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International audience; The texturing properties of mercerized cellulose dispersed in rapeseed oil without any prior thermal treatment were investigated as a function of botanical origin, cellulose content, mass fraction and fiber size through a molecular analysis of samples, macroscopic/microscopic observations and rheological experiments (continuous or oscillatory shear flow). A solid-like behavior of dispersions was demonstrated for a minimum cellulose content of about 60 wt% in the vegetal powder. The oleogelation efficiency increases with the mass fraction of powder in oil and the maximum size of cellulose fibers as a result of weak attractive interactions and fiber entanglement giving rise to a network entrapping the liquid phase. An innovative strategy using a 30 wt% dispersion of bamboo fibers in rapeseed oil was finally used to produce in a conch a chocolate spread with a high thermal stability at 38 °C and healthier nutritional qualities compared to an equivalent product prepared with palm oil.

Mono- and diglycerides of fatty acids (MDGs) are commonly used in the production of sponge cakes due to their ability to form inclusion complexes with amylose, which prevents staling. They are considered as food additives and have to be mentioned on the ingredient list. The aim of this study was to use an enzymatic strategy in order to generate in situ mono- and diglycerides of fatty acids, starting from rapeseed oil and a non-GMO lipase through emulsification. Reaction products were first characterized by Gas Chromatography (GC). Proton Nuclear Magnetic Resonance (1H NMR) was employed as an additional technique to qualify and selectively identify the monoglyceride isomers. After 2 h of lipolysis, a high amount of MDGs was reached. Beyond this point, a continuous decrease was observed until 24 h. When used in total substitution of rapeseed oil, modified oils (2 h or 24 h) impact negatively the structure of cakes and have to be diluted before use. The structure and the softness of the products were characterized and followed up to 6 months. The best results were obtained with a 24-h enzymatic reaction and by diluting between 5 and 25 g/100 g in unmodified rapeseed oil.

The aim of this paper is to describe vocabulary use during semi-spontaneous oral production among instructed learners of French and Spanish at two different stages in the UK educational system: year 9 (near beginners) and year 13 (approximately low-intermediates). The paper mainly focuses on comparing lexical diversity (range or variety of vocabulary used) across languages and across years, including analyses of different word classes. The data are taken from two publicly available learner language oral corpora. These corpora are described briefly, before the details and results of the current study are presented. It is hoped that the oral task, the measures and the results will provide points of reference for teachers, given that there are few, if any, such points of reference currently available.

Vocabulary is one of the building blocks of language and is a necessary component of learners' development. This paper aims to describe the development of the L2 lexicon from the first year of learning French as a foreign language at school to the last year of undergraduate studies at university by setting out what learners know and how this relates to academic results. This study focuses on vocabulary breadth. The definition for vocabulary breadth we use in this study relates to vocabulary size (i.e. the number of words learners know). Data were collected as part of the French Language Learner Oral Corpora (FLLOC) project using X_Lex – a yes/no vocabulary test in which students are asked to tick the words they know out of 100 words and 20 non-words. Analyses revealed that learners' lexicon size increased throughout the study period. Learning is linked to word frequency for all learners at all stages. However, no significant correlation was found between A-level exam grades (taken at the end of the final ...

This article reports on productive vocabulary development by instructed British learners of French over a five-year period (from age 13 to 18). Lexical diversity development was investigated through a semi-guided oral picture-based task. Results show that the students' lexical diversity (as measured by D) did significantly improve throughout the five years showing little sign of slower periods. Overall more noun types were observed than verb types in the composition of the lexicon throughout the study but with a consistent decrease in its proportion after Year 10. Further results using the Limiting Relative Diversity measure indicate that learners vary their use of nouns to a much larger extent than verbs. The discussion focuses on the noun-bias hypothesis and the use of different elicitation tasks.

The large and rapidly expanding body of literature on bilingual acquisition is mostly comprised of either single-case or cross-sectional studies. While these studies have made major contributions to our understanding of bilingual children's language development, they do not allow researchers to compare and contrast results with regard to individual differences over time. This paper aims to investigate the issue of individual differences with a longitudinal group study of 13 French–English bilingual children. The main focus is lexical development. We will examine how extralinguistic factors such as gender, parental input and birth order impact on the lexical development of the children. Using quantitative (parental checklists, questionnaires) and qualitative measures (interactions with parents), we demonstrate that language exposure and parental input are closely linked to vocabulary size, amount of language mixing and cross-linguistic synonyms. The findings call for more longitudinal group studie...

