Suchergebnisse

Przedmiotem niniejszej publikacji jest analiza przedstawień kobiecego ciała w powieściach współczesnej algierskiej pisarki, Leïli Marouane. Przez okres kolonizacji, ciało kobiety, uznawane za symbol algierskości, było przedmiotem rozgrywek politycznych pomiędzy kolonizatorem a Algierczykami, w konsekwencji czego stawała się ona ofiarą podwójnej opresji. Wychodząc z tego założenia, autorka stawia sobie za cel zbadanie, w jaki sposób współczesna maghrebska kobieta pozycjonuje się w stosunku do tego podwójnego dziedzictwa kulturowego, zaś w centrum zainteresowania znajdują się kwestie związane z cielesnością i seksualnością kobiecą. Praca składa się z dwóch części, z których pierwsza stanowi swoiste wprowadzenie w badany krąg kulturowy i poświęcona jest historii społeczno-politycznej Algierii oraz historii maghrebskiej literatury kobiecej. W drugiej części, zasadniczej, autorka skupia się na wybranej pisarce oraz jej dziele powieściowym, a następnie poddaje analizie zagadnienia cielesności i seksualności kobiecej. ; MAROUANE Leïla, 1996 : La Fille de la Casbah. Paris, Éditions Julliard. ; MAROUANE Leïla, 1998 : Ravisseur. Paris, Éditions Julliard. ; MAROUANE Leïla, 2001 : Le Châtiment des hypocrites. Paris, Éditions du Seuil. ; MAROUANE Leïla, 2005 : La Jeune Fille et la Mère. Paris, Éditions du Seuil. ; MAROUANE Leïla, 2007 : La Vie sexuelle d'un islamiste à Paris. Paris, Éditions Albin Michel. ; BORDELEAU Francine, 1998 : « L'écriture au féminin existe-t-elle ? ». Lettres qué¬bécoises : la revue de l'actualité littéraire, 92, 14–18. Disponible sur : https://www. erudit.org/culture/lq1076302/lq1185148/37885ac.pdf (consulté le 14 décembre 2015). ; CIXOUS Hélène, 1975 : « Le rire de la Méduse ». L'Arc, 61, 39–54. ; CIXOUS Hélène, 1976 : « Le sexe ou la tête ? ». Les Cahiers du GRIF, 13, 5–15. ; DIDIER Béatrice, 1981 : L'Écriture-femme. Paris, Presses universitaires de France. ; KŁOSIŃSKA Krystyna, 2010 : Feministyczna krytyka literacka. Katowice, Wy¬dawnictwo Uniwersytetu Śląskiego. ; LAFONTAINE Dominique, LORENT Geneviève, 1978 : « Si l'écriture des femmes ». Les Cahiers du GRIF, 23–24, 153–156. ; EL KHAYAT Rita, 2001 : Le Maghreb des femmes : les défis du XXIe siècle. Rabat, Éditions Marsam. ; EL KHAYAT Rita, 2008 : « La maternité aujourd'hui dans le monde ara¬bo-islamique. (Approche anthropologique et psycho-psychanalytique) ». Lectora: revista de dones i textualitat, 14, 31–49. ; FERHATI Barkahoum, 2007 : « Les clôtures symboliques des Algériennes : la vir¬ginité ou l'honneur social en question ». Clio. Femmes, Genre, Histoire, 26, 169– 180. Disponible sur : http://clio.revues.org/6452 (consulté le 25 avril 2014). ; FORTIER Corinne, 2010 : « Le droit musulman en pratique : genre, filiation et bioéthique ». Droit et cultures, 59, 15–40. Disponible sur : http://droitcultures. revues.org/1923 (consulté le 26 août 2014). ; HUUGHE Laurence, 2001 : Écrits sous le voile : romancières algériennes francophones, écriture et identité. Paris, Editions Publisud. ; THÉORET France, 1987 : Entre raison et déraison. Montréal, Les Herbes rouges. ; KATEB Kamel, 2011 : « Scolarisation féminine massive, système matrimonial et rapports de genre au Maghreb ». Genre, sexualité & société, 6, 979–995. ; KRÉFA Abir, 2011 : « Corps et sexualité chez les romancières tunisiennes: Enjeux de reconnaissance, coûts et effets des « transgressions ». Travail, genre et socié¬tés, 26(2), 105–128. ; LACHHEB Monia, 2012 : « Le corps voilé entre séduction et sédition. L'expé¬rience de femmes tunisiennes ». In : LACHHEB Monia (dir.) : Penser le corps au Maghreb, 171–180. Paris, Tunis, Éditions Karthala, IRMC. ; LACOSTE-DUJARDIN Camille, 1985 : Des mères contre les femmes. Maternité et pa¬triarcat au Maghreb. Paris, Éditions La Découverte. ; DETREZ Christine, 2012 : Femmes du Maghreb, une écriture à soi. Paris, Snédit La Dispute Éditeurs. ; LACOSTE-DUJARDIN Camille, 2008 : « La maternité en Islam ». Lectora: revista de dones i textualitat, 14, 13–29. ; LAGRANGE Frédéric, 2008 : Islam d'interdits, islam de jouissance. Paris, Éditions Téraèdre. ; LINANT DE BELLEFONDS Yvon, 1962 : « La répudiation dans l'Islam d'au¬jourd'hui ». In : Revue internationale