Статті в журналах: "French class"

1

Rosenthal, Barbara. "French Class." Art Journal 49, no. 3 (1990): 224. http://dx.doi.org/10.2307/777110.

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2

GEORGE, K. "MODERN FRENCH AND CLASS DISTINCTION." French Studies Bulletin 13, no. 48 (January 1, 1993): 1–3. http://dx.doi.org/10.1093/frebul/13.48.1.

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3

&NA;. "French plan ???orange tag??? drug class." Inpharma Weekly &NA;, no. 954 (September 1994): 22. http://dx.doi.org/10.2165/00128413-199409540-00056.

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4

Kelly, Richard O., and Brent K. Harbaugh. "Evaluation of Marigold Cultivars as Bedding Plants in Central Florida." HortTechnology 12, no. 3 (January 2002): 477–84. http://dx.doi.org/10.21273/horttech.12.3.477.

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Annual bedding plants comprised 50% of the $4.6 billion wholesale value of United States floricultural crops in 2000. Florida is one of the top wholesale producers of bedding plants in this industry, and in 2000 was number one in the production of potted marigolds. Evaluation of marigold cultivars is vital for continued growth of the industry. We evaluated 84 cultivars of african marigold (Tagetes erecta) and french marigold (T. patula) in replicated class tests at the University of Florida's Gulf Coast Research and Education Center at Bradenton, Fla. (lat. 27°4' N, long. 82°5' W; AHS Heat Zone 10; USDA Cold Hardiness Zone 9b) in Fall 1999. In this report, we provide objective plant measurements of vegetative and floral characteristics as well as six weekly subjective ratings. Subjective ratings were on a 1 to 7 scale with the highest rating of 7 for excellent. In general, cultivars with vegetative and floral ratings ≥5 were considered outstanding, 4 to 4.9 as good performers, and ≤3.9 as fair to poor. These ratings permit readers to evaluate foliage and floral characteristics at different times during the season, and to evaluate performance over time. Cultivars were grouped into classes based on species, plant height, flower type, and flower color. Outstanding cultivars (those cultivars with an overall rating ≥5) and their class were: `Inca Gold' and `Royal Gold' [african marigold (African)—gold class]; `Mesa Orange' and `Royal Orange' (African— orange class); `Inca Yellow', `Mesa Yellow', and `Perfection Yellow' (African—yellow class); `Disco Granada' [french marigold (French) dwarf—single gold/red class], `Disco Flame' (French dwarf—single red/gold class); `Golden Boy' and `Hero Gold' (French dwarf—double gold class); `Bonanza Orange', `Orange Boy', `Girl Orange', `Jacket Orange' (French dwarf—double orange class); `Yellow Boy', `Girl Primrose', and `Jacket Yellow' (French dwarf—double yellow class); `Harmony Boy' (French dwarf— double orange/red class); `Hero Flame' (French dwarf—double red/orange class); `Bonanza Flame Improved' (French dwarf—double red/yellow class); `Legend Gold' (French double— gold class); `Legend Orange Improved' (French—double orange class); `Spry Boy' (French double—yellow/red class); `Durango Bee', `Durango Red', and `Hyper Red/Yellow' (French— double red/yellow class). We believe these cultivars would perform well in the southern U.S. or areas of the world with similar heat and cold hardiness zones.

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5

Blakqori-Salihu, Teutë, and Albana Gashi. "The hidden side of syntactic functions in the FFL class." XLinguae 16, no. 4 (October 2023): 83–96. http://dx.doi.org/10.18355/xl.2023.16.04.06.

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The essential objective of this study is to show the importance of creating a good, effective and common strategy to make familiar the syntactic structures of the most difficult expressions of French grammar while respecting its fundamental rules given for a long time. Studying French and its structure and functioning requires a lot of effort on the part of a foreigner. The structure of the French language is based on several fundamental components, without which we would completely lose any tool allowing us to ensure the coherence of the different parts of any sentence; for this reason, we absolutely must put in place a good learning strategy. Our goal is to offer an easy and attractive method to better learn syntactic functions in FFL (French as a Foreign Language) class. The learning of French as a foreign language is guided by a teacher during French language lessons. You learn everything there, starting with the words, learning their forms and meaning, their structures and functions. Finding a syntactic function is not an impossible task. What makes it difficult is that you have to learn to remember it, and this requires great effort for Kosovar students and especially for those whose level of French is not at the highest point, so they need a good strategy resulting from new pedagogies aimed at activating the learner by making him want to learn a syntactic function with a modular representation. To learn a syntactic function well, the learner must already be able to master French perfectly, and this is a key skill. The sole purpose of this article is to provide students with tips to facilitate learning by allowing them to better learn syntactic functions and to recognize, without particular difficulty, their different nuances. This work is mainly based on useful and productive activities that allow students to know exactly what it takes to learn well.

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6

Kedward, H. R. "Resiting French Resistance." Transactions of the Royal Historical Society 9 (December 1999): 271–82. http://dx.doi.org/10.2307/3679404.

