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Rozprawy doktorskie na temat "Multilinguisme – Mali"
Mbodj-Pouye, Aïssatou Lahire Bernard. "Des cahiers au village socialisations à l'écrit et pratiques d'écriture dans la région cotonnière du sud du Mali /". Lyon : Université Lumière Lyon 2, 2007. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2007/mbodj_a.
Pełny tekst źródłaMbodj-Pouye, Aïssatou. "Des cahiers au village : socialisations à l'écrit et pratiques d'écriture dans la région cotonnière du sud du Mali". Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/mbodj_a.
Pełny tekst źródłaThis research is an ethnographic approach of writing practices in the cotton-growing region of Southern Mali. The setting is multilingual; different ways of acquiring literacy are available: adult literacy classes, schooling (bilingual or not), Islamic learning. These practices involve three languages: French, the official language, still dominant as a written language; Bambara, which has been developed for adult literacy classes and bilingual schools ; and Arabic, mainly used for religious purposes. Becoming literate involves studying in one or more of these educational settings, and often other experiences, especially when migrating for work in urban places. Those different experiences of writing are analysed as different "literate socializations". These paths to literacy are considered more specifically for one village. The study of written pieces can give a deeper view of the practices villagers engage in. This study relies on the analysis of a corpus of written documents, especially notebooks. They deal with various topics and display a number of types of text (recipes, accounts, chronicles, etc. ), and they are often multilingual. One result of the research is that Bambara is actually used as a written language, but writers who are also proficient in French tend to preserve the higher status of the official language. Our analysis support the hypothesis that keeping a personal notebook is a way of objectifying the existence of a domain "of one's own" (private but not intimate). The uses of literacy are essential to understand how is currently redefined, in this area, the line between public and private
Coulibaly, Laurent. "L'Education bi-plurilingue au Mali : entre politiques linguistiques éducatives, pratiques et discours enseignants et représentations sociolinguistiques". Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20010.
Pełny tekst źródłaMany studies (Dabène, 1994 Cummins, 2001; Vilpoux and Blanchet, 2015; Maurer, 2007, 2011 a, 2013b, 2016, 2018) agree on the educational advantages of a bi-plurilingual education system, taking into account the learner's first language, or at least one of their first languages. Since the beginning of the 1980s, Mali has embarked on a bi-plurilingual educational policy linking local languages and the French language, with the objective of getting learners to carry out their first learning in a language of their social and/or family environ ment. (language 1) so that subsequent learning of and in French (language 2) is facilitated. Encouraging results from different phases of experimentation have shown a clear advantage of bilingual schools over traditional monolingual schools (Nounta, 2015; ELAN-Afrique, 2016). However, Mali has not yet managed to generalize biplurilingual education. Combining observation of classroom practices and semi-structured interviews (Blanchet, 2012) bath with actors in the field (teachers and directors of bilingual schools) and with educational authorities, this thesis proposes to explore bilingual education in Mali. lt is thus interested in teaching practices in terms of biplurilingual education and in the sociolinguistic representations of the different actors involved (teachers, principals, parents of students, etc.) on the teaching and learning of local languages at school. . lt also raises the question of teacher training and their adherence to this educational policy. Political factors that slow down the generalization of biplurilingual education are also discussed. This thesis also contains proposais for an efficient bi-plurilingual educational policy
Dembele, Souleymane. "Didactique des langues en danger : enseignement bilingue (français-mamara) et interculturalité". Electronic Thesis or Diss., Montpellier 3, 2023. http://www.theses.fr/2023MON30046.
Pełny tekst źródłaMali is a truly multilingual country. Various languages and cultures coexist and are in constant contact. The inhabitants are, for the most part, multilingual and choose a language according to the communication situation.Our thesis is an initiative to document and revitalize Mamara, a language spoken in southeastern Mali, in the regions of Koutiala, Segou and Sikasso. It is an interdisciplinary work within the Language Sciences. It straddles the didactics of languages and cultures, anthropology and sociolinguistics, applied to the revitalization of an "endangered" language of the Gur subfamily, the Voltaic branch and the Senufo group within the Niger-Congo ensemble in Mali.This thesis is a continuation of the ELAN-Africa project on bi-plurilingual education in Africa. Better still, it offers an alternative (TERPLO) to the various methods already practiced and whose limits are known. In this thesis, we advocate a pedagogy favorable to transfer and based on a contrastive approach that allows an inter-systemic analysis of language (L1) and language (L2). This co-participatory pedagogy is a didactic proposal that has already shown its evidence elsewhere in the improvement of bi-plurilingual teaching practices, the content of textbooks and training programs in line with the logic of the ELAN project's approach, but different in implementation.Our thesis attempts to associate an exogenous praxis, resulting from action research in Latin America cf. (http://axe7.labex-efl.org/taxonomy/term/12), with an endogenous African practice, pedagogy based on a syncretism between tradition and modernity, in the spirit of the Malian pedagogue Amadou Hampâté Bâ (1900-1991). It focuses its action on the Mamara language, one of the thirteen official languages of Mali since "Decree No. 2023-0401/PT-RM of 22 July 2023 promulgating the new constitution"
Części książek na temat "Multilinguisme – Mali"
Sali, Oussoumanou. "L’hybridisme linguistique sous la plume de Djaïli Amadou Amal : une foulanisation du français à l’épreuve de la Norme". W Multilinguisme, multiculturalisme et représentations identitaires, 53–74. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.goron.2021.01.0053.
Pełny tekst źródłaYonta, Jacqueline Eve. "La publicité de boissons au Cameroun : entre rejet identitaire des langues africaines et représentations culturelles". W Multilinguisme, multiculturalisme et représentations identitaires, 239–55. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.goron.2021.01.0239.
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