de droit comparé, vol. 14, n°3, juillet–sep¬tembre 1962, 521–548. Disponible sur : https://www.persee.fr/doc/ridc_0035- 3337_1962_num_14_3_13419 (consulté le 19 avril 2014). ; MEDDEB Abdelwahab, 2009 : « La burqa et le cercle des idiots ». Le Monde, le 26 décembre 2009. Disponible sur : http://www.lemonde.fr/idees/ article/2009/12/26/la-burqa-et-le-cercle-des-idiots_1285142_3232.html (consulté le 19 avril 2014). ; MERCADER Patricia, HOUEL Annik, SOBOTA Helga, 2009 : « Le crime dit 'passionnel' : des hommes malades de l'appropriation des femmes ». Empan, 73(1), 40–51. Disponible sur : www.cairn.info/revue-empan-2009-1-page-40. htm (consulté le 10 octobre 2015). ; MERNISSI Fatima, 1983 : Sexe, idéologie, Islam. Trad. BROWER Diane, PELLETIER Anne-Marie. Paris, Éditions Tierce. ; WELTMAN-ARON Brigitte, 2015 : « 'Il y a de la différence' : Hélène Cixous et la différence sexuelle ». In : REGARD Frédéric, REID Martine (dir.) : Le rire de la Méduse. Regards critiques, 73–86. Paris, Honoré Champion Éditeur. Disponible sur : http://www.e-sorbonne.fr/sites/www.e-sorbonne.fr/files/colloque-me¬duse-en-sorbonne/Mises%20en%20ligne/3.Weltman.pdf (consulté le 7 avril 2014). ; MERNISSI Fatima, 1992 : Le Harem politique. Le Prophète et les femmes. Paris, Éditions Complexe. ; ALI BENALI Zineb, 2003 : « Le roman, cet archiviste de l'histoire ». Insaniyat, 21, 19–35. Disponible sur : http://insaniyat.revues.org/7320 (consulté le 22 no¬vembre 2015). ; ARNAUD Jacqueline, 1986 : La littérature maghrébine de langue française. Tom 1 : Origines et perspectives. Paris, Publisud. ; FEBEL Gisela, 1999 : « Préface ». In : TORRE Marie-Christine : Un Maghreb au féminin-pluriel : contexte d'un champ littéraire et analyse de deux romans contempo¬rains francophones, 9–12. Bremen, Universität Bremen. ; BAFFET Roselyne, 1999 : « Écriture de l'urgence – Urgence du lien social ». In : BONN Charles, BOUALIT Farida (dir.) : Paysages littéraires algériens des an¬nées 90 : témoigner d'une tragédie ?, 41–51. Paris, Éditions L'Harmattan. ; BENDJELID Faouzia, 2014 : « L'écriture en Algérie est tributaire de l'Histoire ». Interview accordée au quotidien algérien Liberté, le 15 avril 2014. Disponible sur : http://www.liberte-algerie.com/culture/lecriture-en-algerie-est-tribu¬taire-de-lhistoire-204191/print/1 (consulté le 30 mars 2016). ; BENDJELID Faouzia, 2017 : « La poétique du divers dans le paysage romanesque algérien actuel. Cas de quelques écrivains ». Didactiques, 10, 159–181. Dispo¬nible sur : http://www.univ-medea.dz/ldlt/web/_topic/enligne/02/dwn/12.pdf? (consulté le 18 septembre 2017). ; BONN Charles, KHADDA Naget, 1996 : « Introduction ». In : BONN Charles, KHADDA Naget, MDARHI-ALAOUI Abdallah (dir.) : Littérature maghrébine d'expression française, 5–21. Vanves, Edicef. ; BOUALIT Farida, 1999 : « La littérature algérienne des années 90 : 'Témoigner d'une tragédie ?' ». In : BONN Charles, BOUALIT Farida (dir.) : Paysages lit¬téraires algériens des années 90 : témoigner d'une tragédie ?, 25–40. Paris, Éditions L'Harmattan. ; BOUGUERRA Mohamed Ridha, BOUGUERRA Sabiha, 2010 : Histoire de la litté¬rature du Maghreb. Paris, Éditions Ellipses. ; CHEURFI Achour, 2004 : Écrivains algériens : dictionnaire biographique. Alger, Cas¬bah éditions. ; DUGAS Guy, 2001 : « Dix ans de littérature maghrébine en langue française ». Notre librairie, Revue des littératures du Sud, 146, 60–65. Disponible sur : www. berberemultimedia.fr/litterature/jeune%20liitt%20maghreb.rtf (consulté le 22 novembre 2015). ; FISHER Dominique, 2008 : Écrire l'urgence, Assia Djebar et Tahar Djaout. Paris, Éditions L'Harmattan. ; GHALEM Nadia, 2004 : « Le Maghreb ». In : NDIAYE Christiane (dir.) : Intro¬duction aux littératures francophones, 197–267. Montréal, Presses de l'Université de Montréal. ; FONTAINE Jean, 1994 : Écrivaines tunisiennes. Tunis, Éditions Gai Savoir. ; GOES Jan, 2002 : « Littératures francophones du monde arabe ». Romaniac, 86, 20–31. Disponible sur : http://www.vlrom.be/pdf/022goes.pdf (consulté le 29 décembre 2011). ; GOES Jan, 2003 : « Littératures francophones du monde arabe – 2 – La littérature beur ». Romaniac, 90, 2–8. Disponible sur : http://www.vlrom.be/pdf/032goes2. pdf (consulté le 2 octobre 2011). ; MILIANI Hadj, 2002 : Une littérature en sursis ? Le champ littéraire de langue fran¬çaise en Algérie. Paris, Éditions L'Harmattan. ; MOKHTARI Rachid, 2006 : Le nouveau souffle du roman algérien. Essai sur la litté¬rature des années 2000. Alger, Chihab Éditions. ; NOIRAY Jacques, 1996 : Littératures francophones. I. Le Maghreb. Paris, Éditions Belin. ; SALHA Habib, 2000 : « Une écriture exaltée : l'exemple de la littérature maghré¬bine de langue française ». In : SALHA Habib (dir.) : La Tentation du divers. Mélanges offerts au Professeur Abdelkader Mhiri, 177–186. Tunis, Publications de l'E.N.S. ; SOUHEKAL Rabah, 2003 : Le roman algérien de langue française, 1950–1990. Paris, Publisud. ; BARRADA Samia, 2007 : « La nouvelle féminine arabe ou les petites filles de Shérazade ». Synergies Monde arabe, 4, 91–102. ; BEKRI Tahar, 1999 : « Femmes écrivains de Tunisie ». In : BEKRI Tahar : De la littérature tunisienne et maghrébine, et autres textes, 31–41. Paris, L'Harmattan. ; BENAMARA Nasser, 2010 : Pratiques d'écritures de femmes algériennes des années 90. Cas de Malika Mokkedem (thèse de doctorat). Béjaïa, Université Abderrahmane Mira. ; GARCÍA VERDÚ Lydia, 2007 : « Redouane, Najib (2006) 'Écritures féminines au Maroc. Continuité et évolution' », Francofonía, 16, 262–268. ; BOUHASSOUNE Farida, 2000 : « La littérature marocaine féminine de langue française : la quête de nouvelles valeurs ». Littératures Frontalières, X,2, 47–53. ; BRAHIMI Denise. 1996 : « Sebbar, Leïla ». In : MAKWARD Christiane P., COTTENET-HAGE Madeleine (dir.) : Dictionnaire littéraire des femmes de langue française : de Marie de France à Marie Ndiaye, 553–556. Paris, Éditions Karthala-ACCT. ; BUENO ALONSO Josefina, 2004 : « Femme, identité, écriture dans les textes francophones du Maghreb ». Thélème. Revista Complutense de Estudios Franceses, 19, 7–20. ; CHAULET-ACHOUR Christiane, 1991 : « Femmes-écrivains d'Algérie. Corps, gestes, mémoires ». In : TOSO RODONIS Giuliana (dir.) : Le Banquet maghré¬bin, 37–57. Roma, Mario Bulzoni. ; CHAULET-ACHOUR Christiane (réd.), 1991 : Diwan d'inquiétude et d'espoir. La littérature féminine algérienne de langue française. Alger, ENAG. ; CHAULET-ACHOUR Christiane, 1998 : Noûn : Algériennes dans l'écriture. Biarritz, Atlantica. ; CHAULET-ACHOUR Christiane, 2000 : « Les stratégies génériques des écri¬vaines algériennes (1947–1999) conformités et innovations ». Palabres, Revue d'Études Africaines, III,1, 233–245. ; CHAULET-ACHOUR Christiane, 2003 : « Algérie – Littérature des femmes. Leur pesant de mots ». In : Europe, n° hors série : Algérie – Littérature et arts, 96–110. Disponible sur : http://christianeachour.net/images/data/telechargements/ articles/A_0133.pdf (consulté le 23 septembre 2015). ; DÉJEUX Jean, 1989 : « La littérature féminine de langue française au Maghreb ». Itinéraires et contacts de cultures, 10, 145–153. ; DÉJEUX Jean, 1994 : La littérature féminine de langue française au Maghreb. Paris, Éditions Karthala. ; GHEDIRA Aïcha, 2003 : « Le roman féminin tunisien d'expression française ». Littératures Frontalières, 26, spécial : Littérature maghrébine : interactions cultu¬relles et méditerranée, vol.3, 187–204. Disponible sur : http://www.openstarts. units.it/dspace/bitstream/10077/7017/1/Ghedira_LF_2003_2.pdf (consulté le 25 septembre 2015). ; DETREZ Christine, 2010 : « L'écriture comme résistance quotidienne : être écrivaine en Algérie et au Maroc aujourd'hui ». Sociétés contemporaines, 78(2), 65–85. Disponible sur : http:// www.cairn.info/revue-societes-contempo¬raines-2010-2-p-65.htm (consulté le 18 août 2015). ; LIMAM-TNANI Najet. 