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Exceptions, minorities, non-conformities, individual refusals and small group actions, these are words with which historians of the French Resistance learn to live. The words allow social detail to flourish, but they stand in the way of general social conclusions and question the kind of class representation which seems so convincing in René Clément's film of the resistance of railway workers, La Bataille du rail (1946), but which cannot be sustained for the working class as a whole. Is there a social history of the Resistance? Are all generalities suspect? The French nation as a category is far too large, so is the working class, and equally so the bourgeoisie and the peasantry: it has often been argued that social and political categorisation of the Resistance is nothing but a captivating mirage, tantalising every new interpreter who sets out to give much needed structure to empirical research.

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7

Hayes, Peter. "Marx's analysis of the French class structure." Theory and Society 22, no. 1 (February 1993): 99–123. http://dx.doi.org/10.1007/bf00993449.

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8

Mariam SAHRAOUI and Abdelhamid IBN EL FAROUK. "The Arabic/French codic alternation in the explanations of teachers of French in Morocco." Global Journal of Engineering and Technology Advances 10, no. 1 (January 30, 2022): 100–106. http://dx.doi.org/10.30574/gjeta.2022.10.1.0022.

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The analysis focus on the use of Arabic and French by the teacher in a foreign language class in a Moroccan context. This activity, codic alternation or code-switching, is analyzed through an observation of three different teachers while keeping the same level (3rd year of college secondary). All three used code switching in their speech in class, although this manifestation differed from teacher to teacher. It is however imperative to underline that this research work is not intended to provide solutions for the use of code alternation in class, far from it, it is simply a qualitative study allowing understanding of this sociolinguistic phenomenon and the reflection on its use in a didactic situation.

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9

Hansen, Anita Berit. "Palatalized/affricated plosives in Paris French. A sociophonetic production-perception study of a dynamic working-class and/or language contact phenomenon among middle-class speakers." Globe: A Journal of Language, Culture and Communication 15 (October 18, 2023): 93–116. http://dx.doi.org/10.54337/ojs.globe.v15i.8042.

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A long tradition of attracting work forces to Paris from outside countries has produced a high proportion of inhabitants using other languages than French (Gadet 2008). Geographically, most of the immigrants and their descendants are housed in cheap residential areas in the northern and eastern parts of the capital and its surrounding suburbs - zones that were historically the home of working-class Parisians. Recently, sociolinguists have observed that a specific way of speaking French in these areas has emerged (Fagyal 2010; Gadet 2017), and might be spreading. There is agreement that part of the lexical phenomena in this “multiethnolectal French” is due to language contact between French and the immigrant languages, but as for phonetic features, diverging claims exist. Are the palatalized and affricated plosives (qui [kji]), voiture [vwatʃyr]), the strongly articulated /r/’s, and the frequent drops of phonetic material an effect of contact with Arabic or are they features of working-class Parisian French that have been boosted through an identity-based process of reallocation? Regardless of the answer to this complex question, we seek here to grasp the potential of the palatalized/affricated plosives to spread socially upwards to non-multicultural, middle-class speakers outside the area in question. On the basis of our recordings with upper- and lower-middle-class Parisians (Hansen ms.) and of the attitudinal data we have gathered from a listening experiment among 235 predominantly middle-class French speakers (Hansen 2015, Hansen ms.), we conclude that the phenomenon in question does show signs of active adoption and social spread upwards, while being intriguingly little salient for our participants according to the perception results, as compared to other phonetic phenomena. Only when occurring with other features (in casu strongly articulated /r/’s, with which it shares the ambiguity of being both a popular French and a possible French-Arabic language contact feature), a few listeners comment overtly on its presence and associate its users to Maghreb and/or poor suburban descent.

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10

Taylor, George V., and Lynn Hunt. "Politics, Culture, and Class in the French Revolution." Journal of Interdisciplinary History 16, no. 4 (1986): 734. http://dx.doi.org/10.2307/204551.

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11

Hampson, Norman, and Lynn Hunt. "Politics, Culture and Class in the French Revolution." Eighteenth-Century Studies 19, no. 2 (1985): 297. http://dx.doi.org/10.2307/2738658.

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12

Brustein, William, and Lynn Hunt. "Politics, Culture, and Class in the French Revolution." Contemporary Sociology 14, no. 6 (November 1985): 754. http://dx.doi.org/10.2307/2071464.

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13

Schama, Simon, and Lynn Hunt. "Politics, Culture, and Class in the French Revolution." American Historical Review 93, no. 2 (April 1988): 427. http://dx.doi.org/10.2307/1859976.

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14

Duprat, Annie. "Politics, culture and class in the french Revolution." Annales historiques de la Révolution française, no. 342 (December 1, 2005): 265–67. http://dx.doi.org/10.4000/ahrf.1967.

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15

Troyansky, David G., and Lynn Hunt. "Politics, Culture, and Class in the French Revolution." History Teacher 20, no. 1 (November 1986): 136. http://dx.doi.org/10.2307/493201.