Cet article examine le soutien parental présent dans le réseau social des mères en contexte de vulnérabilité : mères ayant un enfant âgé entre 2 à 6 ans et cumulant au moins deux des facteurs de risque retenus (pauvreté, sous-scolarisation et jeune âge à la naissance du premier enfant). Les données recueillies par le biais d’entrevues semi-structurées effectuées auprès du groupe de mères considérées à risque (groupe cible, n = 49) ont été comparées à celles obtenues auprès d’un groupe de mères jugées peu à risque (groupe normatif, n = 43). Les résultats rapportent le point de vue des mères participantes concernant les membres de leur réseau social (par exemple, les personnes perçues comme étant les plus aidantes ou les plus nuisibles dans l’exercice de leur rôle parental). Les formes de soutien ou de stress attribuées à certaines figures perçues comme centrales par les mères (grands-mères maternelles, conjoints et ex-conjoints) sont également décrites. Certaines pistes d’intervention prenant appui sur les ressources du réseau informel sont suggérées., The present study focuses on informal social networks and the people who give parental support to at-risk mothers (i.e., mothers who display at least two of the following risk factors : low SES, low education, and under 21 years at the birth of their first child). A sample of 49 such mothers, who had children between the ages of 2 and 6 years, participated in semi structured interviews. The group was then matched with a group of low risk mothers (n = 43). Results present mothers’ perspectives on the people in their social network they see as being most helpful or most stressful, as far as parenting is concerned. They also describe the roles played by key members of their immediate environment (maternal grandmothers, spouse or ex-spouse). Practical guidelines towards a network-oriented approach in parental support are outlined., Este artículo examina el apoyo parental presente en la red social de madres en un contexto de vulnerabilidad: madres con un niño de entre 2 y 6 años y con al menos dos de los factores de riesgo retenidos (pobreza, poca escolaridad y juventud al nacer el primer hijo). Los datos recopilados por medio de entrevistas semiestructuradas realizadas en un grupo de madres consideradas en riesgo (grupo meta, n = 49) fueron comparados con aquellos obtenidos de un grupo de madres consideradas como en poco riesgo (grupo normativo, n = 43). Los resultados reportan el punto de vista de las madres participantes acerca de los miembros de su red social (por ejemplo, las personas percibidas como de más ayuda o las más nocivas en el ejercicio de su papel parental). También se describen las formas de apoyo o de estrés que se atribuyen a ciertas figuras percibidas como centrales por las madres (abuelas maternas, parejas y ex-parejas). Se sugieren ciertas pistas de intervención que se apoyan en los recursos de la red informal., Este artigo examina o apoio parental presente na rede social das mães em contexto de vulnerabilidade: mães que têm um filho com idade entre 2 e 6 anos e que acumulam, pelo menos, dois dos fatores de risco (pobreza, baixa escolaridade, idade jovem no nascimento do primeiro filho). Os dados recolhidos através de entrevistas semi-estruturadas realizadas junto ao grupo de mulheres consideradas a risco (grupo-alvo, n=49) foram comparadas aos obtidos junto a um grupo de mães julgadas a pouco risco (grupo normativo, n=43). Os resultados revelam o ponto de vista das mães participantes com respeito aos membros de sua rede social (por exemplo, as pessoas vistas como sendo as que mais ajudam ou as que mais atrapalham no exercício de seu papel materno). As formas de apoio ou de estresse atribuídas a algumas figuras vistas como centrais pelas mães (avós maternas, esposos, ex-maridos) são igualmente descritas. São sugeridas algumas pistas de intervenção com base nos recursos de rede informal.

Although a number of studies have documented French L2 development (e.g. Ayoun, 2007; Dewaele, 2005; Myles and Towell, 2004; Prevost and Paradis, 2004), most focus on one or more aspects of morphosyntax, and there is comparatively little research on lexical development in French as an L2 (but see David, 2008; Graham, Richards and Malvern, 2008; Milton, 2006; Richards, Malvern and Graham, 2008). Even fewer studies investigate the relationship between the development of morphosyntax and vocabulary and the role that the lexicon might play in morphosyntactic development. This relationship is of interest as it might have implications not only for language acquisition theory, but also for better understanding the relationship between the lexicon and syntax in natural languages. For instance, some recent theories of language suggest that the brain is modular and that the different modules (e.g. phonology, syntax and lexis) are independent from one another and do not interact with each other except at the level of interfaces (which are external to them) (Jackendoff, 2002). One of the implications for language acquisition is that the processes by which these modules are acquired might also be separate. Hence (second) language learners might develop their lexicon and morphosyntax independently from one another at different rates and at different times.