2013. : « Bouraoui, Nina ». In : DIDIER Béatrice, FOUQUE Antoinette, CALLE-GRUBER Mireille (dir.) : Le dictionnaire universel des créa¬trices, vol. 1, 619–620. Paris, Éditions des femmes. ; MOHAMMEDI-TABTI Bouba, 2003 : « Regard sur la littérature féminine algé¬rienne ». Algérie Littérature / Action, 69–70, 109–122. Disponible sur : http:// www.revues-plurielles.org/_uploads/pdf/4_69_11.pdf (consulté le 18 août 2015). ; MOSTEGHANEMI Ahlem, 1985 : Algérie : femme et écritures. Paris, Éditions L'Harmattan. ; NAHLOVSKY Anne-Marie, 2010 : La femme au livre : les écrivaines algériennes de langue française. Paris, Éditions L'Harmattan. ; REDOUANE Najib, 2006 : Écritures féminines au Maroc. Continuité et évolution. Pa¬ris, Éditions L'Harmattan. ; HADDAB Zoubida, 1999 : « En Algérie ». Clio. Histoire' femmes et sociétés, 9. Dispo¬nible sur : http://clio.revues.org/639 (consulté le 24 novembre 2014). ; SCHUCHARDT Beatrice, 2010 : « La langue de la chair comme lieu de rencontre de l'altérité dans Les Nuits de Strasbourg d'Assia Djebar ». In : DE TORO Alfonso, ZEKRI Khalid, BENSMAÏA Réda (dir.) : Repenser le Maghreb et l'Europe : hybri¬dations, métissages, diasporisations, 183–200. Paris, Éditions L'Harmattan. ; SEGARRA MONTANER Marta, 1996 : « Stratégies narratives et identité chez les romancières maghrébines ». In : MARTINEZ Jeronimo, PALACIOS Concep¬cion, SAURA Alfonso (éds) : Aproximaciones diversas al texto literario, 215–222. Murcia, Servicio de Publicaciones, Universidad de Murcia. ; SEGARRA Marta, 1997 : Leur pesant de poudre : romancières francophones du Maghreb. Paris, Éditions L'Harmattan. ; SEGARRA Marta, 2002 : « Le roman féminin en Algérie ». Littératures Frontalières, 24, spécial : Littérature maghrébine : interactions culturelles et méditerranée, vol. 1, 255–267. Disponible sur : https://www.openstarts.units.it/bitstream/10077/6997/1/ Segarra_LF_2002_2.pdf (consulté le 25 août 2015). ; SEGARRA Marta, 2010 : Nouvelles romancières francophones du Maghreb. Paris, Éditions Karthala. ; VAN DEVENTER Rachel, 2010 : L'Agentivité et la naissance de la femme-sujet dans la littérature algérienne contemporaine (thèse de doctorat). Université d'Ottawa. Disponible sur: https://www.ruor.uottawa.ca/bitstream/10393/20069/3/Van_ Deventer_Rachel_2010_these.pdf (consulté le 18 août 2015). ; EL NOSSERY Névine, 2012 : Témoignages fictionnels au féminin. Une réécriture des blancs de la guerre civile algérienne. Amsterdam, New York, Rodopi. ; EPSZTEIN Pierrette, 1997 : « Vient de paraître : «La fille de la Casbah» ». Algérie Littérature / Action, 7–8, 189–191. Disponible sur : http://www.revues-plurielles. org/_uploads/pdf/4_7_23.pdf (consulté le 4 janvier 2013). ; LONGOU Schahrazède, 2009 : Violence et rébellion chez trois romancières de l'Algérie contemporaine (Maïssa Bey, Malika Mokeddem et Leila Marouane) (thèse de doctorat). University of Iowa. Disponible sur : http://ir.uiowa.edu/cgi/ viewcontent.cgi?article=1586&context=etd (consulté le 27 août 2013). ; MERTZ-BAUMGARTNER Birgit, 2001 : « La violence et son contrepoids es¬thétique dans Ravisseur de Leïla Marouane ». In : BECHTER-BURTSCHER Beate, MERTZ-BAUMGARTNER Birgit (dir.), Subversion du réel : Stratégies esthétiques dans la littérature algérienne contemporaine, 185–196. Paris, Éditions L'Harmattan. ; HELLER Michel, 1990 : « Femmes au Maghreb ». Cahier d'études maghrébines, 2 : Littérature algérienne de femmes, 13–21. Köln, Romanisches Seminar der Uni¬versität Köln. ; MERTZ-BAUMGARTNER Birgit, 2003 : « 'Algérie sang-écriture' (A. Djebar) : violence et écriture(s) dans la littérature algérienne contemporaine ». Fran¬cofonía, 12, 93–108. Cadiz, Servicio de Publicaciones, Universidad de Cádiz. ; MERTZ-BAUMGARTNER Birgit, 2009 : « Leïla Marouane ou l'Art de la provo¬cation ». In : REDOUANE Najib (dir.) : Diversité littéraire en Algérie, 207–220. Paris, Éditions L'Harmattan. ; MOKHTARI Rachid, 2011 : « Leïla Marouane : la langue d'une femme libre ». Le Matin DZ, le 19 octobre 2011. Disponible sur : http://www.lematindz.net/ news/5893-leila-Marouane-la-langue-dune-femme-libre.html (consulté le 19 août 2014).214 ; REDOUANE Rabia, 2006 : « Reseña de La Jeune Fille et la Mère de Leïla Marouane ». Francofonía, 15, 275–277. ; TEMLALI Yacine, 2007 : « La vie sexuelle d'un islamiste à Paris de Leïla Marouane », le 8 octobre 2007. Disponible sur : http://www.babelmed.net/article/2234-la-vie-sexuelle-dun-islamiste-a-paris-de-leila-marouane (consulté le 5 janvier 2013). ; VAN DER POEL Ieme, 2001 : « Leila Marouane et Rachid Boudjedra : le ro¬man franco-algérien entre farce et tragédie ». In : BECHTER-BURTSCHER Beate, MERTZ-BAUMGARTNER Birgit (dir.) : Subversion du réel : Stratégies esthétiques dans la littérature algérienne contemporaine, 