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16

Nadeau, Richard, Michael S. Lewis-Beck, Martial Foucault, and Bruno Jérôme. "Patrimony, class, and participation: French elections (1988–2012)." French Politics 15, no. 1 (November 11, 2016): 106–27. http://dx.doi.org/10.1057/s41253-016-0021-6.

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17

Maza, Sarah. "Politics, culture, and class in the French revolution." History of European Ideas 8, no. 3 (January 1987): 381–82. http://dx.doi.org/10.1016/0191-6599(87)90016-7.

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18

PARRY, D. L. L. "POLITICAL CULTURE, POLITICAL CLASS, AND POLITICAL COMMUNITY." Historical Journal 41, no. 1 (March 1998): 311–15. http://dx.doi.org/10.1017/s0018246x97007760.

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The past in French history. By Robert Gildea. New Haven and London: Yale University Press, 1994. Pp. xiv+418. £30.00. ISBN 0-300-05799-7Napoleon and his artists. By Timothy Wilson-Smith. London: Constable, 1996. Pp. xxx+306. £23.00. ISBN 0-094-76110-8Revolution and the meanings of freedom in the nineteenth century. Edited by Isser Woloch. Stanford: Stanford University Press, 1996. Pp. viii+447. £40.00. ISBN 0-804-72748-1Over the past twenty years, Keith Baker, François Furet, Lynn Hunt, Mona Ozouf et al. have argued that the French Revolution gave birth to a new political culture, and by implication that one should study politics through this culture rather than through l'histoire événementielle of ministries and elections. The three books reviewed here all relate to political culture in the wake of the French Revolution, explicitly in The past in French history and implicitly in the other two volumes: under Napoleon, artistic culture was politicized and regimented, and after his fall nineteenth-century Europe was left to nurse the awkward offspring of 1789, the ideologies of revolution and freedom. Yet whilst these books provide fine studies of political culture, they make only passing references to two less clearly defined concepts which may be necessary adjuncts to such an approach. The first is that of a ‘political class’, meaning those who occupy office, usually by election and regardless of party, which enables one to put l'histoire événementielle aside, since elections or changes of cabinet are merely reshuffles within the political class. The second concept concerns the communities that create political cultures. What, though, creates these communities?

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19

Caudill, Steven, Claudio Detotto, and Dominique Prunetti. "Bargaining power in apartment sales in Corsica: A latent class approach." Urban Studies 57, no. 13 (December 17, 2019): 2754–72. http://dx.doi.org/10.1177/0042098019886738.

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This paper extends the bargaining model of Harding et al. (Harding J, Rosenthal S and Sirmans CF (2003) Estimating bargaining power in the market for existing homes, Review of Economics and Statistics 85: 178–188), to a latent class framework. This allows for differences in market power in thin and segmented markets. We estimate a latent class model using data on apartment sales in Corsica over the period 2006 to 2016. Our results indicate that the Corsican housing market has two distinct segments or regimes and that bargaining power of buyers and sellers is not the same in these two segments. In particular, we find that local French residents have strong bargaining power in Regime 1 but non-French residents have weak bargaining power. Regime 2 is characterised by strong bargaining power for local French, Corsican French and non-French participants. Based on auxiliary regressions and a comparison of weighted means associated with each regime, we conclude that compared with Regime 2, the apartments associated with the first regime are more spacious, less likely to be new, more likely to have a garden and typically have longer travel times to local amenities such as doctors, pharmacies and the downtown area. From this we conclude that apartments associated with Regime 1 are more likely to be rural and at a greater distance from the coast. Distance from a city is likely to present an informational disadvantage to non-French residents, who may already face language and legal obstacles.

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20

Samyan, Khaldoon Atta. "Song and motivation in language class Chanson et motivation en classe de langue." Journal of the College of languages, no. 45 (January 2, 2022): 177–209. http://dx.doi.org/10.36586/jcl.2.2022.0.45.0177.

