La croissance des flux d’immigration au Canada entraîne une diversification de la population canadienne et accentue la nécessité d’adapter les services offerts dans l’accueil des immigrants allophones. Au Québec, à l’enfance et à l’adolescence, ce sont souvent via les Services d’accueil et de soutien à la francisation (SASAF), offerts selon différentes modalités dont la scolarisation en classe d’accueil que les jeunes sont intégrés. Toutefois, d’autres programmes de nature plus ludique sont également offerts via divers organismes communautaires. C’est le cas des camps estivaux destinés aux jeunes immigrants nouvellement arrivés. Ces camps proposant diverses activités ludiques dans la communauté semblent utiles puisqu’ils visent tant à maintenir les acquis linguistiques qu’à favoriser la socialisation pendant l’été chez les nouveaux arrivants, et ce, dans le but ultime de faciliter leur cheminement scolaire. Néanmoins, malgré leur pertinence perçue, peu d’études ont documenté concrètement la mise en œuvre de ce type de camps estivaux. La présente recherche se penche donc sur l’évaluation de la mise en œuvre de quatre de ces camps estivaux dans la région montréalaise, dans le but de dégager les conditions gagnantes de leur implantation et de repérer ce qui a nui et ce qui a aidé au déploiement de leurs activités. Le premier objectif avait pour but de décrire l’implantation des camps selon leurs composantes clés et les dynamiques entre ces composantes. Puis, le deuxième objectif était d’identifier les obstacles et les facilitateurs liés à la mise en œuvre des camps, grâce à des séances d’observation et au recueil, au moyen d’entrevues individuelles et de groupes de discussion (n=17), des perceptions des acteurs impliqués (coordonnateurs, animateurs, aides-animateurs, participants). Six principaux constats ont émergé de nos résultats grâce aux analyses thématiques conduites dans cette étude. Ces constats soulignent l’importance de la formation de l’équipe d’animation, de la nature et de la flexibilité de la programmation, des attitudes de l’équipe, de la durée de participation, des coûts associés à la participation au camp ainsi que de la mixité de la clientèle comme facteurs associés à la réussite ou aux difficultés rencontrées dans la mise en œuvre des camps. Ces résultats mènent également à diverses recommandations pratiques en vue d’améliorer les conditions de mise en œuvre de futurs camps visant à soutenir pendant la période estivale la francisation et la socialisation des jeunes élèves immigrants nouvellement arrivés. / The growing immigration flows context in Canada lead to a diversification of the Canadian population and accentuate the need to adapt welcome services for allophone immigrants. In Quebec, during childhood and adolescence, it is often through the Services d’accueil et de soutien à la francisation (SASAF), which proposes different modalities such as welcome classes that immigrant youth are integrated in the school system. However, other extracurricular programs are also offered to newly arrived immigrant youth, through various community organizations. Summer camps figure among these programs offered. These camps offering various recreational activities in the community are recognized to allow immigrant youth developing their language skills and to promote their socialization during the summer, with the ultimate goal of facilitating academic progress. Despite the relevance of these summer camps, few studies have documented their implementation. Therefore, the present research aims to evaluate the implementation of four of these summer camps in the Montreal area, in order to identify the facilitators and barriers associated with their implementation. The first objective was to describe camps’ implementation according to their key components and the dynamics between them. Second, the objective was to identify the obstacles and facilitators related to these camps’ implementation, based on our observations and data that we collected, through individual interviews and focus groups (n = 17), the perceptions of the different actors involved (coordinators, animators, assistant animators, campers). Six main findings emerged from our results based on the thematic analyzes we conducted. These findings underscore counsellor team training and attitude, program nature and flexibility, length of camp participation, camp costs and heterogeneity in terms of groups’ composition as factors associated with the success or difficulties encountered during camp implementation. These results lead to various practical recommendations in order to improve the conditions for implementing future camps aimed at supporting newly arrived immigrant youth during the summer and support their francization and socialization.

This thesis focuses on forms of cooperation between family and school at the beginning of school attendance. The theoretical part defines family and school as educational institutions and traces the development of cooperation between these institutions. It shows current trends in cooperation between family and school using the elements of a strategy of innovative educational program Step by Step and project Parents welcome. It refers to the elements that affect mutual relations. At the beginning of the empirical part is first described the methodology of qualitative research. The main techniques used were observation, questioning and interviews with teaching staff and the parents of pupils at two schools - at the average primary school and at the school using the program Start together, which received a certificate Parents welcome. Partner reality was analyzed on the basis of a document Competent teacher of the 21st century: An international professional quality framework ISSA. The research identified the actual situation in each school, its benefits and weaknesses. Keywords family, school, pupil, teacher, communications, family and school collaboration, experience, elementary school, innovative programs, a school providing the program Step by Step and Parents welcome

The thesis deals with the theoretical part to highlight the importance of cooperation between schools and families in terms of children, from the perspective of families and teachers and schools. Furthermore, the work deals with a survey to improve relations between the school and parents in our elementary school. Determines whether the five years that we establish a closer cooperation with parents to improve the perception of the school community and neighborhood residents. The work focuses on empirical research of events for parents, cooperation, but also obstacles that may arise. KEYWORDS: Cooperation and partnership schools and the child's family, trust between the two sides, the benefits of cooperation, forms of cooperation, the relationship between parents and school teachers, in collaboration barriers, parents welcome the involvement of parents in the joint actions.