173–183. Paris, Éditions L'Harmattan. ; YACINE Rémi, 2007 : « Leïla Marouane : sans chaînes ni maître », interview avec Leïla MAROUANE. El Watan, le 13 août 2007. Disponible sur : https://www. elwatan.com/archives/france-actu-archives/leila-marouane-sans-chaines-ni-maitre-13-08-2007 (consulté le 5 janvier 2013). ; YACINE Rémi, 2009 : « Le bilan des femmes est triste mais la lutte ne doit pas s'arrêter », interview avec Leïla MAROUANE. El Watan, le 11 mai 2009. Disponible sur : https://www.elwatan.com/archives/entretien/le-bilan-des-femmes-est-triste-mais-la-lutte-ne-doit-pas-sarreter-11-05-2009 (consulté le 5 janvier 2013). ; YACINE Rémi, 2013 : « Leila Marouane-Mechentel. Écrivaine : 'J'ai embrassé le tarmac, c'était bon' », interview avec Leïla MAROUANE. El Watan, le 11 juin 2013. Disponible sur : https://www.elwatan.com/archives/france-actu-achives/ leila-marouane-mechentel-ecrivaine-jai-embrasse-le-tarmac-cetait-bon-11- 06-2013#main-content-section (consulté le 18 janvier 2019). ; AGERON Charles-Robert, 1999 : Histoire de l'Algérie contemporaine. Paris, Presses universitaires de France. ; HOURIA Sadou, 2007 : « Scolarisation – Travail et Genre en Algérie ». Afrique et développement, XXXII,3, 121–130. Disponible sur : http://www.ajol.info/index. php/ad/article/viewFile/ 57205/45594 (consulté le 19 janvier 2015). ; ALGÉRIE PRESSE SERVICE, 2019 : « Présidentielle du 12 décembre : premiers résultats préliminaires du scrutin », le 13 décembre 2019. Disponible sur : http://www.aps.dz/algerie/98918-presidentielle-du-12-decembre-premiers-resultats-preliminaires-du-scrutin (consulté le 13 décembre 2019). ; ALILAT Farid, 2014 : « Algérie : Bouteflika, un 4e mandat pour quoi faire ? ». Jeune Afrique, le 25 avril 2014. Disponible sur : http://www.jeuneafrique.com/133685/ politique/alg-rie-bouteflika-un-4e-mandat-pour-quoi-faire/ (consulté le 2 janvier 2015). ; DRIS Cherif, 2012 : « La nouvelle loi organique sur l'information de 2012 en Algérie : vers un ordre médiatique néo-autoritaire ? ». L'Année du Maghreb, VIII, Dossier : Un printemps arabe ?, 303–320. Disponible sur : http://anneema¬ghreb.revues.org/1506 (consulté le 1er août 2014). ; DRIS Nassima, 2005 : « Habiter le patrimoine : monde en marge et identité ur¬baine. La Casbah d'Alger ou le refuge des exclus ». In : GRAVARI-BARBAS Maria (dir.) : Habiter le patrimoine. Enjeux, approches, vécu, 93–104. Rennes, Presses universitaires de Rennes. ; ÉTIENNE Bruno, 1977 : L'Algérie, cultures et révolution. Paris, Éditions du Seuil. ; KHELIFI Ghania, 2008 : « Violences contre les femmes en Algérie : un calvaire qui n'en finit pas », le 17 avril 2008. Disponible sur : http://www.babelmed. net/cultura-e-societa/98-algeria/3150-violences-contre-les-femmes-en-alg-rie-un-calvaire-qui-n-en-finit-pas.html (consulté le 13 janvier 2015). ; LACOSTE Camille et Yves (dir.), 1994 : L'État du Maghreb. Paris, Éditions La Découverte. ; Loi n° 84-11 du 9 juin 1984 portant code de la famille (JORA N° 24 du 12/06/1984). Disponible sur : https://www.joradp.dz/TRV/FFam.pdf (consulté le 22 novembre 2014). ; MAHIEDDIN Nahas M., 2007 : « L'évolution du droit de la famille en Algérie : nouveautés et modifications apportées par la loi du 4 mai 2005 au Code al¬gérien de la famille du 9 juin 1984 ». L'Année du Maghreb, II, Dossier : Femmes, famille et droit, 97–137. Disponible sur : http://anneemaghreb. revues.org/93 (consulté le 18 mai 2014). ; MELLAH Salima, 2004 : « Les droits de l'Homme dans la crise politique algé¬rienne ». Confluences Méditerranée, 51(4), 11–22. Disponible sur : www.cairn. info/revue-confluences-mediterranee-2004-4-page-11.htm (consulté le 5 avril 2015). ; IMACHE Djedjiga, NOUR Ines, 1994 : Algériennes entre islam et islamisme. Aix-en- Provence, Éditions Edisud. ; MONTAGNON Pierre, 2012 : Histoire de l'Algérie. Des origines à nos jours. Paris, Édi¬tions Pygmalion. ; RABIA Said, 2011 : « Que reste-t-il du "printemps algérien" ? ». El Watan, le 13 octobre 2011. Disponible sur : http://www.courrierinternational.com/ aticle/2011/10/13/que-reste-t-il-du-printemps-algerien (consulté le 30 juillet 2014). ; Rapport annuel 1998–1999 du Collectif 95 Maghreb Égalité : « Maghrébines entre violences