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Songs are considered as an educational and a substantial dependable references used in teaching and learning, particularly the so - called foreign language learning that allows learners to adapt to the target language culture and to develop their language learning skills including: listening comprehension, reading comprehension, speaking and writing. Consequently, it can be said that the Francophone songs with the musical richness and resonance specifically facilities French language learning skills for all levels of education and achieve short and long terms predetermined educational language learning goals. In fact, language learning through songs method does not only include the cultural, musical, and heritage content of the language but rather includes the entire rich linguistic features that enable to master social linguistic field. It exceeds topographical and political limits to attain different cultures and communities’ interference. Additionally, learning through songs and music method plays an important role in French language learning. It represents one of the French languages most significant and reliable cultural and vernacular language learning reference. Out of French language teaching experience in Iraq, it is obvious that through songs and music language learning method represents such a vital element in the learning process that facilitates and supports the classroom linguistic and educational activities. The present study considers the advantages of teaching songs in French as a foreign language learning method ( FLE ) that helps the acquisitions of the oral and written language learning skills. Résumé La chanson, présente bel et bien en force dans notre vie quotidienne. Elle est considérée comme un document authentique de qualité à exploiter dans l’enseignement-apprentissage des langues surtout dites secondaires ou étrangère surtout. Le présent article traite la question de l'exploitation de la chanson comme support éducatif en classe de FLE. Un usage qui ne se limite pas uniquement aux apports linguistiques mais qui renvoie aussi à des réalités de la (des) culture(s) de la francophonie. Dans l’enseignement de la langue étrangère, la chanson est considérée comme un moyen pédagogique qui permet aux apprenants de s’accommoder à la culture de la langue-cible afin de développer les quatre compétences langagières (The four skills), à savoir celles de ; la compréhension de l’oral, la compréhension de l’écrit, l’expression de l’oral et celle de l’écrit. On peut dire donc que la chanson francophone, avec sa richesse musicale et ses qualités dites ludiques où se côtoient plaisir et désir. Cet avantage procure aux apprenants de différents âges et de différents niveaux une réception fortement positive, de laquelle peut émerger une multitude de manières plausibles d’exploitation d’un tel support en classe de FLE. L'important, serait donc, l’atteinte des objectifs finaux prédéterminés à long ou à court terme. En effet, la richesse de l’apprentissage par la chanson dépasse le contenu culturel, le musical, le patrimonial pour enfermer entre ses entrailles une variété linguistique qui en fait un champ fertile d’investigation dans le domaine de la sociolinguistique. Or, elle constitue un bon messager, voire un bon étrier qui efface les frontières politico-topographique et unit les peuples francophones par le bon brassage des cultures, et ce en partant de l’idée maitresse suivante « No mans land ». Par conséquent, l’enseignement-apprentissage de/par la chanson joue un rôle colossal dans la classe de FLE et qu'il ne faut guère hésiter à l'exploiter, car il permet une connaissance adéquate de la langue et de la culture françaises ou ce qu’on peut appeler la lexiculture. Lors de notre expérience dans le domaine de l'enseignement-apprentissage de la langue française en Irak, nous avons constaté l'utilisation du support en question comme élément fondamentale qui permet le soutien des activités linguistiques et pédagogiques en classe de FLE. Dans cet article, nous tenterions de mettre en exergue les avantages de l’enseignement-apprentissage de/par la chanson en classe de FLE, voire ses impacts prétendument favorables de ce support et son exploitation pour une motivation dynamique qui permet aux apprenants d’améliorer leurs compétences langagières sur tous les plans, qu’ils soient oraux ou écrits.

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21

Omer, Omer Ahmed, and Nadra Abd Allah Ali. "The Impact of E-learning on Virtual Class Interactions: A Case Study of French Virtual Class Interactions." Journal of Humanities and Social Sciences Studies 3, no. 11 (November 30, 2021): 133–40. http://dx.doi.org/10.32996/jhsss.2021.3.11.12.

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The current qualitative study aims at exploring and analyzing in a descriptive way the impact of e-learning on different interactions forms in French virtual class in order to strengthen the students’ engagement in this type of class. The problem that we encounter when it comes to French virtual class is the lack of spontaneous and active interactions which could negatively affect the learning process. The study was based on data collected from structured observations conducted throughout the 2nd semester 2020/2021. The results show that the general interaction rate is unsatisfactory; especially the peers’ interaction rate which is the worst. To enhance the virtual class interactions, some tips and practices have been recommended. A further study may help to identify the factors that affect the interactions in virtual class.

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22

Holobow, Naomi E., Fred Genesee, Wallace E. Lambert, Joseph Gastright, and Myriam Met. "Effectiveness of partial French immersion for children from different social class and ethnic backgrounds." Applied Psycholinguistics 8, no. 2 (June 1987): 137–52. http://dx.doi.org/10.1017/s0142716400000175.

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ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

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23

Tkacheva, A. N. "Socio-Verbal Function of the French Immigrant School Argot in the Film “Class” by L. Cantet." NSU Vestnik. Series: Linguistics and Intercultural Communication 20, no. 4 (February 5, 2023): 35–45. http://dx.doi.org/10.25205/1818-7935-2022-20-4-35-45.

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The article analyzes speech characteristics of the characters of the film “Class” depicting French immigrants’ children. The teenagers study at one of the suburb Paris colleges. They communicate with each other and teachers in the form of a dialogue. The adolescents intentionally tend to ignore the rules of behavior established by the educational institution and neglect the norms of the codified French language. Using artistic images, the film reproduces one of the most topical social problems in modern France — that of immigrants’ resistance to accepting French cultural values, customs, codes, language, and speech culture.The characters’ speech determines their nationality, social status, personal values, and emotional state. Sampling, the linguistic and stylistic types of analysis were employed as research methods. The teenagers use verlanized and obscene lexical units, words from the young immigrant argot developed by borrowing, neologizing, and rethinking outdated French words. The verlan and special colloquial lexical units that characters use contain negative emotional and evaluative connotations. The insults, rudeness, name-calling, familiarity between immigrant children are ritual, intra-group, sociocultural, harmless, directed against the culture, language, economic dominance of the French-speaking ethnos in the society.The adolescent verbal behavior expresses a pejorative assessment of the French culture, language and people. The children ignore school rules and neglect standard French. Verlanisms, youth slang/argot, aggression are considered as the reaction of young immigrants to the requirement to learn standard French and behavioral rules of the French society, rejection by the ethnic French, lack of opportunities to rise in life, a sign of psychological trauma, as well as hardships.

