For more than a century, research has focused on bilingual language acquisition (Ronjat, 1913; Volterra & Taeschner, 1978; De Houwer, 1990, 2009; Tabouret-Keller, 2011, for a review) and, more recently, on factors influencing metalinguistic capacities development in bilingual children, in particular in the field of syntax (Davidson et al., 2010; Simard et al., 2011; Carrey Siu & Connie Ho, 2020, e.g.). On the one hand, research indicates the influence of interlinguistic transfers on the metasyntactic capacities of bilinguals (Foursha-Stevenson & Nicoladis, 2011). On the other hand, research suggests that family language policies influence the development of metalinguistic awareness in bilingual children (King & Fogle, 2013). From a sociocognitive transdisciplinary perspective combining psycholinguistics and sociolinguistics, this research is interested in the manifestation of consciousness and metasyntactic skills in 9/10 years old French-Norwegian children. Its purpose is to assess whether and how their bilingualism influences the mode of organization, access and use of their metasyntactic skills in reading comprehension. Following a mixed-method research design, data was collected with the participation of 33 mixed couples and their bilingual French-Norwegian child. The children attend the Oslo French School in CM2 and parents report using the one-person-one-language strategy with their child. To collect data on transfers, children took a grammaticality judgment test written in French and containing errors due to Norwegian syntactic calque. Then, 13 of them had a semi-structured interview in which they explained their answers. A group of children only exposed to French from birth also took the test in France. In addition, to collect data on parental language policies, each parent answered a questionnaire. Answers to the test were crossed with both the data from the parental questionnaire and those from the interviews with the children. Test results show existence of syntactic transfers when ...
For more than a century, research has focused on bilingual language acquisition (Ronjat, 1913; Volterra & Taeschner, 1978; De Houwer, 1990, 2009; Tabouret-Keller, 2011, for a review) and, more recently, on factors influencing metalinguistic capacities development in bilingual children, in particular in the field of syntax (Davidson et al., 2010; Simard et al., 2011; Carrey Siu & Connie Ho, 2020, e.g.). On the one hand, research indicates the influence of interlinguistic transfers on the metasyntactic capacities of bilinguals (Foursha-Stevenson & Nicoladis, 2011). On the other hand, research suggests that family language policies influence the development of metalinguistic awareness in bilingual children (King & Fogle, 2013). From a sociocognitive transdisciplinary perspective combining psycholinguistics and sociolinguistics, this research is interested in the manifestation of consciousness and metasyntactic skills in 9/10 years old French-Norwegian children. Its purpose is to assess whether and how their bilingualism influences the mode of organization, access and use of their metasyntactic skills in reading comprehension. Following a mixed-method research design, data was collected with the participation of 33 mixed couples and their bilingual French-Norwegian child. The children attend the Oslo French School in CM2 and parents report using the one-person-one-language strategy with their child. To collect data on transfers, children took a grammaticality judgment test written in French and containing errors due to Norwegian syntactic calque. Then, 13 of them had a semi-structured interview in which they explained their answers. A group of children only exposed to French from birth also took the test in France. In addition, to collect data on parental language policies, each parent answered a questionnaire. Answers to the test were crossed with both the data from the parental questionnaire and those from the interviews with the children. Test results show existence of syntactic transfers when errors come from use of a preposition. Children's metasyntactic discourse confirms this result and indicates that family language practices and school discourse influence metasyntactic skills which are also weakened by interlinguistic transfers. Presence of interlinguistic transfers also influences degree of awareness, depending on whether it is metasyntactic, interlinguistic or multilingual. The children's metasyntactic awareness is observed in discourse, in overlaps of cognitive-linguistic speech-production times and in a slowdown in the actualization of explanatory discourse due to speech errors or slips. Regarding family language policies, results indicate that the more the couple uses the "one person-one language" strategy, the better the metasyntactic skills. In addition, the results show associations between the level of metasyntactic skills in children and the couple's composition, the couple's representations regarding language contacts, and the parental corrective practices of the child's bilingual speech. Moreover, according to Norwegian parents, if their child separates both languages properly, the child has better proficiency in both French and Norwegian. ; Depuis plus d'un siècle, la recherche s'est intéressée à l'acquisition bilingue du langage (Ronjat, 1913 ; Volterra & Taeschner, 1978 ; De Houwer, 1990, 2009 ; Tabouret-Keller, 2011, pour une revue) et, plus récemment, aux facteurs intervenant dans le développement de capacités métalinguistiques chez les enfants bilingues, notamment dans le domaine de la syntaxe (Davidson et al., 2010 ; Simard et al., 2011 ; Carrey Siu & Connie Ho, 2020, par exemple). D'une part, certains constatent l'influence de transferts interlinguistiques sur les capacités métasyntaxiques des bilingues (Foursha-Stevenson & Nicoladis, 2011). D'autre part, la recherche suggère que les politiques linguistiques familiales influencent le développement de la conscience métalinguistique chez les enfants bilingues (King & Fogle, 2013).Dans une