symboliques et violences physiques : Algérie, Maroc, Tunisie ». Disponible sur : http://www.retelilith.it/ee/host/maghreb/htm/magh9.htm (consulté le 28 février 2016). ; RIDHA Khaled, 2014 : Le Capitalisme, l'Islam et le socialisme. Paris, Éditions Publibook. ; Statuts du Parti du Front de libération nationale 1980. Disponible sur : http://www. vitaminedz.com/ articlesfiche/1195/1195595.pdf (consulté le 22 novembre 2014). ; STORA Benjamin, 2004 : Histoire de l'Algérie depuis l'indépendance (1962–1988). Paris, Éditions La Découverte. ; ANDREZ Emmanuelle, 2001 : « Une reconnaissance de fait de la répudiation ? ». Plein droit, 51(4), 14–16. Disponible sur : www.cairn.info/revue-plein-droit- 2001-4-page-14.htm (consulté le 16 février 2016). ; BARSKA Anna, 2012 : Świat kobiet w krajach Maghrebu. Wokół tradycji i nowoczesności. Opole, Wydawnictwo Uniwersytetu Opolskiego. ; BEN ACHOUR Sana, 2007 : « Le Code tunisien du statut personnel, 50 ans après : les dimensions de l'ambivalence ». L'Année du Maghreb, II, 55–70. Dis¬ponible sur : http://anneemaghreb.revues.org/89 (consulté le 18 janvier 2015). ; GRABA Ghania, HADDAB Zoubida, 2007 : « Femmes-objets ou femmes-sujets : les enjeux du Code de la famille en Algérie ». In : SOW-SIDIBÉ Amsatou, BADJI Mamadou, MBONDA Ernest-Marie, OTIS Ghislain (dir.) : Genres, iné¬galités et religion, 37–48. Paris, Éditions des archives contemporaines. ; JURQUET-BOUHOUNE Baya, JURQUET Jacques, 2007 : Femmes algériennes. De la Kahina au Code de la famille. Pantin, Le Temps des Cerises Éditeur. ; GUILMOTO Christophe Z., 2015 : « La masculinisation des naissances. État des lieux et des connaissances ». Population, 70(2), 201–264. Disponible sur : www. cairn.info/revue-population-2015-2-page-201.htm (consulté le 25 février 2016). ; LALAMI Feriel, 2012 : Les Algériennes contre le code de la famille. La lutte pour l'égalité. Paris, Presses de la Fondation nationale des sciences politiques. ; LALAMI Feriel, 2013 : « Le combat des Algériennes pour un nouveau code de la famille, entre féminisme et syndicalisme ». Interview aaccordée à Camille Sarret pour TV5 Monde, le 15 avril 2013. Disponible sur : http://information. tv5monde.com/terriennes/le-combat-des-algeriennes-pour-un-nouveau-code-de-la-famille-entre-feminisme-et (consulté le 22 novembre 2014).217 ; LAMCHICHI Abderrahim, 1991 : Femmes et Islam : l'impératif universel d'égalité. Paris, Éditions L'Harmattan. ; LAMCHICHI Abderrahim, 2006 : « Une bataille ardente et obstinée ». Confluences Méditerranée, 59(4), 11–21. Disponible sur : www.cairn.info/revue-confluences-mediterranee-2006-4-page-11.htm (consulté le 18 décembre 2014). ; PRUVOST Lucie, 2002 : Femmes d'Algérie. Société, famille et citoyenneté. Alger, Édi¬tions Casbah. ; SAINT-MARTIN Lori, 1997 : Contre-voix. Essais de critique au féminin. Québec, Nuit blanche. ; REBZANI Mohammed, 1997 : La vie familiale des femmes algériennes salariées. Paris, Éditions L'Harmattan. ; SAÏDI Kamel, 2006 : « La réforme du droit algérien de la famille : pérennité et rénovation ». Revue internationale de droit comparé, 58–1, 119–152. ; SURKIS Judith, 2010 : « Propriété, polygamie et statut personnel en Algérie co¬loniale, 1830–1873 ». Revue d'histoire du XIXe siècle, 41, 27–48. Disponible sur : http://rh19.revues. org/4041 (consulté le 7 janvier 2014). ; ABBASSI Zohra, 2012 : « La position du corps dans la doctrine musulmane ». In : LACHHEB Monia (dir.) : Penser le corps au Maghreb, 153–169. Paris, Tunis, Éditions Karthala, IRMC. ; AÏT SABBAH Fatna [pseudonyme de Fatima MERNISSI], 2010 : La femme dans l'inconscient musulman. Paris, Éditions Albin Michel. ; ALIX Florian, 2014 : « Isabelle Charpentier. Le Rouge aux joues. Virginité, inter¬dits sexuels et rapports de genre au Maghreb ». Afrique contemporaine, 250(2), 135–137. Disponible sur : www.cairn.info/revue-afrique-contemporaine-2014- 2-page-135.htm (consulté le 6 décembre 2015). ; AOUATTAH Ali, 2007 : « De quelques résistances à la pratique psychanalytique dans la culture arabo-musulmane ». Cahiers de psychologie clinique, 29(2), 161– 191. Disponible sur : www.cairn.info/revue-cahiers-de-psychologie-clinique- 2007-2-page-161.htm (consulté le 13 décembre 