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24

Vandenbussche, Wim. "Triglossia and pragmatic variety choice in nineteenth-century Bruges." Journal of Historical Pragmatics 5, no. 1 (March 8, 2004): 27–47. http://dx.doi.org/10.1075/jhp.5.1.03van.

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This article deals with the roles and functions of dialect, Dutch and French for Flemish upper class writers in the 19th century. It argues against the common opinion that the linguistic situation at that time in Flanders can be characterized by rigid dichotomies such as formal French versus informal dialectal/regional Dutch, and/or upper class French versus middle and lower class (dialectal) Dutch. Analyses of original upper class documents from various archives in the town of Bruges lead to the assertion that the actual choices between the available linguistic resources were to a considerable extent dependent on contextual and pragmatic considerations. Examples taken from town council records, high society correspondence and election propaganda will illustrate the close link between variety choice and the wish to include/exclude certain social groups in distinct communicative settings.

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25

Holobow, Naomi E., Fred Genesee, and Wallace E. Lambert. "The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2." Applied Psycholinguistics 12, no. 2 (June 1991): 179–98. http://dx.doi.org/10.1017/s0142716400009139.

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ABSTRACTThis report presents the results of the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio. This program is of particular interest because it includes children from lower socioeconomic group and ethnic minority group (black) backgrounds in addition to majority group (white), middle-class students who have been the subject of virtually all evaluations of immersion to date. The native language development (English), academic achievement (math), and second language attainment (French) of pilot groups of middle- and working-class students and of black and white students who were in grade 1, as well as those of a follow-up cohort of kindergarten students, were assessed. The results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving. Moreover, it was found that the working-class and black students scored as well as the middle-class and white students on the French language tests. The results are discussed further in terms of the immersion students’ level of proficiency in French.

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26

Haug, C. James, Luc Boltanski, and Arthur Goldhammer. "The Making of a Class: Cadres in French Society." American Historical Review 94, no. 4 (October 1989): 1114. http://dx.doi.org/10.2307/1906683.

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27

Akcan, Sumru. "Teaching Methodology in a First-Grade French-Immersion Class." Bilingual Research Journal 28, no. 2 (July 2004): 267–77. http://dx.doi.org/10.1080/15235882.2004.10162817.

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28

Bobińska, Anna, John Humbley, Radka Mudrochová, and Matúš Hanuliak. "Class action, une adaptation variée en français, en polonais et en tchèque : reflets linguistiques." AUC PHILOLOGICA 2020, no. 4 (August 11, 2021): 13–38. http://dx.doi.org/10.14712/24646830.2021.2.

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The objective of this article is to study the linguistic adaptation that accompanies the introduction and modification of a type of lawsuit originating in another legal system: the case of class action. In the context of the study of the comparative neology of French, Polish and Czech, considered in particular from the angle of borrowing and its equivalents, it is interesting to explore the adoption and linguistic adaptation of a legal concept. The one selected for this study is the American class action, which has already been the subject of a linguistic analysis focusing on French in France and French-speaking countries, and in Spain and Italy. The present study therefore extends the research carried out so far to the cases of Czech and Polish while updating the data on French.

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Kliman, Marlene, and Susan Janssen. "Translating Number Words into the Language of Mathematics." Mathematics Teaching in the Middle School 1, no. 10 (May 1996): 798–800. http://dx.doi.org/10.5951/mtms.1.10.0798.

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In a sixth-grade mathematics class, students are poring over charts of English and French number words (see figs. 1 and 2). Tasha and Rosa, neither of whom speak French, are engaged in comparing English and French words for multiples of 10 up to 100.

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30

Mariot, Nicolas. "Social Encounters in the French Trenches." French Politics, Culture & Society 36, no. 2 (June 1, 2018): 1–27. http://dx.doi.org/10.3167/fpcs.2018.360201.

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The First World War has been described as an exceptional moment of comradeship, so great that it was able to break even the strongest class barriers. Were social distances and class hierarchies temporarily forgotten or abolished for the millions of Frenchmen of diverse origins who were called to arms in defense of their country? The article is about this novel experiment, provoking encounters and contacts on a huge scale and often for the first time, between an overwhelming majority of manual workers and petty employees of humble extraction, and a small number of bourgeois and intellectuals. It tells the story of the discovery, by the French bourgeoisie of the Belle Epoque, of the ordinary people who fought in the trenches.

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31

Sajarwa, Sajarwa. "Swear Words in French : Analysis of Social Class and Gender." Humanus 20, no. 2 (November 29, 2021): 139. http://dx.doi.org/10.24036/humanus.v20i2.111969.

