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Tirer profit des langues de la maison pour l’enseignement-apprentissage de l’anglais dans le second degré
No full textInternational audienceNowadays, many schoolchildren use a different language at school than they do at home, a fact also found in major French cities. Despite recommendations from the Council of Europe, teachers often perceive this plurilingualism as an obstacle. How can plurilingualism be turned into an asset for teaching and learning? Can a plurilingual pedagogical approach improve the well-being of students and teachers, as well as the school environment? This research proposes guiding English teachers towards a positive approach to students’ plurilingualism by grounding themselves in pluralistic approaches as described in the CARAP and incorporating ethical reflection. Although the study did not directly measure its impact on student performance, classroom atmosphere and respect for diversity were enhanced, thereby strengthening student and family engagement.À l’heure actuelle, de nombreux enfants scolarisés utilisent une langue différente à l’école de celle parlée à la maison, une réalité présente également dans les grandes villes françaises. Malgré les recommandations du Conseil de l’Europe, les enseignants voient souvent ce plurilinguisme comme un obstacle. Comment peut-on faire du plurilinguisme un atout pour l’enseignement-apprentissage ? Une approche pédagogique plurilingue peut-elle améliorer le bien-être des élèves et des enseignants ainsi que le climat scolaire ? Cette recherche propose d’accompagner les enseignants d’anglais vers une approche positive du plurilinguisme des élèves en s’ancrant dans les approches plurielles telles que décrites dans le CARAP et en intégrant une réflexion éthique. Bien que l’étude n’ait pas mesuré d’impact direct sur les performances des élèves, l’ambiance en classe et le respect de la diversité ont été améliorés, renforçant ainsi l’engagement des élèves et de leurs familles
Socioterminology and Textual terminology. A discipline in the making
No full textInternational audienceThis chapter describes a part of the history of terminology, through the narrative of the emergence of two schools of thought in France: Socioterminology and Textual terminology. The authors of this chapter make no claim to represent French terminology per se . They seek to reflect on how terminology as a discipline has evolved in France. After contextualising the birth of these two theoretical approaches, the authors discuss their similarities and differences. This “comparative profile” highlights the proximity of the theoretical and methodological positions of Socioterminology and Textual terminology. The last section summarises these positions and offers reflections on the future of these two approaches, as well as on the future of terminology itself as a discipline
"Takes One to Know One": The Co-Construction of a Lesbian Narrative Space in Taylor Swift’s Text(s)
No full textInternational audienceThrough the case study of Taylor Swift fans, this article engages with the way fans as produsers (re)create lesbian meanings, imageries, and intertextualities, thus enabling a ‘queering’ of the girlscape. Starting from an old question – when is a text a lesbian text? –, I aim to demonstrate how Taylor Swift fans perform lesbian readings by analysing both her songs and her star text (her image as a complex configuration of signs) and producing their own metatext via online criticism.The article highlights how this specific corner of fandom is a privileged space for theexploration of what the expression of non-normative desire can mean, as much as it constitutes the means of acquiring a complex set of skills that allows for the dismantling and reconstruction of seemingly heteronormative narratives through oblique, vicarious, and resistant readings. Through a reevaluation of the creative act and of so-called legitimate reading practices, and drawing from theories of appropriation, I argue that the lesbian text becomes a text determined by shared experience, and lesbian and queer fans prove to be powerful discursive and political agents
Les Jeux de 2024, une médaille d'or pour la culture?
No full textInternational audienceParis 2024 entered the history of the Olympic Games by proposing an unprecedented and systematic link between French cultural wealth and the Olympic and Paralympic Games (OG). The Games have combined an urban and architectural vision for the competition venues, an inclusive approach to tangible and intangible heritage (archives, buildings, memories, traditions), and a rich programme of contemporary creation (performing arts, visual arts and cultural events).Paris 2024 est entré dans lʼhistoire des Jeux olympiques en proposant une articulation inédite car systématisée entre richesse culturelle française et Jeux olympiques et paralympiques (JOP) . Les Jeux ont associé une vision urbanistique et architecturale des sites compétitions, une valorisation inclusive des patrimoines matériels et immatériels (archives, bâti, mémoires, traditions), et une riche programmation de création contemporaine (arts vivants, arts visuels et événementiel culturel)
La mosaïque de la bonne conscience. La Fresque du Climat au secours du capitalisme
No full textInternational audienceDans les écoles de commerce françaises, la Fresque du climat veut sensibiliser les élèves aux enjeux écologiques. Mais le dispositif vise surtout à responsabiliser les individus sans remettre en question le système économique
Periphrastic Causative Constructions in Persian, Kurmanji, Tat and Armenian: A Grammaticalization Cline
No full textInternational audienceIn this study, we focus on a syntactic construction involving the verb ‘give’ combined with an infinitive or a fully-fledged verb, which has been grammaticalized to varying degrees as a periphrastic causative construction in a few Iranian languages (e.g. Kurmanji, Tat, Persian), but also in Armenian, both Eastern and Western, another Indo-European language spoken in the same geographic area. We present the syntactic and semantic properties of these constructions, highlighting their divergence and convergence and showing the grammaticalization cline from semantically transparent and syntactically free constructions (e.g. Persian) to highly grammaticalized and cohesive constructions (e.g. Armenian). We also hypothesize on the reasons for similarities and differences
Vulnérabilité des enseignants face à la diversité des contextes d’enseignement des langues
No full textInternational audienceThis communication is the result of nearly 20 years of experience teaching French as a foreign language, as well as our work in teacher training and research, which initially focused on educational cultures and the diversity of language teaching contexts. Our reflection takes place upstream of the question concerning teachers’ potential vulnerability in the face of this diversity. In our presentation, we will highlight the situations of vulnerability that language teachers may encounter. We will introduce an analytical framework for didactic contexts. This framework provides pre-service teachers with tools to understand and address these situations of vulnerability, and to design and effectively manage a suitable language training program.La présente communication est le fruit de notre expérience d’enseignement du français langue étrangère depuis près de 20 ans, de nos activités de formation des enseignants associés à nos travaux de recherche menés initialement sur les cultures éducatives et la diversité des contextes d’enseignement des langues. Notre réflexion se situe en amont du questionnement sur la vulnérabilité potentielle des enseignants face à cette diversité. Lors de notre intervention, nous rappellerons les situations de vulnérabilité auxquelles les enseignants de langues peuvent être confrontés. Nous présenterons une grille d’analyse des contextes didactiques. Cette dernière fournit aux enseignants en formation initiale des clés pour appréhender et faire face à ces situations de vulnérabilité, concevoir et piloter de manière efficace et idoine un dispositif de formation en langue