2015). ; BENGHRIBIL Chams, 1999 : « La décomposition sociale du djihad dans un quar¬tier populaire d'Alger ». Annuaire de l'Afrique du Nord, XXXVIII, 137–147. Paris, Éditions du CNRS. ; BENKHEIRA Mohammed H., 1997 : L'amour de la loi. Essai sur la normativité en islam. Paris, Presses universitaires de France. ; BOUHDIBA Abdelwahab, 1982 : La sexualité en Islam. Paris, Presses universitaires de France. ; SLAMA Béatrice, 1981 : « De la 'littérature féminine' à 'l'écrire-femme' : différence et institution ». Littérature, 44, 51–71. Disponible sur : http://www.persee.fr/ doc/litt_0047-4800_1981_num_44_4_1361 (consulté le 16 octobre 2015). ; BOULARD Claude, 1976 : « Islam et sexualité ». Études, 344(3), 463–465. ; BOURDIEU Pierre, 1972 : Esquisse d'une théorie de la pratique, précédé de Trois études d'ethnologie kabyle. Genève, Paris, Droz. ; BOURDIEU, Pierre, 1998a : La domination masculine. Paris, Éditions du Seuil. ; BOUTIRA Elisabeth, 1993 : « Voile, Maghreb et amour ». Cahiers ethnologiques, 15 : L'amour, 25–31. ; BOZON Michel, 1999 : « Les significations sociales des actes sexuels ». Actes de la recherche en sciences sociales, 128, 3–23. ; BRION Fabienne, 2004 : « Introduction ». In : BRION Fabienne (éd) : Féminité, minorité, islamité : questions à propos du hijab, 7–16. Louvain-La-Neuve, Acade¬mia Bruylant. ; CEBULA Magdalena, 2015 : "Kobieta a seksualność w kulturze muzułmańskiej i w dyskursie o Islamie". In: JĘDRZEJEWSKI Przemysław, SZLĘZAK Karolina, SZUSTER Gabriel (red.) : Ciało, seksualność, pornografia – kontekst historyczny, 21–35. Kraków, Wydawnictwo Kasper. ; CHARPENTIER Isabelle, 2012a : « Les nouveaux habits du tabou de la virgi¬nité féminine en Algérie : oeuvres et témoignages d'écrivaines algériennes et franco-algériennes d'expression française ». Autrepart, 61 : Les nouvelles figures de l'émancipation féminine, 59–80. ; CHARPENTIER Isabelle, 2012b : « Rituel de protection de la virginité féminine et nuit de sang dans la littérature (franco-) algérienne ». In : LACHHEB Monia (dir.) : Penser le corps au Maghreb, 201–214. Paris, Tunis, Éditions Karthala, IRMC. ; CHARPENTIER Isabelle, 2013 : Le rouge aux joues : virginité, interdits sexuels et rapports de genre au Maghreb : une étude d'oeuvres et de témoignages d'écrivaines (franco)-algériennes et (franco)-marocaines d'expression française. Saint-Étienne, Publications de l'université de Saint-Étienne. ; STISTRUP JENSEN Merete, 2000 : « La notion de nature dans les théories de l''écriture féminine' ». Clio. Femmes, Genre, Histoire, 11, 165–177. Disponible sur : http://clio.revues. Org/218 (consulté le 15 mars 2014). ; CHARPENTIER Isabelle, 2015 : « De la difficulté (sexuelle) d'être une femme célibataire au Maghreb : une étude de témoignages et d'oeuvres d'écrivaines algériennes et marocaines ». Modern & Contemporary France, 23–4, 435–455. Disponible sur : http://www.tandfonline.com/doi/full/10.1080/09639489.2015 .1037726 (consulté le 15 novembre 2015). ; CHEBEL Malek, 2002 : « Sexualité, pouvoir et problématique du sujet en islam ». Confluences Méditerranée, 41(2), 47–63. Disponible sur : http://www.cairn.info/ revue-confluences-mediterranee-2002-2-page-47.htm (consulté le 17 mai 2014). ; CHEBEL Malek, 2003 : L'esprit de sérail. Mythes et pratiques sexuels au Maghreb. Paris, Éditions Payot et Rivages. ; CHEBEL Malek, 2012 : L'Islam, de chair et de sang. Paris, Éditions Flammarion. ; DENIEUIL Pierre-Noël, 2012 : « Avant-propos ». In : LACHHEB Monia (dir.) : Penser le corps au Maghreb, 9–11. Paris, Tunis, Éditions Karthala, IRMC.

La cadena francesa TV5 emitió hace algunas semanas un documental llamadoAbdou Diouf: un destin francophone. Es un repaso sobre su vida y lo que para él significa la francofonía, un verdadero francófilo que dirige hoy, y desde 2003, la Organización Internacional de la Francofonía (OIF). Se ve aquí, más allá de su vida política como Presidente de Senegal durante 20 años, al hombre, su Ser. La OIF da marco a una solidaridad activa entre los 75 Estados miembros, lo que representa más de un tercio de los Estados parte de Naciones Unidas. La francofonía no sólo representa el compartir el uso de un idioma común, el francés, sino, como el propio