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Swear words utterances in French are used as a mean to express emotion that have various functions, both personal or social. The swear words represent social group and gender. This research uses descriptive-interpretative method which data taken from two French novels with different social class background. The research results show that in upper social group, the swear words deliver indirectly, meanwhile in lower social group, the swear words express directly to the party that being cursed. Both social groups use professions as verbal abuse, however the upper social group also uses ethnicity as swear words. Through the swear words, the upper class group preserve their social status from generation to generation. From the gender perspective, men and women both use swear words refer to genitals. Men have more variation of swear words usage.

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32

Dogan, Mattei. "Is there a Ruling Class in France?" Comparative Sociology 2, no. 1 (2003): 17–89. http://dx.doi.org/10.1163/156913303100418708.

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AbstractThe thesis of a ruling class in France, today or yesterday, is not validated by the empirical evidence. The arguments against such a thesis are the following: the overwhelming proportion of elite positions are not transmitted hereditarily; the elite circulation at the highest level is considerable; the professionalization of political careers, which is widespread, is incompatible with the concept of a ruling class; the recruitment of elites is marked by a shift from notables to a meritocracy; the elite configuration consists in multiple spheres and sector partitioning; the selective schools, based on academic competition, generate new elites at each generation; there is fault line between capitalists and the other elite categories; the number of entrepreneurs who have built themselves their company is enormous; the isolation of the cultural elite is astonishing; the subordination of the military elites is an historical fact; the periodical beheading of the ruling elites marks French history. Nonetheless, at the apex of power, a triad, composed of outstanding polictical leaders, of corporate managers and of highers State administrators — called "mandarins" — operates the wheelwork of the heterogeneous and complex French society and State

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33

Vandenbussche, Wim. "Historische Sociolinguïstiek in Vlaanderen." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 39–49. http://dx.doi.org/10.1075/ttwia.70.05van.

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Historical sociolinguistic research on the Dutch language area during the 19th century has so far mainly been concerned with the situation in Flanders. Given the crucial relevance of this period for the history and the development of Dutch, however, there is a great need for comparable research clarifying the situation in the Northern part of the Dutch language territory. This article, which is explicitly intended as a 'teaser' for such research in the Netherlands, deals with the social communicative functions of dialect, Dutch and French for Flemish upper class writers from the town of Bruges in the 19th century. It will be demonstrated that the commonly accepted views of the opposition between French ([+prestige, upper class]) and Dutch ([-prestige, working class]) do not match the facts found in original archive corpora. Using town council records, meeting minutes from a prestigious upper class circle, and election propaganda, we will show that French, Dutch and dialect were used by the town elite according to stricdy pragmatic considerations to include or exclude specific segments of the town population in various communicative contexts.

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34

Welch, Cheryl B. "Tocqueville and the French." Tocqueville Review 15, no. 1 (January 1994): 159–65. http://dx.doi.org/10.3138/ttr.15.1.159.

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For contemporary political theorists, the events of nineteenth-century France – the "bourgeois" revolution of 1830, the revolutionary eruption of 1848 with its dénouement in Bonapartism, and the "heroic" moment of the Paris Commune – have entered the domain of reflection on modern politics through Marx. Not only for Marxists, but for those who learned political theory in a Marxist tradition or whose primary acquaintance with nineteenth-century France came from Marx's trenchant dissection of its class struggles, this was a story fraught with universal significance. Indeed, French historical events have long functioned as dramatic signs or markers of the modern relationship between state and civil society, and between democracy and revolution.

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35

Evi Eviyanti, Irwandy, and Rabiah Adawi. "Development of Teaching Materials for French Courses for Class X SMA Based on 2013 Curriculum Using Instagram Media." Britain International of Linguistics Arts and Education (BIoLAE) Journal 4, no. 3 (November 5, 2022): 279–94. http://dx.doi.org/10.33258/biolae.v4i3.790.

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In the 21st century the learning process must integrate Information and Communication Technology (ICT) in learning activities. The development of information and communication technology causes the need for learning to also grow rapidly and the concept of learning can be implemented with the help of technology such as the internet. In 2020, internet-based learning activities have been widely implemented in the field of education, from elementary to university levels due to the Covid-19 pandemic in the world. This condition requires physical distancing to break the chain of the spread of Covid-19. All schools and colleges responded by carrying out learning from home, through online learning with the use of information technology. The purpose of this research is to: (1) develop teaching materials for French class X high school based curriculum 2013 using Instagram media, (2) assess the feasibility of teaching materials for French class X high school based curriculum 2013 using Instagram media, and (3) explain the effectiveness of the materials teach French class X subjects in high school based on the 2013 curriculum using Instagram media. This development research uses the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The research instrument used was a questionnaire and a written test. The product of research results (teaching materials for French class X SMA subjects must be validated by experts before being tested in the field (experiments).

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36

Lemay, Lise, Paul Hayotte, Julie Lemire, Caroline Bouchard, Lorie-Marlène Brault-Foisy, Nathalie Bigras, and Gilles Cantin. "Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (February 1, 2024): 247. http://dx.doi.org/10.11591/ijere.v13i1.25305.

