinguisme, le répertoire langagier pluriel des apprenants franco-allemands. Enfin, suite à l’analyse du corpus et dans une perspective de recherche-action, des réflexions et des propositions pour une didactique du plurilinguisme sont envisagées. / Our research is in the field of linguistics and the didactic practices of languages. It concerns the conditions of building competence in multiple languages in learners who, due to their language biography or the educational system, are studying in prestigious institutional school environments, such as the French-German schools of Buc (Versailles), Freiburg (Breisgau) and Saarbrücken (Saarland). In particular, the research examines the reciprocal interaction between social representations of bi--plurilingualism and contexts of acquisition. We review the conditions in which the data collected lead us to conclude or to infer changes in learners’ representations related to the languages and their language-learning or to their accumulation of knowledge. Firstly, based on a qualitative and quantitative analysis of data elicited in the form of questionnaires and semi-directive interviews, we aim to define the concept of plurilingual competence. This competence exists on two levels: first, on the macrolinguistic level, from the perspective of the organisation of curriculum and of individual trajectories of learning, and secondly, on the microlinguistic level, in its discursive and interactional reality in the learners’ plurilingual language practices. With this aim, the study begins by investigating the content and the discursive processes of the development of representations by considering the dynamics of their structural and argumentative components. The next stage is to analyse [using speech analysis tools] discursive practices such as language activities, which are situated in the interaction and contribute to the development and mutual construction of representations of plurilingualism. The study continues by using the tools of content and discourse analysis for didactic purposes. We try to reveal how the plurilingual language repertoire of French-German learners takes shape, through typological profiles and examining the constituent components of representations of identity and plurilingualism. Finally, in an active research mode, we suggest possibilities for future research on the didactics of plurilingualism.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23986号 / 人博第1038号 / 新制||人||244(附属図書館) / 2022||人博||1038(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 教授 柳瀬 陽介, 教授 倉石 一郎, 教授 ダニエル ムーア / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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.

Des vagues d’immigration successives ont fait du Québec le lieu d’une grande diversité linguistique et culturelle. De nombreux élèves bi/plurilingues sont maintenant scolarisés dans les classes ordinaires des écoles francophones, notamment au secondaire. Pour ces élèves, l’apprentissage de l’écriture est souvent un défi de taille. L’apprentissage de l’orthographe grammaticale (OG) du français, plus spécifiquement, constitue un obstacle important au développement de leur compétence à écrire. Cet obstacle se présente d’ailleurs pour l’ensemble des élèves scolarisés dans cette langue.Conçues en réponse aux difficultés des élèves en contexte de langue première, certaines interventions tendent à avoir des effets positifs sur leur apprentissage de l’OG, telles que les dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée d’enseignement de l’orthographe (Allal et al., 2001). Dans notre thèse, nous avons conçu un dispositif qui s’inspire de ces interventions et nous y avons intégré des approches plurilingues. Ces approches sont susceptibles d’engager les élèves bi/plurilingues dans leurs apprentissages et de favoriser le développement de capacités métalinguistiques (Cummins, 2009 ; de Pietro, 2003).C’est ainsi que nous avons conçu un « dispositif plurilingue » d’enseignement de l’OG française. Ce dispositif allie la production de textes identitaires plurilingues (Cummins et Early, 2011) et la mise en œuvre de dictées métacognitives soutenues par des approches plurilingues, qui prennent la forme d’activités d’éveil aux langues (Armand, 2014 ; Auger, 2014) et de pratiques translinguistiques (Candelier et de Pietro, 2008 ; García et Kano, 2014). Nous avons testé l’hypothèse selon laquelle ce dispositif plurilingue favoriserait le développement de la compétence des élèves en OG en français. À cette fin, nous l’avons mis à l’essai auprès d’élèves bi/plurilingues de première secondaire (groupe expérimental 1), puis nous avons comparé ses effets avec ceux d’un « dispositif monolingue » (groupe expérimental 2), qui allie approche intégrée et dictées métacognitives, en français seulement, et avec ceux de pratiques habituelles d’enseignement de l’OG (groupe contrôle). Nous avons évalué la compétence en OG de l’ensemble des élèves au moyen d’une dictée et d’une production écrite. Des entretiens métagraphiques réalisés auprès d’un nombre ciblé de participants des trois groupes ont également permis une compréhension plus fine de l’évolution de leurs procédures graphiques. La passation de ces outils s’est effectuée à trois reprises : avant l’intervention (prétest), immédiatement après l’intervention (posttest immédiat) et cinq semaines après l’intervention (posttest différé).Nous constatons que le dispositif plurilingue apporte une contribution significativement plus grande au développement de la compétence en OG en français que des pratiques habituelles d’enseignement de l’OG. De plus, ce dispositif contribue tout autant, voire plus, à ce développement que le dispositif monolingue, alors que les effets propres au dispositif plurilingue se présentent notamment sous la forme d’un ancrage des apprentissages des élèves dans la durée. En effet, au posttest différé, seules les performances à la dictée des élèves du groupe expérimental 1 sont significativement supérieures à celles des élèves au groupe contrôle. Quant aux performances à la production écrite, celles des élèves des groupes expérimentaux 1 et 2 sont significativement supérieures à celles des élèves du groupe contrôle. Enfin, nous constatons l’existence d’un lien entre les plus grands progrès dans les performances des élèves des groupes expérimentaux 1 et 2 et l’augmentation du recours à des procédures morphosyntaxiques et à des procédures de remplacement, une tendance qui ne se dégage pas des résultats obtenus dans le groupe contrôle. / Successive waves of immigrants have turned the province of Quebec into a place of great linguistic and cultural diversity. Many bi/plurilingual students are now attending regular classes in French-language schools, particularly in high school. For these students, learning to write is often a challenge. The grammatical morphology (GM) of French, more specifically, constitutes an important obstacle to the development of their writing skills, an obstacle shared by all students of French regardless of their mother-tongue.In order to address students’ difficulties in a first language learning context, certain teaching practices, such as an integrated approach to teaching spelling and metacognitive dictations, tend to have positive effects on students’ GM development (Allal et al., 2001; Nadeau & Fisher, 2014). In our thesis, we designed an approach inspired by these practices. Furthermore, we integrated plurilingual pedagogical practices to this approach. Those practices are likely to engage bi/plurilingual students in their learning and to promote the development of metalinguistic abilities (de Pietro, 2003; Moore 2006; Cummins 2009).Thus, we tailored a “plurilingual approach” for teaching French GM. This approach combines the writing of plurilingual identity texts (Cummins & Early, 2011) and metacognitive dictations supported by plurilingual pedagogical practices. Those practices consisted of language awareness activities (Armand, 2014; Auger, 2014) and translinguistic practices (Candelier & de Pietro, 2008 ; Garcia & Kano, 2014). We verified the hypothesis according to which our plurilingual approach would promote the development of student’s GM in French. To this end, we tested this plurilingual approach with bi/plurilingual first-year secondary students (experimental group 1). We then compared its effects with those of a “monolingual approach” (experimental group 2), which combines an integrated approach of teaching spelling and metacognitive dictations, in French only, and with those of usual GM teaching practices (control group). We assessed the GM skills of all students through a dictation and a guided written production. Metagraphic interviews with a targeted number of participants from all three groups also provided a deeper understanding of the evolution of their graphical procedures. These data collection tools were used three times: before the experimentation (pre-test), immediately after the experimentation (immediate post-test) and five weeks after the experimentation (delayed post-test).We found that the plurilingual approach makes a significantly greater contribution to the development of GM in French than usual teaching practices. Moreover, this approach contributes as much, if not more, to this development as the monolingual approach, while the effects specific to the plurilingual approach involve the rooting of the skills learned by students over time. Indeed, at the delayed posttest, only the dictation performances of students in experimental group 1 are significantly higher than those of students in the control group. As for written production performances, both those in experimental groups 1 and 2 are significantly higher than those in the control group. Finally, we find a link between the greatest progress in the performances of students in experimental groups 1 and 2 and the increase in the use of morphosyntactic procedures and substitution procedures, a trend that does not emerge from the results obtained in the control group.

