Soutenance de la th\u00e8se de Gwenole Larvol<\/p>\n
Mots cl\u00e9s\u00a0: appropriation sociolinguistique, enseignement plurilingue, langue en situation minoritaire, motivation, repr\u00e9sentations linguistiques, breton<\/p>\n
Cette th\u00e8se \u00e9tudie le r\u00f4le que peut jouer l\u2019\u00e9cole dans le cadre des politiques de revitalisation des langues en situation minoritaire comme le breton.
\nDans un premier temps, nous proposons de d\u00e9crire les effets de ces politiques soci\u00e9tales \u00e0 un niveau individuel \u00e0 l\u2019aide du concept d\u2019appropriation sociolinguistique. Pour expliciter le processus d\u2019appropriation sociolinguistique, nous avons propos\u00e9 un mod\u00e8le \u00e0 trois niveaux, sur trois \u00e9chelles de temps diff\u00e9rentes. Nous mettons en relation le niveau hypercontextuel des interactions quotidiennes en breton en classe avec le niveau plus stable de la construction identitaire de l\u2019\u00e9l\u00e8ve, gr\u00e2ce \u00e0 un niveau interm\u00e9diaire, celui de la motivation. D\u2019autres \u00e9l\u00e9ments viennent compl\u00e9ter ce mod\u00e8le comme les normes des comportements linguistiques, la satisfaction des trois besoins psychologiques de base (th\u00e9orie de l\u2019autod\u00e9termination), les repr\u00e9sentations linguistiques et la socialisation linguistique extrascolaire des \u00e9l\u00e8ves.
\nNous avons \u00e9prouv\u00e9 ce mod\u00e8le \u00e0 l\u2019aide d\u2019une m\u00e9thodologie mixte bas\u00e9e \u00e0 la fois sur des observations de classe, des entretiens avec des \u00e9l\u00e8ves et des enseignants, mais \u00e9galement sur une enqu\u00eate quantitative aupr\u00e8s de 279 \u00e9l\u00e8ves de CM2 suivant une scolarit\u00e9 en breton.
\nEnfin, en nous appuyant sur ce mod\u00e8le et sur nos observations, nous proposons des leviers didactiques susceptibles de favoriser le processus d\u2019appropriation sociolinguistique du breton chez les \u00e9l\u00e8ves.<\/p>\n
\u00ab\u00a0Otherwise it will remain the language of school\u2026\u00a0\u00bb – Promoting the sociolinguistic appropriation of Breton in bilingual elementary schools
\nKey words\u00a0: sociolinguistic appropriation, multilingual education, minority language, motivation, linguistic representations, Breton
\nThis thesis studies the role that schools can play within the framework of language revitalization policies \u200b\u200bin a minority situation such as that of Breton.
\nFirst, we propose to describe the effects of these societal policies at an individual level, using the concept of sociolinguistic appropriation. In order to describe the process of sociolinguistic appropriation, we propose a three-level model, on three different time scales. We relate the hypercontextual level of daily interactions in Breton in the classroom with the more stable level of the student’s identity construction, thanks to an intermediate level, that of motivation. Other elements such as the norms of linguistic behavior, the satisfaction of the three basic psychological needs (theory of self-determination), linguistic representations and extracurricular linguistic socialization of pupils complete this model.
\nWe tested this model using a mixed methodology based both on class observations, interviews with students and teachers, but also on a quantitative survey of 279 \u201cCM2\u201d (nine \/ ten year old) students educated in Breton-medium schools.
\nFinally, based on this model and our observations, we propose didactic levers that could promote the process of sociolinguistic appropriation of Breton among students.<\/p>\n
\u00ab\u00a0Peotramant e chomo yezh ar skol…\u00a0\u00bb – Aesaat perc\u2019henni\u00f1 sokioyezhoniel ar brezhoneg en hentenno\u00f9 divyezhek ar skolio\u00f9-kenta\u00f1
\nGerio\u00f9-alc’hwez\u00a0: perc\u2019henni\u00f1 sokioyezhoniel, kelenn liesyezhek, yezh vinorel, youl, sello\u00f9 war ar yezho\u00f9, brezhoneg<\/p>\n
En dezenn-ma\u00f1 eo bet studiet ar perzh a c\u2019hell beza\u00f1 hini ar skol er politikerezhio\u00f9 buhezekaat yezho\u00f9 minorel evel ar brezhoneg.
\nDa genta\u00f1-penn e kinnigomp deskriva\u00f1 efedo\u00f9 seurt politikerezhio\u00f9 kevredigezhel war live an hinienn, dre implijout meizad ar perc\u2019henni\u00f1 sokioyezhoniel. Ur model tri live hon eus kinniget, diazezet war teir skeul amzer dishe\u00f1vel, evit diskouez mont-en-dro ar perc\u2019henni\u00f1 sokioyezhoniel. Liammet hon eus live an emzalc\u2019h yezh pemdez er skol, che\u00f1ch-diche\u00f1ch diouzh an degouezh, gant live stabiloc\u2019h an identelezh war-sevel, en ur ober gant ul live etre, hini ar youl. Hor model a zo bet klokaet gant elfenno\u00f9 all, evel normo\u00f9 an emzalc\u2019hio\u00f9 brezhonek, gwalc\u2019h an tri ezhomm psikologel diazez (teorienn an emdidermeni\u00f1), sello\u00f9 ar skolidi war ar yezho\u00f9 ha plas ar brezhoneg en o buhez sokial e-maez ar skol.
\nGant ur vetodologiezh kemmesk hon eus amprouet ar model-ma\u00f1\u00a0: bet omp o welet klaso\u00f9, aterset hon eus skolaerien ha skolidi, hag aozet hon eus ivez un enklask ka\u00f1titativel dre c\u2019houlennaoueg evit 279 skoliad CM2 brezhonek.
\nEvit echui\u00f1 hon eus kinniget, en ur gemer harp war hor gweladenno\u00f9 ha war hor model, loc\u2019henno\u00f9 didaktel a c\u2019hellfe aesaat perc\u2019henni\u00f1 sokioyezhoniel ar brezhoneg evit ar skolidi.<\/p>\n","protected":false},"excerpt":{"rendered":"
Soutenance de la th\u00e8se de Gwenole Larvol Mots cl\u00e9s\u00a0: appropriation sociolinguistique, enseignement plurilingue, langue en situation minoritaire, motivation, repr\u00e9sentations linguistiques, breton Cette th\u00e8se \u00e9tudie…<\/p>\n","protected":false},"author":3,"featured_media":0,"template":"","meta":{"_acf_changed":false,"_tribe_events_status":"","_tribe_events_status_reason":"","footnotes":""},"tribe_events_cat":[],"class_list":["post-288","tribe_events","type-tribe_events","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/tribe_events\/288","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/tribe_events"}],"about":[{"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/types\/tribe_events"}],"author":[{"embeddable":true,"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":1,"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/tribe_events\/288\/revisions"}],"predecessor-version":[{"id":289,"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/tribe_events\/288\/revisions\/289"}],"wp:attachment":[{"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/media?parent=288"}],"wp:term":[{"taxonomy":"tribe_events_cat","embeddable":true,"href":"https:\/\/sites-recherche.univ-rennes2.fr\/celtic-blm\/wp-json\/wp\/v2\/tribe_events_cat?post=288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}