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<span lang="EN-US">The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classrooms (46 infant, 108 toddler) located within a representative sample of 68 childcare centers. Live classroom observations were conducted in the fall 2018 with the CLASS and other measures of process quality. Results replicate the factor structures of the original versions of the CLASS tool and provide evidence for the good reliability (inter-rater reliability, internal consistency) and validity (criterion and construct) of the French versions. The discussion highlights cross-cultural differences in the classrooms, childcare centers, and regulations that could explain some differences obtained in this research and, therefore, needs to be considered when using the CLASS in French to have a reliable and valid tool to measure the quality of interactions.</span>

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37

Jabco, Jeffrey P., William B. Nesbitt, and Dennis J. Werner. "Resistance of Various Classes of Grapes to the Bunch and Muscadine Grape Forms of Black Rot." Journal of the American Society for Horticultural Science 110, no. 6 (November 1985): 762–65. http://dx.doi.org/10.21273/jashs.110.6.762.

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Abstract Eight or 9 commercial cultivars from each of 4 grape classes were inoculated with the black rot fungus (Guignardia bidwellii f. sp. euvitis and f. sp. muscadinii) of bunch and muscadine grapes, respectively. The 4 classes consisted of 3 bunch grape classes (Vitis vinifera L., American hybrids, and French hybrids) and 1 muscadine class (V. rotundifolia Michx). Resistance was determined by leaf and petiole infection ratings (0−4) and average leaf and petiole lesion size (mm). Inoculation with Guignardia bidwellii f. sp. euvitis resulted in significantly larger average leaf lesion size on Vitis vinifera than on American and French hybrids (4.3 vs. 3.5). American hybrids had significantly higher (3.3 vs 2.3) leaf disease rating than French hybrids. Vitis rotundifolia received significantly lower disease rating then the 3 bunch grapes classes (0.4 vs. 2.9). A hypersensitive reaction was observed on leaves of most V. rotundifolia cultivars. Inoculation with Guignardia bidwellii f. sp. muscadinii resulted in significant differences in leaf infection ratings between French and American hybrids (0.8 vs. 1.6) and between V. rotundifolia and the 3 bunch grape classes (3.1 vs. 1.2). There were significant pathogen form × grape class and pathogen form × cultivar within grape class interactions.

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38

Newbill, Paula B. "French Class Enrollment: Teachers’ Perspectives on Causes, Consequences, and Advocacy." French Review 84, no. 1 (2010): 100–112. http://dx.doi.org/10.1353/tfr.2010.0007.

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39

Er, Jeremy, and Simon J. Harrison. "KRd: the new KiD in the French myeloma induction class." Blood 138, no. 2 (April 13, 2021): 105–6. http://dx.doi.org/10.1182/blood.2021011751.

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40

Tzeng, Rueyling. "Middle Class International Migration: French Nationals Working in the UK." Advances in Applied Sociology 02, no. 02 (2012): 120–26. http://dx.doi.org/10.4236/aasoci.2012.22016.

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41

Dauphinais, Paul R. "A class act: French‐Canadians in organized sport, 1840–1910." International Journal of the History of Sport 7, no. 3 (December 1990): 432–42. http://dx.doi.org/10.1080/09523369008713739.

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42

Halévi, Ran. "Politics, Culture, and Class in the French Revolution. Lynn Hunt." Journal of Modern History 60, no. 1 (March 1988): 159–62. http://dx.doi.org/10.1086/243353.

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43

Scheick, William J. "Education, Class, and The French Revolution in Sarah Wood's Julia." Studies in American Fiction 16, no. 1 (1988): 111–18. http://dx.doi.org/10.1353/saf.1988.0028.

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44

Senior, Kathryn. "French researchers identify a new class of lipid-lowering drugs." Lancet 358, no. 9297 (December 2001): 1968. http://dx.doi.org/10.1016/s0140-6736(01)07001-5.

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45

White, Paul E. "Fertility and social class in a French village, 1901–75." Journal of Biosocial Science 17, no. 3 (July 1985): 253–66. http://dx.doi.org/10.1017/s0021932000015741.

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SummaryThe extent to which it is possible to recognize distinctive patterns of marriage and fertility within sub-groups of the rural population is examined by an analysis of the fertility experience of 294 females who lived in a single village in southern Normandy at some period between 1901 and 1975. Aggregate analysis demonstrates the existence of differential fertility between classes. Examination of circumstantial evidence for individual sub-groups suggests that attitudes towards capital accumulation and inheritance are the major explanatory factors for these differentials.

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46

Schaninger, Charles M., Jacques C. Bourgeois, and W. Christian Buss. "French-English Canadian Subcultural Consumption Differences." Journal of Marketing 49, no. 2 (March 1985): 82–92. http://dx.doi.org/10.1177/002224298504900207.

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Consumption differences were examined between French-speaking, bilingual, and English-speaking Canadian families from the greater Ottawa/Hull metropolitan area. Significant differences were found for a wide variety of consumption behaviors, media usage, and durable goods ownership. These differences existed even after social class and income were removed.