perspective transdisciplinaire sociocognitive associant psycholinguistique et sociolinguistique, cette recherche s'intéresse à la manifestation de la conscience et des compétences métasyntaxiques chez des enfants franco-norvégiens âgés de 9/10 ans. Sa problématique est de savoir si leur bilinguisme influence le mode d'organisation, l'accès et l'usage de leurs compétences métasyntaxiques en situation de compréhension écrite ; et si oui, comment. Pour ce faire, une méthodologie mixte a été utilisée. Les données ont été collectées avec la participation de 33 couples mixtes et leur enfant bilingue franco-norvégien. Les enfants sont scolarisés à l'école française d'Oslo au CM2 et les parents déclarent utiliser la stratégie « une personne-une langue » avec leur enfant. Pour collecter des données sur les transferts, les enfants ont passé un test de jugement de grammaticalité écrit en français et comportant des erreurs dues au calque syntaxique norvégien puis, 13 d'entre eux ont passé un entretien semi-directif dans lequel ils ont expliqué leurs réponses. Un groupe composé d'enfants uniquement exposé au français depuis leur naissance a aussi passé le test en France. Par ailleurs, pour collecter des données sur les politiques linguistiques parentales, chaque parent a répondu à un questionnaire. Les réponses au test ont été croisées à la fois avec les données du questionnaire parental et celles des entretiens avec les enfants.Les résultats du test montrent l'existence de transferts syntaxiques quand les erreurs viennent de l'usage d'une préposition. Les discours métasyntaxiques des enfants confirment ce résultat et indiquent que les pratiques langagières familiales et les discours scolaires influencent les compétences métasyntaxiques qui sont aussi affaiblies par les transferts interlinguistiques. Ils influent également le degré de conscientisation, selon qu'elle est métasyntaxique, interlinguistique ou plurilingue. La conscientisation métasyntaxique de l'enfant s'observe en discours dans les chevauchements des temps cognitivo-linguistiques et par un ralentissement de l'actualisation des énoncés explicatifs dû aux ratages de la parole. Au sujet des politiques linguistiques familiales, les résultats indiquent que plus le couple utilise la stratégie « une personne-une langue », meilleures sont les compétences métasyntaxiques. Par ailleurs, les résultats montrent des associations entre le niveau de compétences métasyntaxiques et la composition du couple, les représentations du couple à propos des contacts de langues, les pratiques correctives parentales du parler bilingue enfantin et le fait que, pour les parents norvégiens, si leur enfant sépare bien les langues, il les maitrise mieux. ; I over hundre år har forskningen interessert seg for tospråklig tilegnelse av språk (se for eksempel Ronjat, 1913; Volterra & Taeschner, 1978; De Houwer, 1990, 2009; Tabouret-Keller, 2011). I den senere tid er søkelyset rettet mot faktorer som har innflytelse på metaspråklig kompetanseutvikling hos tospråklige barn, særlig når det gjelder syntaks (for eksempel Davidson et al., 2010; Simard et al., 2011; Carrey Siu & Connie Ho, 2020). Det er blant annet gjort observasjoner av interlingvistiske overføringer i metaspråklige ferdigheter hos tospråklige (Foursha-Stevenson & Nicoladis, 2011). Videre antydes det gjennom forskning at den metaspråklige bevissthet hos tospråklige barn påvirkes av familiens språkpolitikk (King & Fogle, 2013).Denne studien undersøker forekomsten av metasyntaktisk bevissthet og kompetanse hos fransk-norske barn i alderen 9-10 år i et sosiokognitivt transdisiplinært perspektiv, som kombinerer psykolingvistisk- og sosiolingvistiske tradisjoner. Problemstillingen går ut på å undersøke om barnas tospråklighet påvirker deres bruk av, tilgang til og organisering av metasyntaktiske ferdigheter i deres leseforståelse, og i så fall hvordan dette skjer.Det ble i studien benyttet blandet metode, der data fra 33 familier ble samlet inn. Foreldrene i disse familiene kommer fra ulik språklig og/eller kulturell bakgrunn, og barna er tospråklige; norsk og fransk. Barna er elever på femte trinn (CM2), ved den franske skole i Oslo, og foreldrene oppgir at de bruker en-person-ett-språk strategi sammen med barnet. I datainnsamlingen som omhandlet overføringer, gjennomførte barna en franskspråklig grammatikalsk skriftlig prøve, som inneholdt feil basert på norsk syntaks. Deretter ble det gjennomført semistrukturerte intervju med 13 av informantene, der de begrunnet svarene sine. Den samme testen ble utført av en gruppe franskspråklige barn i Frankrike. Videre svarte foreldrene på en spørreundersøkelse om familiens språkpolitikk. Svarene på den skriftlige prøven ble kryss-sjekket med data både fra foreldrenes spørreundersøkelse og de semistrukturerte intervjuene.Resultatene fra testen viser forekomsten av syntaktiske overføringer når feilene kommer fra bruken av preposisjoner. Barnas metasyntaktiske tale bekrefter dette resultatet, og indikerer at familiens språkpraksis, og skolediskursen påvirker deres metasyntaktiske ferdigheter. Videre vet vi at de metasyntaktiske ferdigheter også er svekket av lingvistiske overføringer, som i tillegg er svekket av interlingvistiske overføringer. Dette påvirker også graden av bevissthet, avhengig av om den er metasyntaktisk, interlingvistisk eller flerspråklig. Barnets metasyntaktiske bevissthet observeres i tale med overlapp mellom det kognitiv-lingvistiske og reduksjon i aktualiseringen av eksplikative utsagn som følge av talefeil. Når det gjelder familiens språkpolitikk, indikerer resultatet at jo mer foreldreparet bruker en-person-ett-språk som strategi, desto bedre blir de metasyntaktiske ferdighetene. Videre viser resultatene sammenhenger mellom nivåene av metasyntaktiske ferdigheter, foreldreparets sammensetning, foreldreparets forestilling i forhold til språkkontakter, og gjennom hvordan de retter barnas tospråklige tale. Resultatene viser også at norske foreldre tenker at hvis barna skiller godt mellom språkene, behersker barnet språket bedre.