Cette thèse présente une étude des représentations et des attitudes linguistiques des étudiants envers les langues répandues à l’université marocaine. Nous nous sommes intéressée à leur rapport avec leur langue d’origine et les langues étrangères, à savoir le français et l’anglais. Les résultats révèlent que ces jeunes ont une attitude très favorable envers les langues étrangères. Notre étude vise également à examiner la valeur économique des langues ainsi que les facteurs qui déterminent l’emploi des compétences linguistiques dans les entreprises. Les résultats montrent queces dernières privilégient les langues étrangères et le multilinguisme en général pour les échanges dans leur société. Elles escomptent de leurs employés une parfaite connaissance des langues étrangères. Cette étude traite également du contact et du conflit des langues et on prend comme cas l’université marocaine, nous somme intéressée à savoir s’il existe un contact ou conflit entre les langues répandues dans l’université marocaine. Notre étude pose enfin un regard sur l’interculturel, nous voulons savoir ce qui se passe lors d’une interaction entre des locuteurs appartenant, au moinspartiellement, à des communautés culturelles différentes même s’ils parlent la même langue. / This thesis presents a study of the representations and attitudes of students towards languages studied in Moroccan university. It focuses on their relationship to their language of origin and foreign languages, namely French and English, and to cultural diversity. Our study also aims at examining the economic value of the languages as well as the factors which determine the use of language skills in companies. The results reveal that these students have an attitude too favorable towards foreign languages. The results reveal that these last ones privilege the foreign languages and the multilingualism in general for the exchanges in their company. They esteem from their employees a perfect knowledge of the foreign languages. This study also treats the contact and the conflict of the languages and we take as case the Moroccan university, we are interested to know if there is a contact or a conflict between the languages spread in the Moroccan university. Our study also puts a glance on the intercultural; we want to know what happens during an interaction between speakers belonging, at least partially, to different cultural communities even if they speak in the same language.

How teachers perceived and experienced the implementation of a multilingual approach in their classrooms during the first year of implementation in Switzerland is poorly understood by policy makers and teachers. Findings from three pilot studies conducted before the implementation indicated that teachers had transferred only few aspects of the new multilingual approach into practice. Guided by constructivist learning and third language acquisition theories, this study explored how teachers perceived and experienced the implementation of the multilingual approach. A purposeful criterion sample of primary school English language teachers at Grade 5 who had completed a professional development program was targeted for this qualitative case study. Data were collected from interviews with and classroom observations of 8 teachers. Data analysis, conducted using initial and axial coding, revealed that teachers implemented the multilingual approach by closely following the instructions provided in a teacher manual, but needed more time to conceptualize the teaching and learning materials and to collaborate with other language teachers. These results prompted the development of a project to establish professional learning communities (PLCs). In PLCs, teachers will have time to engage in reflection, collaborate with colleagues, and strengthen teachers' classroom practices. This study has implications for social change as teachers who engage in collaboration with colleagues and reflective practice will positively affect student achievement. Students may be taught by teachers who have the knowledge, skills, and attitude required for a successful implementation of a multilingual approach.