The main focus of this study concerns the contribution of focalisation to the creation of fictional worlds through the combination of the “building blocks” of a fictional world, namely the central focalising and focalised character(s), focalised social contexts, events and spaces, in Hermann Hesse’s Demian (1919), Narziß und Goldmund (1930), E.L. Doctorow’s Welcome to Hard Times (1960) and Homer & Langley (2009). The relationship between the focalisers and their social contexts influence their human, subjective perspectives and represented perceptions of their textual actual worlds. Focalisation is constructive in the synergistic relationship between the “building blocks” that leads to the creation of fictional worlds. Chapter 2 discusses the theoretical basis of the thesis which is formed by the concepts of M. Ryan, L. Doležel, R. Ronen and T.G. Pavel with regard to possible worlds and fictional worlds. G. Genette’s and M. Bal’s theories provide the foundation of this study with regard to this concept as regards focalisation. Chapter 3 contextualises focalisation and fictional worlds as possible worlds in Hesse’s and Doctorow’s fiction and as such constitutes part of a twofold basis for the following analyses and comparisons. Four textual analyses of the individual novels by Hesse and Doctorow then follow. In the textual analysis of Demian the notions of M. Bal, M. Ryan and A. Nünning provide a theoretical basis that is specifically relevant for the argument that through his consciousness the individual, Emil Sinclair, creates the fictional world, i.e. by “transforming” textual actual world components into individualised fictional world ones. The views of Viktor Frankl, feminist activists against prostitution such as M. Farley, M.A. Baldwin and C.A. MacKinnon as well as the views of Talcott Parsons (in conjunction with those of G.M. Platt and N.J. Smelser) offer a theoretical underpinning for the analysis of the social context as the product of the mindset in the community in Doctorow’s Welcome to Hard Times and the mindset of the focaliser, Blue, that concurs with the mindset of the community. Focalised events are considered as psychologically credible and as contributing to the fictional world in Hesse’s Narziß und Goldmund. In this textual analysis the theoretical points of departure were based on theories proposed by D. Cohn, M. Ryan and S. Chatman. Concepts advanced by J. Lothe, J. Lotman, H. Lefebvre, L. Doležel, N. Wolterstorff and D. Coste comprise the theoretical basis of the analysis of social spaces in Doctorow’s Homer & Langley. Chapter 8 consists of comparative analyses of the said focalised “building blocks” of Hesse’s and Doctorow’s novels. The analyses and comparisons argue that focalising characters “filter” their actual worlds and “transform” them through their individualistic and subjective representations, as actual people do. Even if characters are “non-actual individuals” their mindsets or physical, social and mental properties (Margolin, 1989:4) are like those of actual people, i.e. “psychologically credible”. Ryan (1991:45) identifies “psychological credibility” or “a plausible portrayal of human psychology” as an “accessibility relation”, i.e. one that allows the mental properties of a fictional character to be accessible from and possible for the actual world. The interaction between a focalising character and his social context that affects his consciousness and focalisation is comparable to the interaction between a hypothetical actual person and his social world, that would also influence his mindset and how he communicates about the actual world. Perspectives of characters such as Sinclair, Blue, Goldmund and Homer Collyer are recognisable to hypothetical actual world readers as psychologically credible. In the light of Bal’s (1990:9) argument that the whole text content is related to the (focalising) character(s), one could say that the elements of a textual actual world become, as it were, focalised “building blocks” of the fictional world. The central finding is that focalisation contributes to the creation of fictional worlds. The relationship between a fictional world and the actual one becomes apparent in literary texts through focalisation that transforms the textual actual world and its elements, i.e. the central (self-focalising) character, the social context, events and space(s), through a focaliser’s consciousness. The focaliser’s consciousness in Hesse’s and Doctorow’s fiction is marked by psychological credibility. A fictional world is comparable to the actual world with regard to other accessibility relations that Ryan (cf. 1991:31-47) identifies, but focalisation specifically allows a fictional world to become possible in actual world terms by creating credibility of this kind. A fictional world is plausible not in mimetic terms, as a factual text presents itself to be, but in possible terms, i.e. through the comparability of human psychology in fictional worlds and the actual world. Focalisation significantly contributes to the creation of a fictional world through the interaction between psychologically credible subjectivity and the imaginary level of the text on which the textual actual world obtains human value through focalisation. A fictional world is, in this sense, a possible world and, in fact, comes about through being a possible world. / Thesis (Ph.D. (Applied Language and Literary Studies))--North-West University, Potchefstroom Campus, 2011.

