Suchergebnisse

This article aims to conduct a metalexicographical micro-analysis of a paradigm of French lexemes whose uses have raised socio-political issues for several decades: integration, insertion, assimilation, inclusion, even acculturation and incorporation. While many recent publications bring these terms into play as sociological concepts, or study their uses in political discourse, work on the semantic functioning and uses of these lexemes in other discourses is rarer. However, the recurrent nomination conflict that runs through French public policies on immigration shows that the stakes of these usages remain salient. Do French dictionaries make it possible to grasp the ideological issues raised by the competing uses of lexemes? How do they treat and model the abundance of uses of these lexemes? How are paradigmatic competitors related: opposition, contrast, synonymy, hyperonymy, co-hyponymy? What are the salient semantic features retained in the given definitions?The corpus selected for this study is composed of extracts from two generalist French-language dictionaries, thePetit Robert de la langue françaiseand theTrésor de la Langue Française informatisé. I analyse the production of meaning at work by using a grid with four entries. First, I model and analyze the semantic relations established between the terms of the paradigm, relations which structure the paradigm. I then try to identify the semantic features which are similar or different between the lexemes, thus revealing another type of structure in the micro-system. Last, I work on the collocations and the agentive configurations implemented in the definitions and examples composing each article.All these analyses highlight a defining circularity that hinders a contrastive grasp of the lexemes, in a context where important social and political issues are at stake.

Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d'Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the "insertion-integration-assimilation" paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm's lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field's current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm's lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors' real uses of the paradigm's lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup's specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore lays ...

International audience ; L'institutionnalisation de la formation linguistique des migrants adultes en France s'est accompagnée du choix du terme intégration, consacré par la parution du Référentiel Français Langue d'Intégration fin 2011. On analyse ici comment des formateurs spécialistes du domaine actualisent et commentent les lexèmes intégration, intégrer, s'intégrer et être intégré. On montre ainsi que si une partie d'entre eux est consciente de la mémoire discursive charriée par le terme, le concept reste pour eux difficilement saisissable. Ces résultats permettent d'envisager quelques orientations pour la formation initiale et continue des formateurs linguistiques.

Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d'Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the "insertion-integration-assimilation" paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm's lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field's current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm's lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors' real uses of the paradigm's lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup's specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore lays ...

National audience ; Since the publication of the « Référentiel Français Langue d'Intégration » in October 2011, equality between men and women is legally set as a value which has to be worked on with migrants during their compulsory French learning period. This article aims at collating institutional documents which establish the teaching of the so-called value, to two French handbooks among the most recent ones specifically designed for migrants. The discourse analysis of institutional documents aims at bringing out the migrants representation that underlies them, and that they contribute to building for their readers. The handbooks analysis tries to reveal the way this teaching material builds, in discourses (texts and images), differentiated and hierarchized gender categories. ; Depuis la publication du référentiel FLI (Français Langue d'Intégration) en octobre 2011, l'égalité des hommes et des femmes est inscrite légalement comme une valeur à travailler avec les migrant.e.s dans le cadre de leur formation linguistique obligatoire. Le présent article propose de mettre en perspective des textes de cadrage instaurant l'enseignement de ladite valeur en formation linguistique, avec le matériel le plus récent d'enseignement du français aux migrant.e.s. L'analyse du discours des documents institutionnels vise à dégager les représentations des migrant.e.s qui les sous-tendent et qu'ils contribuent à construire chez leurs lecteur/trice.s. L'analyse de manuels cherche à révéler la façon dont ces ouvrages construisent, dans les discours (textes et représentations iconiques), des catégories de genre différenciées et hiérarchisées.

Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d'Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the "insertion-integration- assimilation" paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm's lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field's current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm's lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors' real uses of the paradigm's lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup's specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore ...

International audience ; L'institutionnalisation de la formation linguistique des migrants adultes en France s'est accompagnée du choix du terme intégration, consacré par la parution du Référentiel Français Langue d'Intégration fin 2011. On analyse ici comment des formateurs spécialistes du domaine actualisent et commentent les lexèmes intégration, intégrer, s'intégrer et être intégré. On montre ainsi que si une partie d'entre eux est consciente de la mémoire discursive charriée par le terme, le concept reste pour eux difficilement saisissable. Ces résultats permettent d'envisager quelques orientations pour la formation initiale et continue des formateurs linguistiques.

