Ce travail explore la « francophonie translingue », littérature écrite en français par des auteurs dont le français est une langue seconde, apprise tardivement par une démarche individuelle. Au sein de cet ensemble est examinée l’œuvre à la fois représentative et problématique d’Agota Kristof.Qu’implique le choix d’écrire en français, lorsque le français est une langue seconde, apprise par une démarche volontaire à un âge relativement avancé ? S’agit-il d’une simple « conversion » à un centre politique et littéraire prestigieux et à sa tradition littéraire, ou bien d’une pratique littéraire hybride, qui perturbe les liens supposés nécessaires entre langue, littérature et nation ?Une première partie de la recherche est consacrée à l’élaboration d’une poétique francophone translingue, qui rend compte des contraintes communes des écrivains du point de vue de l’institution littéraire, de la diversité et complémentarité de leurs imaginaires des langues et de la traduction, des régularités formelles et thématiques dans leurs œuvres.Dans une deuxième partie est abordée l’œuvre d’Agota Kristof. Son appartenance à la francophonie translingue constitue le point de départ pour interroger les positionnements de l’auteure, les transformations de sa poétique et les stratégies d’écriture qu’elle déploie.Si l’œuvre d’Agota Kristof gagne à être lue au prisme de la francophonie translingue, inversement la francophonie translingue mérite d’être « mise à l’épreuve » d’une écrivaine qui semble excéder son cadre. / This doctoral thesis explores literature written in French by non-native authors who learned the language of their writing relatively late. Among this literature, which I propose referring to as “translingual francophone literature”, I focus on work which is both representative and problematic of Hungarian-Swiss writer Agota Kristof. While the conceptualization of translingual francophone literature sheds new light on Kristof’s oeuvre, the single author analysis also allows the concept to be tested.In the first part of my work, I describe the elements of translingual Francophone poetics. I contend that translingual francophone writers share several formal choices, as well as institutional constraints; I then analyze the representations of languages and translation in their work, which work as rival positions in the translingual discursive space. Lastly I examine their narratives in novel and autobiography, whose frequent topics show their common intentions and the variety of literary solutions.In the second part of the thesis, I consider the work of Agota Kristof. Translingual francophone literature will not be an explanatory principle, but the starting point of the investigation. Through this lens I will examine the author’s isolation strategy in the French literary field and in the translingual discursive space, her trajectory from Hungarian poetry to French novel through self-translation and theater, her representation of languages as separate, non-communicating entities, the importance of the theme of the border in her plays and novels and the construction of an “illiterate writing” through her mature work.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-12-10T09:10:32Z No. of bitstreams: 2 Tese - Fernando Zolin Vesz - 2015.pdf: 1027827 bytes, checksum: 814fe8dc83f3a88cee2628473022b6c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-12-10T09:57:23Z (GMT) No. of bitstreams: 2 Tese - Fernando Zolin Vesz - 2015.pdf: 1027827 bytes, checksum: 814fe8dc83f3a88cee2628473022b6c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2015-12-10T09:57:23Z (GMT). No. of bitstreams: 2 Tese - Fernando Zolin Vesz - 2015.pdf: 1027827 bytes, checksum: 814fe8dc83f3a88cee2628473022b6c4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-29 / The present thesis aims to investigate the construction of translingualism practices captured in the lines of characters from three Brazilian telenovelas – Aquele beijo, Cheias de charme, and Flor do Caribe, broadcast by Rede Globo de Televisão from 2011 to 2013 –, as well as to discuss the contributions of such practices for (re)thinking both the concept of language and the foreign language classroom. This qualitative research (LÜDKE; ANDRÉ, 2013) considers the telenovela as a research document (LOIZOS, 2013) which composes the documentation of the sociohistorical specificity of a given period. The theoretical framework is comprised of three axes: the relationship