The main focus of this study concerns the contribution of focalisation to the creation of fictional worlds through the combination of the “building blocks” of a fictional world, namely the central focalising and focalised character(s), focalised social contexts, events and spaces, in Hermann Hesse’s Demian (1919), Narziß und Goldmund (1930), E.L. Doctorow’s Welcome to Hard Times (1960) and Homer & Langley (2009). The relationship between the focalisers and their social contexts influence their human, subjective perspectives and represented perceptions of their textual actual worlds. Focalisation is constructive in the synergistic relationship between the “building blocks” that leads to the creation of fictional worlds. Chapter 2 discusses the theoretical basis of the thesis which is formed by the concepts of M. Ryan, L. Doležel, R. Ronen and T.G. Pavel with regard to possible worlds and fictional worlds. G. Genette’s and M. Bal’s theories provide the foundation of this study with regard to this concept as regards focalisation. Chapter 3 contextualises focalisation and fictional worlds as possible worlds in Hesse’s and Doctorow’s fiction and as such constitutes part of a twofold basis for the following analyses and comparisons. Four textual analyses of the individual novels by Hesse and Doctorow then follow. In the textual analysis of Demian the notions of M. Bal, M. Ryan and A. Nünning provide a theoretical basis that is specifically relevant for the argument that through his consciousness the individual, Emil Sinclair, creates the fictional world, i.e. by “transforming” textual actual world components into individualised fictional world ones. The views of Viktor Frankl, feminist activists against prostitution such as M. Farley, M.A. Baldwin and C.A. MacKinnon as well as the views of Talcott Parsons (in conjunction with those of G.M. Platt and N.J. Smelser) offer a theoretical underpinning for the analysis of the social context as the product of the mindset in the community in Doctorow’s Welcome to Hard Times and the mindset of the focaliser, Blue, that concurs with the mindset of the community. Focalised events are considered as psychologically credible and as contributing to the fictional world in Hesse’s Narziß und Goldmund. In this textual analysis the theoretical points of departure were based on theories proposed by D. Cohn, M. Ryan and S. Chatman. Concepts advanced by J. Lothe, J. Lotman, H. Lefebvre, L. Doležel, N. Wolterstorff and D. Coste comprise the theoretical basis of the analysis of social spaces in Doctorow’s Homer & Langley. Chapter 8 consists of comparative analyses of the said focalised “building blocks” of Hesse’s and Doctorow’s novels. The analyses and comparisons argue that focalising characters “filter” their actual worlds and “transform” them through their individualistic and subjective representations, as actual people do. Even if characters are “non-actual individuals” their mindsets or physical, social and mental properties (Margolin, 1989:4) are like those of actual people, i.e. “psychologically credible”. Ryan (1991:45) identifies “psychological credibility” or “a plausible portrayal of human psychology” as an “accessibility relation”, i.e. one that allows the mental properties of a fictional character to be accessible from and possible for the actual world. The interaction between a focalising character and his social context that affects his consciousness and focalisation is comparable to the interaction between a hypothetical actual person and his social world, that would also influence his mindset and how he communicates about the actual world. Perspectives of characters such as Sinclair, Blue, Goldmund and Homer Collyer are recognisable to hypothetical actual world readers as psychologically credible. In the light of Bal’s (1990:9) argument that the whole text content is related to the (focalising) character(s), one could say that the elements of a textual actual world become, as it were, focalised “building blocks” of the fictional world. The central finding is that focalisation contributes to the creation of fictional worlds. The relationship between a fictional world and the actual one becomes apparent in literary texts through focalisation that transforms the textual actual world and its elements, i.e. the central (self-focalising) character, the social context, events and space(s), through a focaliser’s consciousness. The focaliser’s consciousness in Hesse’s and Doctorow’s fiction is marked by psychological credibility. A fictional world is comparable to the actual world with regard to other accessibility relations that Ryan (cf. 1991:31-47) identifies, but focalisation specifically allows a fictional world to become possible in actual world terms by creating credibility of this kind. A fictional world is plausible not in mimetic terms, as a factual text presents itself to be, but in possible terms, i.e. through the comparability of human psychology in fictional worlds and the actual world. Focalisation significantly contributes to the creation of a fictional world through the interaction between psychologically credible subjectivity and the imaginary level of the text on which the textual actual world obtains human value through focalisation. A fictional world is, in this sense, a possible world and, in fact, comes about through being a possible world. / Thesis (Ph.D. (Applied Language and Literary Studies))--North-West University, Potchefstroom Campus, 2011.

No description available.