National audience ; Since the publication of the « Référentiel Français Langue d'Intégration » in October 2011, equality between men and women is legally set as a value which has to be worked on with migrants during their compulsory French learning period. This article aims at collating institutional documents which establish the teaching of the so-called value, to two French handbooks among the most recent ones specifically designed for migrants. The discourse analysis of institutional documents aims at bringing out the migrants representation that underlies them, and that they contribute to building for their readers. The handbooks analysis tries to reveal the way this teaching material builds, in discourses (texts and images), differentiated and hierarchized gender categories. ; Depuis la publication du référentiel FLI (Français Langue d'Intégration) en octobre 2011, l'égalité des hommes et des femmes est inscrite légalement comme une valeur à travailler avec les migrant.e.s dans le cadre de leur formation linguistique obligatoire. Le présent article propose de mettre en perspective des textes de cadrage instaurant l'enseignement de ladite valeur en formation linguistique, avec le matériel le plus récent d'enseignement du français aux migrant.e.s. L'analyse du discours des documents institutionnels vise à dégager les représentations des migrant.e.s qui les sous-tendent et qu'ils contribuent à construire chez leurs lecteur/trice.s. L'analyse de manuels cherche à révéler la façon dont ces ouvrages construisent, dans les discours (textes et représentations iconiques), des catégories de genre différenciées et hiérarchisées.

Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d'Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the "insertion-integration- assimilation" paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm's lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field's current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm's lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors' real uses of the paradigm's lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup's specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore lays the foundation for a problematization of the field of allophone migrant language education, both from the point of view of its organization and orientations set by the State as well as that of the needs which emerge from the discourse of educators in terms of initial and continuing education. ; D'abord constitué à partir d'initiatives associatives, le champ de la formation linguistique des adultes migrants allophones a fait l'objet, en France, d'un processus d'institutionnalisation et de professionnalisation progressives : la publication du Référentiel Français Langue d'Intégration (FLI), en octobre 2011, en constitue l'étape récente la plus marquante. Elle consacre par ailleurs un choix nominatif : l'emploi et la prescription de l'un ou l'autre des lexèmes du paradigme « insertion- intégration-assimilation » fait en effet l'objet, depuis les années 1980, d'une querelle de mots durable au sein des discours politiques et ordinaires.Considérant que le débat autour des nominations du processus de rencontre migrants-société ressurgit à intervalles réguliers, et informe de multiples domaines sociaux, mes recherches visent à éclairer les usages des lexèmes incriminés – et ce notamment au sein du domaine institutionnel et professionnel de la formation linguistique des migrants, dont la présente thèse circonscrit en outre la structuration et la professionnalisation actuelles.À partir de trois sous-ensembles discursifs, dont les locuteurs illustrent des positions sociales distinctes (lexicographes, experts institutionnels, formateurs et formatrices linguistiques professionnels), je m'attache à mettre en évidence les caractéristiques de la saisie sémantique des lexèmes du paradigme. Les outils conceptuels mobilisés sont ceux de l'analyse du discours. Il s'agit d'une part d'identifier, par une analyse de discours à entrée lexicale qui tient compte des caractéristiques des usages réels des lexèmes, des éléments de mise en sens de ces derniers : je repère ainsi des oppositions sémantiques structurantes, mais aussi des zones d'opacité qui favorisent les conflits sémantiques. J'élargis d'autre part l'analyse en tenant compte des spécificités de chacun des sous-corpus, qui ressortissent de genres discursifs distincts, construisant et témoignant de rapports de pouvoir au sein du champ.La thèse pose ainsi de solides bases pour une problématisation du domaine de la formation linguistique des adultes migrants allophones, tant du point de vue de sa structuration et des orientations fixées par l'État, que des besoins qui ressortent des discours des formateurs et formatrices en termes de formation initiale et continue.

Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d'Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the "insertion-integration-assimilation" paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement.Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm's lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field's current organizational and professional structures.From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm's lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors' real uses of the paradigm's lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup's specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field.This thesis therefore lays ...

L'article proposé ici s'appuie sur des données recueillies lors d'un stage réalisé entre avril et juillet 2010 dans une structure détentrice du dispositif de formation linguistique du marché OFII. En tant que formatrice, il m'est apparu qu'une analyse était nécessaire afin d'interroger les implications des contraintes institutionnelles sur les pratiques concrètes de formation linguistique dans le cadre de ce marché. Après avoir précisé la méthodologie de mon enquête, je reviens sur différents aspects du cadre institutionnel pour montrer quels en sont les effets sur les pratiques pédagogiques. En conclusion, je suggère quelques thèmes visant à améliorer la formation des formateurs amenés à travailler au sein de ces dispositifs.

L'article proposé ici s'appuie sur des données recueillies lors d'un stage réalisé entre avril et juillet 2010 dans une structure détentrice du dispositif de formation linguistique du marché OFII. En tant que formatrice, il m'est apparu qu'une analyse était nécessaire afin d'interroger les implications des contraintes institutionnelles sur les pratiques concrètes de formation linguistique dans le cadre de ce marché. Après avoir précisé la méthodologie de mon enquête, je reviens sur différents aspects du cadre institutionnel pour montrer quels en sont les effets sur les pratiques pédagogiques. En conclusion, je suggère quelques thèmes visant à améliorer la formation des formateurs amenés à travailler au sein de ces dispositifs.