between the media and the construction of meanings (KELLNER, 2001; THOMPSON, 2011), focusing mainly on the Brazilian telenovela (HAMBURGER, 2005, 2011; VASSALLO DE LOPES, 2009, 2010; MARTINS, 2011); the rhizome metaphor developed by Deleuze and Guattari (2014); and recent debates regarding the term translingualism (JACQUEMET, 2005; COX; ASSIS-PETERSON, 2006; ASSIS-PETERSON, 2008; CANAGARAJAH, 2013; ZOLIN-VESZ, 2014). This research was guided by the following questions: 1) What forms of translingualism may be identified in the lines of characters from the telenovelas selected for analysis?, and 2) In what ways can these translingual practices help (re)think the concept of language and, furthermore, the foreign language classroom? Results suggest that the languages used by the characters in these telenovelas, i.e. Portuguese and Spanish are de-/reterritorialized, mixed, and transformed, hence constituting a rhizomatic concept of language which is composed of dimensions and unstable directions, whose lines of flight or of de-/reterritorialization surpass linguistic boundaries and structures towards both a translingual pedagogy for the foreign language classroom and the primacy of the construction of meanings. / O objetivo desta tese é investigar a construção de práticas de translinguismo, identificadas nas falas de personagens de três telenovelas brasileiras – Aquele beijo, Cheias de charme e Flor do Caribe – exibidas pela Rede Globo de Televisão entre 2011 e 2013, além de discutir as contribuições dessas práticas para (re)pensarmos tanto a concepção de língua quanto a sala de aula de línguas. A pesquisa, de abordagem qualitativa (LÜDKE; ANDRÉ, 2013), entende telenovela como documento de pesquisa (LOIZOS, 2013), que constitui documentação da especificidade sócio-histórica de determinada época. O referencial teórico se constitui de três eixos: a relação entre mídia e construção de sentidos (KELLNER, 2001; THOMPSON, 2011), em particular no que tange à telenovela brasileira (HAMBURGER, 2005, 2011; VASSALLO DE LOPES, 2009, 2010; MARTINS, 2011); a metáfora do rizoma, conforme delineada por Deleuze e Guattari (2014); e as discussões que vêm sendo desenvolvidas sobre o termo translinguismo (JACQUEMET, 2005; COX; ASSIS-PETERSON, 2006; ASSIS-PETERSON, 2008; CANAGARAJAH, 2013; ZOLIN-VESZ, 2014). As perguntas que nortearam a pesquisa foram: 1) que formas de translinguismo podem ser identificadas nas falas de personagens das telenovelas aqui em análise? e 2) que contribuições essas práticas translíngues podem trazer à baila para (re)pensarmos a concepção de língua e, por conseguinte, a sala de aula de línguas? Os resultados sugerem que as línguas empregadas nas falas dos personagens das telenovelas analisadas – no caso, o português e o espanhol – des/reterritorializam-se, mestiçam e transformam-se, constituindo, assim, uma concepção rizomática de língua, que se compõe de dimensões, de direções movediças, cujas linhas de fuga ou de des/reterritorialização transpassam as fronteiras e estruturas linguísticas em direção tanto a uma pedagogia translíngue para a sala de aula de línguas quanto à primazia da construção de sentidos.

Andelen flerspråkiga elever i svensk skola fortsätter att öka. Med detta behöver synen på flerspråkighet och hur lärare på bästa sätt arbetar med dessa barn förändras. Syftet med denna studie har varit att bidra med kunskaper om hur pedagoger i grundskolans tidigare år tillämpar transspråkande praktiskt i den dagliga undervisningen. Vi har genom semistrukturerade intervjuer med sex verksamma lärare i grundskolans tidigare år försökt ringa in hur lärarna arbetar samt vilka möjligheter och utmaningar de ser med den transspråkande praktiken. Resultatet som vi fått fram genom en tematisk analys, visar på många fördelar med den transspråkande praktiken. Lärarna vittnar om fördelar för kunskapsutveckling, språkutveckling och identitetsutveckling och förmedlar exempel på hur de arbetar med den transspråkande praktiken. Resultatet visar även på utmaningar som känslan av att förlora kontrollen om elever tillåts att använda sitt modersmål i undervisningen då läraren kanske inte kan det språk som talas.  De berättar också om bristen på utbildning i arbete med flerspråkiga elever. Vi lyfter även studiehandledaren som en nyckelperson för en transspråkande praktik och problematiserar tillgången till samt den bristande gemensamma planeringen för studiehandledare och undervisande pedagog.

