Suchergebnisse

Les proportions de femmes dirigeant un ménage, vivant seules ou restées célibataires sont des éléments-clé de la structure sociale de toute société. La présente étude veut établir combien de femmes étaient à la tête d'un foyer dans l'Angleterre pré-industrielle ; elle recherche également combien de veuves, à l'opposé des veufs, vivaient seules, ou, alternativement, avec le ménage de leurs enfants. Des comparaisons sont proposées entre l'Angleterre d'autrefois et celle d'aujourd'hui, ainsi qu'entre l'Angleterre et d'autres pays européens aujourd'hui. Ces comparaisons sont basées sur la proportion de ménages dirigés par des femmes et sur la proportion des femmes par âge qui étaient à la tête d'un foyer.
Il en résulte deux conclusions. La première, c'est qu'il y a peu de différence dans la fréquence avec laquelle des femmes restées célibataires ou devenues veuves étaient à la tête de ménages en Angleterre à la fin du XXe siècle ou à l'époque pré-industrielle. La seconde, c'est qu'il y a d'importantes différences entre les pays européens dans les années 1970 quant à la proportion de femmes chefs de ménage : l'Angleterre et la Suède occupent chacune une place originale ; l'Allemagne de l'Ouest a une proportion de femmes chefs de ménage plus élevée que la France.

Since David Cameron's announcement for a referendum on the United Kingdom's continued membership of the European Union widely reinforced Britain's reputation as a 'eurosceptic' and difficult Member State. This Chapter explores the 'English paradox', i.e. the United Kingdom's ever-present demands for EU reforms paired with a relative compliance when it came to the ratification of the successive European treaties. It first deals with the Cameron's demands for reforms in order to fix the UK-EU relationship and avoid a withdrawal from the EU. It then looks back at the reforms which had already been put forward by the previous Prime Ministers during the negotiations related to the adoption of the European treaties. Finally, it explains the British internal procedure for the ratification of the European treaties and how the specific political system involves the English paradox. The conclusion puts into perspective the aforementioned elements and the United Kingdom's 'eurosceptic' image. ; Peer reviewed

Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants' preference for tests and fill-in-the gap items.

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor's teaching contract. Consequently, not only the quality of teaching is affected but also the teachers' motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers' job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

At the dawn of its 40th anniversary of its independence, the process of emergence of the first National University of Vanuatu, which will have the special feature of offering teaching in French and English, is an exceptional opportunity to rebalance francophonia in a minority context through its institutionalisation at university level. Through the promotion of bilingualism and multilingualism, the new university will represent a symbol of unity and national social cohesion in order to achieve the vision of a "stable, sustainable and prosperous" Vanuatu as envisaged in the National Sustainable Development Plan 2016-2030. The unanimous agreement of the political class when the draft law was adopted in December 2019 could suggest that the project is not controversial. However, the establishment of a bilingual English/French higher education system is also criticised and continues to question, in particular, the inclusion of bislama and the languages in question. In order to shed light on the progress of this project, this article proposes to return first to its origins by means of a preliminary study of the development of higher education in the small island states of the Pacific and then to present the steps that led Vanuatu to develop the project of setting up its national university, which is specific to being bilingual, and finally to analyse the societal, linguistic, political and economic challenges at national and regional level. The question of languages of instruction, although central, should not be forgotten that this is primarily a national initiative in line with Vanuatu's development momentum, which also wants to distinguish itself both on the regional and global scene. Short-term success is not guaranteed because this instrument for training young people in Vanuatu, which will in part become the elite of tomorrow, will require long and laborious work to structure in a changing political context. But what is at stake is beyond the early years of university establishment, to ensure that Vanuatu master ...

"No English Abstract" ; Ce travail parte sur un pays relativement peu connu et peu etudie en France. Nous avons donc ete oblige dlapporter un grand nombre de faits qui n'auraient pas ete essentiels si le Soudan avait fait l'objet de nombreuses publications dens notre pays. Dens la mesure du possible, nous avons pourtant essaye de relier ces faits a une coherence ientement construite autour de deux concepts clefs : celui d'accumulation primitive ("previous" ou "original accumulation" chez A. Smith) amplement developpe par Marx en ce qui concerne l'Europe Occidentale et plus particulierement l'Angleterre,et celui de cons-truction de l'unite nationale ("Nation building" chez les auteurs anglo-saxons). Fondamentalement, notre but est de montrer les articulations, les correspondances et les ruptures qua provoquent ces deux mouvements. En raison des connotations instables et mouvementees qua suggerent ces deux concepts, notre demarche est la fois diachronique at synchronique. La majo-rite des grands evenements que nous decrivons est a la fois rapportee aux mouvements profonds et lents des structures- et aux mouvements rapides,sans el-re forcement superficiels,de l'histoire dens son rythme chronologique. Ceci expliquera, peut-etre, le caractere non lineaire de notre "recit", sa forme quelque peu en spirales. Sans vouloir comparer notre travail 8 celui des conteurs arabes, nous pourrions citer l'exemple de Neidjma de Kateb Yassine. II s'agit la d'une forme qui s'est imposee au rythme de Ilanalyse. Etudier une formation economique at sociale qui se cree litteralement sous nos yeux implique une grande ambigulte des faits : c'est-a-dire une etude quasi-simul-tanee de leurs significations. Si !Ion nous permet une Image, nous dirons que l'analyse lineaire suggere une geometrie plane alors que l'analyse en spirale se rapproche peut-6tre d'une geometrie dens l'espace. Certes, nous avons pro-bablement cotoye l'abTme et peut-etre y scmmes nous tombe,mais nous avons prefere le risque dlechec pluteit que de soumettre les ...

My paper studies the issue of power and empire in the colonialist discourses of Rudyard Kipling, Edward Morgan Forster and Joseph Conrad. It focuses on the consolidation of the English imperial power in the Orient at the expense of the native power structures. Therefore, two main interrelated issues are developed. First, the writers celebrate the encroachment of the English political power in the Orient. Second, they deny native rules by their focus on the idea of Oriental despotism and misrule as the essential factors that incite the decimation of the native rule. This process of denying the native authority is accompanied by the subject people's obedience to the colonial authority. I have concluded my paper with drawing parallels with contemporary issues, analysing an official discourse by George W. Bush as an instance. In his "Iraq War Discourse" (2003), Bush denies native authority in Iraq and reiterates nineteenth century Orientalist discourse about Oriental despotism and its replacements by the blessings of Western "democracy".

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.