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This work proposes to approach the autobiographical stories of students of French in spatial mobility with the aim of following the evolution of their representations and their language practices. Sociolinguistic research based on a case study allowed us to understand two axes of analysis, which revolve around the changes made by speakers in terms of their language behavior and the relationships they have with French. The study carried out reveals a dynamic of language practices and functions as well as a reduction in the feeling of linguistic insecurity. [ABSTRACT FROM AUTHOR]

En considérant les spécificités du contexte sociolinguistique algérien, nous aborderons dans le cadre de cet article la pluralité linguistique dans le milieu scolaire. Autrement dit, nous poserons la question de l’impact de la diversité linguistique au plan social sur les représentations linguistiques et les identités langagières des protagonistes de la relation didactique. À travers cette réflexion qui vise l’étude des manifestations langagières en termes de représentations et de rapport aux langues, nous voulons aboutir à des suggestions didactiques fondées sur des paradigmes méthodologiques inhérents à la didactique du plurilinguisme de manière générale et à la sociodidactique de manière particulière.

With the possibility to enroll in courses in nineteen different languages, the free university of Brussels (ULB) has opted for a linguistic offer that reflects the city's highly multilingual character. In the faculty of languages and literature, students interact in and with multiple languages on a daily basis. In a study which interrogated these students on their linguistic representations, representations related to prestige were shown to be an important part of the collected responses. This paper aims to provide an overview of the different manifestations and interpretations of the 'language of prestige' linguistic representation in this sample of participants regarding the languages taught at the faculty. It also explores various implications that this representation has for language learning, as well as questions raised by the possible interpretative bias of the researcher trying to observe and study linguistic representations. In addition, this paper written in English relating research conducted in French addresses the issue of 'epistemological translation' and the challenges it poses. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Le paysage linguistique algérien est le produit de son Histoire, de sa modernité, de sa géographie. Ces paramètres constitutifs de l’identité de l’algérien se laissent entrevoir dans ses activités quotidiennes. La dynamique linguistique que nos apprenants adaptent à leurs besoins expressifs fait fluctuer leurs représentations linguistiques. Le rapport symbolique des apprenants à l’arabité et l’islamité qui lui est intrinsèquement liée, à l’arabe algérien et à son lot de représentations négatives, au français et à son statut ambigu : tantôt langue du colon, tantôt langue d’ouverture, fluctue selon les enjeux discursifs. Notre proposition de communication traite d’un état des lieux des langues en Algérie, le rapport diglossique entre elles, ainsi que le statut du français au sein du processus d’enseignement/apprentissage.

Copyright of Langage & Societe is the property of Fondation Maison des Sciences de l'Homme and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aujourd’hui tout être social est citoyen du monde. Il est appelé à interagir sans cesse avec les autres même si les systèmes de référence sociolinguistiques sont fondamentalement différents. De gré ou de force, les individus et par conséquent les langues cohabitent et parfois se confrontent en créant entre eux une sorte de tension et de conflit sociolinguistiques. C’est pourquoi, la nécessité de développer des compétences plurilingues favorisant l’échange avec autrui n’est plus à démontrer. Cela dit, le produit linguistique est loin d’être neutre : il représente le reflet d’une couleur de pensée et articule clairement les schèmes interprétatifs d’une certaine réalité sociale. Chaque langue est en effet une forme particulière de la conception du monde sous-tendant inéluctablement un particularisme culturel et identitaire. Pour le sujet plurilingue, il se définit par conséquent à travers l’ensemble des répertoires linguistiques déterminant en grande partie sa personnalité. Sous cet angle et en considérant le cas de l’enseignant d’une langue étrangère et de l’apprenant plurilingue, quel serait l’impact de la cohabitation territoriale des langues en Algérie sur les représentations et les identités linguistiques de ces deux partenaires de la relation didactique ? En abordant cette problématique, notre objectif est d’aller vers un enseignement/apprentissage des langues qui doit aujourd’hui plus que jamais, s’orienter vers une didactique du plurilinguisme et de la pluriculturalité en termes d’interaction et de cohabitation harmonieuse des langues et des cultures. Abstract Today every social being is a citizen of the world. They are called upon to constantly interact with others even if the sociolinguistic reference systems are fundamentally different. Willingly or by force, individuals and therefore languages coexist andsometimes confront each other, creating a kind of sociolinguistic tension and conflict between them. This is why the need to develop plurilingual skills promoting exchange with others is no longer to be demonstrated. However, the linguistic product is far from neutral: it represents the reflection of a color of thought and clearly articulates the interpretative schemes of a certain social reality. Each language is indeed a particular form of the conception of the world which inevitably underlies a cultural and identity particularism. For the plurilingual subject, it is therefore defined through all the linguistic repertoires which largely determine their personality. From this angle and considering the case of the teacher of a foreign language and the plurilingual learner, what would be the impact of the territorial cohabitation of languages in Algeria on the linguistic representations and identities of these two partners of the didactic relationship? In addressing this issue, our objective is to move towards language teaching / learning which must, today more than ever, be oriented towards a didactics of plurilingualism and pluriculturality in terms of interaction and harmonious cohabitation of languages and cultures.

Copyright of Scientific Bulletin of the Politehnica University of Timisoara: Transactions on Modern Languages / Buletinul ştiinţific al Universităţii Politehnica din Timişoara: Seria Limbi Moderne is the property of Politehnica University of Timisoara, Department of Communication & Foreign Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cette étude se centre sur le texte de Melo da Fonseca, en mettant l’accent sur le rôle qu’y joue le castillan. Ainsi, bien que l’on tienne compte de l’ensemble du texte, l’objet principal sera le chapitre III, intitulé « Comparase a nossa lingua com a Castelhana em algumas meudezas ». À travers le repérage et l’interprétation des références de Fonseca au castillan, on essaiera de comprendre les représentations sous-jacentes de cette langue dans le cadre de la tradition historiographique du portugais, en essayant de déterminer dans quelle mesure ces références prolongent (ou pas) le discours métalinguistique préexistant au castillan.

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Signes, Discours et Societes is the property of Signes, Discours et Societes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Pays Germanophones is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Traitement Automatique des Langues is the property of Association pour le Traitement Automatique des Langues (ATALA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)