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Exploring the enduring implications of Paul Kei Matsuda’s founding work on “The Myth of Linguistic Homogeneity in U.S. College Composition” (2006), this dissertation investigates student literacy narratives from a composition studies and translingual perspective. Despite the contributions of language theory politics from translingualism, pervasive views of language and the ways college teachers, including writing teachers, conceive of difference continue to limit the possibilities for our students and the discipline. Aware of the pitfalls of a “sameness-of-difference” notion of the diverse experiences contained within the classroom space, I am interested in the ways that the literacy narrative can help students better appreciate the larger socio-ideological forces that support and constrain reading and writing practices in material and conceptual ways. Models of literacy can help students reflect on the literacy events, sponsors and other meta-narratives that have shaped them in their growing identities as readers and writers. African American writers, including Ellen and William Craft, W.E.B. Du Bois, Nella Larsen, and Toni Morrison, provide a framework for students’ own in-depth investigation into their literacy practices through these content chapters. While other work focuses on the role of literacy as one feature of African American literature, this dissertation shows the literacy narrative as a genre tackling pervasive notions of racialized difference and equality. In defining literacy acquisition as a socially-situated process, these narratives highlight the socio-political import of learning to read and write in America and the pivotal role of the imagination in unbinding literacy from text-based production. The literacy narrative can help students better appreciate the larger socio-ideological forces that support and constrain reading and writing practices in material and conceptual ways. As a reflective starting place to envision the challenges and rewards of literacy in their professional and personal lives, literacy narratives can help students decide in what ways writing matters to them. These assignments also attest to how language users shape, and are shaped by, the college literacy classroom, calling for a theory that acknowledges that the work of the First Year Writing classroom can become a productively collaborative space. This not a story of how African American authors speak for contemporary students, but rather how these texts can mobilize their own understanding of the significance of literacy on people and on individuals. In harnessing these texts, the dissertation calls for a more robust praxis in assigning literacy narratives in First Year Writing composition classes and multilingual English-language learner equivalents. / English

Globalization asserts increasing pressure on marginalized cultures and languages. While faced with the pragmatic, often economic, need to communicate via global languages such as English and Chinese, communities of non-dominant language users struggle to maintain or reestablish their own cultural and linguistic practices. This thesis considers three areas of theory to further inquiry into how revitalization contexts may operate within an increasingly borderless world. The specific focus is the CHamoru/Chamorro revitalization context on Guåhan /Guam. First, readers enter the discussion through the conduit of narrative theory which focuses on how legends spanning generations may lend insight into how the dispositions of local inhabitants developed. Second, affect theory is considered to illustrate how narratives are constructed about the future through fear and anxiety. Third, revitalization rhetoric and the emergent theory of translingualism are addressed as they lie at the intersection of narratives about the past and future. The thesis works to initiate conversations between theories which previously worked apart from one another in a context infrequently considered in an effort to establish a foundation for future research and activism on the the island of Guåhan

<p dir="ltr">Over the past decades, language and language learning research heavily relied on an individual’s innate ability or level of proficiency rather than social aspects that influence the individual’s ability to use language. Consequently, scholars of language learning research narrowly dealt with linguistic features and/or grammar within an isolated manner like the model of universal grammar (UG) proposed by Chomsky (Chomsky, 1972; Lantolf, 1994). However, socially oriented scholars have lately criticized this limited view on language learning (Garcia & Li Wei, 2014; Norton, 1995; Pennycook, 2010). From a sociocultural perspective, language becomes meaningful within the social realm because it is deeply interconnected with the social environment. This perspective calls for a new approach to research, teach, and understand bilingualism and language learning, especially the role of a bilinguals’ home language (thereafter Heritage Language) and its use in the second language (usually English) learning process (August & Shanahan, 2010; Boyle, et, al, 2015; Garcia, 2011). In the past, bilinguals’ hybrid language practices have been considered a sign of language deficiency and/or problem attributed to the HL (Creese & Blackledge, 2010, Heller, 2006, & Wei, 2011) and overlook its contribution to learning the English language and to bilingualism. Recent scholarship in language education has deviated from the form-focused approach to the critical approach. The critical approach examines bilinguals’ hybrid language practices, translanguaging, as bilinguals’ discursive and dynamic communication to make sense of the world by drawing their full linguistic and cultural repertoires (Grosjean, 2010; Otheguy, García, & Reid, 2015).</p><p dir="ltr">This dissertation specifically examines in what ways a student’s use of two languages contributes to advancing their academic and social goals throughout their education. I analyze Korean emergent bilinguals’ language and literacy use across different contexts: public elementary school, the Korean heritage language school, home, and local churches, to understand how emergent bilingual 1st graders engage in their learning process. Drawing on a qualitative case study with four Korean emergent bilinguals, the data include over 106 hours of participant observation and transcripts of audio recordings across four contexts and interviews with students, parents, and teachers. Using thematic analysis, I code in what ways various social contexts influence bilinguals’ translanguaging practices and in what ways individual children reveal their linguistic and cultural identities in their oral and written communication. This dissertation demonstrates that bilinguals utilize a myriad of translanguaging practices to achieve various social and linguistic goals and to accommodate different social contexts.</p><p dir="ltr">In conclusion, this dissertation provides substantial contributions to language literacy education in two ways: to use translanguaging practices for communicative and linguistic purposes, and to maintain HL for English language development. First, this study supports the reconciliation of the two premises of language learning. Emergent bilinguals’ flexible use of linguistic and cultural resources demonstrates that “linguistic and cultural knowledge are constructed through each other and language-acquiring children are active and selective agents in both process” (Watson-Gegeo & Nielsen, 2003, p. 165). As discussed, translanguaging not only offers new insight into bilingual education in different learning contexts but also reveals bilinguals’ hidden language repertoires and the diverse cultural knowledge that bilinguals possess. Second, this study adds to our understanding of language maintenance in a larger society by exploring a small community of Korean emergent bilinguals in the Midwestern United States.</p>