Diouf lo resalta, el compartir valores que son universales, toda una cultura, una manera de vivir y ver el mundo basada en un elemento fundamental: la diversidad.Con sus casi dos metros de altura, su modo lento y pausado de hablar, su mirada reflexiva, Abdou Diouf impone, sin embargo, un respeto afable y la clara sensación de estar frente a quien ha vivido y aprendido:«Je me sens apaisé, au même temps plein de vie, je me sens gagné par ce qu'on peut appeller la sagesse. Je suis à cette période de ma vie où j'ai vraiment la sagesse issu de cette longue expérience que j'ai eu de la vie publique, de la vie sociale, des réussites et des échecs et au total, quand je mesure le chemin parcouru je dis que finalement ça n'a pas été si mal», dice Diouf, a sus 75 años, manteniendo un grado de humildad que solo aquél que está seguro de sí puede manifestar sin problemas. Rescata las cualidades humanas de las personas con quien se ha cruzado así como de aquellas con las que ha debido lidiar en el terreno político, tanto en Senegal como en Francia, demostrando una sensibilidad que normalmente resulta difícil de reconocer en estas arenas. A través de su propia historia y del recorrido hecho hasta llegar a la sede en Paris de la OIF, a pedido del entonces Presidente Jaques Chirac, deja clara la importancia de actuar para que el francés, su idioma, no pierda terreno internacional sin que sea ésta una lucha contra el inglés, ya que no se trata sólo de un tema de lenguas pero sí contra la hegemonía de una única cultura o un único idioma, sea cual sea éste. Diouf representa todo aquello por lo que la francofonía lucha, un africano que supo rescatar lo que de la colonia le era útil, de un país que se independizó pacíficamente y eligió, sin traumas, utilizar el francés como idioma oficial, reconociendo que para países que a veces llegan a tener hasta 300 maneras distintas de comunicación interna, contar con una herramienta unificadora como ésta es una bendición. Un hombre musulmán, casado con una católica y que tiene hoy, en su familia, representadas al menos tres religiones, sumada la judía, practica la diversidad en todos los terrenos de su vida. Elegido y reelecto en sucesivas ocasiones democráticamente que lo llevaron a gobernar su país por dos décadas, Diouf representó un ejemplo para todo el continente el día que perdió las elecciones, ya en el 2000, y se apuró a reconocer su derrota retirándose en paz del sillón presidencial. Es decir, no sólo se trata de promover el francés como idioma, se trata de defender la democracia, los derechos humanos, privilegiar la paz, la diversidad cultural, la educación a partir de una lengua común, que cualquier francófilo definirá como rica y consistente, mágica y musical. Con estas breves palabras es que recomiendo a quien tenga la posibilidad de entender este idioma, disfrutar durante una hora de este video, disponible en Internet (http://www.dailymotion.com/video/xfgegp_abdou-diouf-un-destin-francophone_news) que nos confirma que hay otros mundos, otras maneras de vivirlos y de verlos y que nos permite descubrir a Abdou Diouf, en toda su humanidad. Un hombre que se define a sí mismo en sus palabras finales diciendo: «J'ai beaucoup appris, j'ai beaucoup reçu, ce que je voudrais c'est pouvoir transmettre mon expérience, ce que je voudrais c'est que les hommes aient davantage de volonté.Vous savez, Socrates a dit "connais-toi toi même et devient qui tu es": ça doit guider la conduite de tous les hommes pour qu'ils aillent plus loin, ce n'est pas le chemin qui est difficile mais le difficile qui est le chemin.» *Magíster en Relaciones Internacionales, estudios europeos,del ISCSP, Universidad Técnica de Lisboa.

As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to  Demonstrate understanding of French spoken in a formal/diplomatic setting  Read articles in French on international issues.  Write press reviews, press releases in French about an international issue.  Express a personal view about a topical International issue in French  Express a simulated official view about a topical International issue in French  Simulate an official address in French  Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)