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47

Quéré, Mathias. "“Second-Class Citizens”: The Mobilization of the French Homosexual Movement for the “Right to Difference” (1979–1982)." Journal of History 57, no. 3 (December 1, 2022): 362–84. http://dx.doi.org/10.3138/jh-57-3-2022-0010.

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While the French constitution of 1791 abolished the crime of sodomy, the 19th century nevertheless allowed the political power and the bourgeoisie to repress homosexuality thanks to a broad legal arsenal. In 1942, Philippe Pétain explicitly reintroduced the criminalisation of homosexual relations into French law. Some years later, an amendment adopted in 1960 considered homosexuality a “social plague”, like tuberculosis or alcoholism. French homosexuals remained what they had always been: second-class citizens. The homosexual movement that emerged in the 1970s was mostly revolutionary and very few were interested in legalist demands. Many of activist came from extreme left-wing organisations; for them it was more a question of fighting for the revolution than attempting to become citizens like the others. With the end of the 1970s, the revolutionary horizon vanished and the French homosexual movement, in a quest for popularization, evolved its paradigms to fight against repression. This article retraces and discusses the evolution of homosexual mobilisation in the early 1980s, when gay and lesbian activists reconfigured the French homosexual movement from the perspective of claiming a “right to difference” and ending their status as “second-class citizens”.

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48

Kunnas, Marika. "Who Is Immersion for?: A Critical Analysis of French Immersion Policies." Canadian Journal of Applied Linguistics 26, no. 1 (March 15, 2023): 46–68. http://dx.doi.org/10.37213/cjal.2023.32817.

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Elitism has been an issue in Canadian French immersion since its inception. This study examines how two racially diverse Ontarian school boards and Ontario French immersion policy, curricula, and other related documents construct and support an elite student within the immersion program. The elite student who emerged from immersion documents is a White, middle-class, English, established resident, mirroring the current demographics of the program. A middle-class bias emerged within the documents due to an assumed wealth, and lack of financial assistance, transportation and promotional materials. The program locations themselves favoured the middle-class. The curricula demonstrated a Eurocentric focus and colonial lens. In the documents of this study, it was assumed that parents had functional knowledge of English and French. Program entry-points favoured established residents over newcomers. Given its evident elitism, there has been a shift toward inclusion, particularly for students with special education needs and English language learners. However, this inclusion has yet to be critically enacted.

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Haeriyati, Wulan Novita, Dudung Gumilar, and Dante Darmawangsa. "The Impact of Peer and Teacher Feedback Using Twitter on FFL Writing Class." Lectura : Jurnal Pendidikan 14, no. 2 (August 1, 2023): 444–56. http://dx.doi.org/10.31849/lectura.v14i2.15185.

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Feedback is a technique used in the teaching and learning environment to improve the acquisition of knowledge and skills, including writing mastery. This study investigates the impact of incorporating peer and teacher feedback techniques through Twitter on developing writing skills in French as a Foreign Language (FFL) class. The study employed a quantitative experimental approach that adopted a One Group Pre-Test and Post-Test design. A sample of 30 students enrolled in the fourth semester of the French Language Education Study Program at a university in Bandung, Indonesia, participated in the study. This study used two research instruments to gather the data: a writing assessment consisting of a pre-test and post-test and a questionnaire to measure students' perceptions of the studies' treatment. The data test was analyzed using the CEFR A2-level assessment instrument from Tagliante (2005) and then processed statistically using SPSS 26 software. While questionnaire data were analyzed using a Likert scale with five intervals. The statistical analysis results demonstrated a substantial impact, indicating increased scores from the pre-test to the post-test. The observable augmentation in the caliber and efficacy of student writing across all evaluation domains supports this assertion. In conclusion, the implementation of peer and teacher feedback using Twitter in French as a Foreign Language (FFL) writing class significantly enhances students' writing proficiency. Furthermore, it allows students to demonstrate a favorable acceptance and perception of this implementation to improve their French writing skills.

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50

Heller, Henry. "The Path Not Taken: French Industrialization in the Age of Revolution, 1750–1830, Jeff Horn, Cambridge, MA.: MIT Press, 2006." Historical Materialism 20, no. 1 (2012): 244–52. http://dx.doi.org/10.1163/156920612x632809.

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AbstractEschewing a Marxist interpretation of the French Revolution, Jeff Horn’s work is nonetheless interesting in stressing the widespread prevalence of machine-breaking by workers in France as compared to England during industrialisation. Likewise notable is Horn’s argument that the resultant state-intervention forced France onto a path of industrialisation which differed from England’s and which has been underestimated. Breaking with the revisionist consensus, Horn further demonstrates that the effect of the Revolution was positive for French economic development. Refreshing in its stress on working-class militancy, Horn’s work nonetheless exaggerates the influence of machine-breaking on French economic change as compared to other forms of working-class struggle, the slow pace of primitive accumulation and the resistance to industrialisation by small-scale urban producers.

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