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Managing France's Regional Languages
MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. -
Le Projet D'hôpital Commun Transfrontalier De
LE PROJET D’HÔPITAL COMMUN TRANSFRONTALIER DE PUIGCERDÀ : VERS L’EUROPÉANISATION DE LA FRONTIÈRE EN CERDAGNE Régis Keerle, Raymonde Séchet To cite this version: Régis Keerle, Raymonde Séchet. LE PROJET D’HÔPITAL COMMUN TRANSFRONTALIER DE PUIGCERDÀ : VERS L’EUROPÉANISATION DE LA FRONTIÈRE EN CERDAGNE. Sud-Ouest Européen, Presses Universitaires du Mirail - CNRS, 2009, pp.65-76. hal-00526157 HAL Id: hal-00526157 https://hal.archives-ouvertes.fr/hal-00526157 Submitted on 13 Oct 2010 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 1 LE PROJET D’HÔPITAL COMMUN TRANSFRONTALIER DE PUIGCERDÀ : VERS L’EUROPÉANISATION DE LA FRONTIÈRE EN CERDAGNE Régis Keerle*, Raymonde Séchet** RÉSUMÉ — L’aboutissement du projet d’Hôpital commun transfrontalier de Cerdagne à Puigcerdà constitue un cas particulier de coopération transfrontalière sur la partie orientale de la frontière pyrénéenne. Sa réussite contraste avec les situations analysées dans des travaux précédents portant sur cette partie de la frontière franco-espagnole. L’analyse de ce projet conduit à privilégier une approche par les acteurs locaux de l’européanisation dont l’une des caractéristiques est qu’ils sont également impliqués dans les jeux décisionnels régionaux et nationaux. -
The Catalan Language in Education in France
The Catalan language in education in France European Research Centre on Multilingualism and Language Learning hosted by CATALAN The Catalan language in education in France | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy and Language Learning with financial support from the Fryske Akademy and the Province Aragonese; the Aragonese language in education in Spain Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France (2nd ed.) Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK and Language Learning, 2019 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy 2nd edition Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium German; the German language in education in Denmark Research Centre on Multilingualism and Language Learning. -
France's Languages
1/16 European Bureau for Lesser Used Languages European Language Equality Network Réseau Européen pour l'Égalité des Langues EBLUL/ELEN-France Consultative status by the Economic and Social Committee of the United Nations EBLUL/ELEN France 9 straed la Tour d’Auvergne 29270 Karaez / Carhaix +33 (0)2 98 73 20 58 [email protected] http://www.deompdei.org/ http://www.languesregionales.org/ FRANCE’S LANGUAGES IN DANGER 37th General Conference of UNESCO - November 2013 Presentation file Focus on a policy threatening regional languages with extinction The synthesis of research conducted by representatives of associative coordinations, working actively for the recognition of linguistic diversity and language reappropriation by the inhabitants of the territories in which they are historically located, aims to establish a vitality state of the regional languages of the French Republic. At this stage of the survey by associations defending these languages, the file deals with the following languages: Basque, Breton, Burgundian-Morvan, Catalan, Corsican, Franco-Provençal, Gallo, German, Occitan, Picard, Poitou-Saintonge. Due to the lack of a coherent policy on sociolinguistic survey by the services of the French authorities, the figures, according to the nine vitality criterias defined by UNESCO’s Atlas of the World’s Languages in Danger* are accessible only very partially, and in a disparate manner. However, they corroborate the findings of the Atlas, that all languages are, to a higher or lesser vulnerability degree, threatened and endangered. This observation is also valid for the Roussillon Catalan language, although Catalan has "officially" been removed from the list of endangered languages in the last Atlas. -
The Linguistic Norm in Northern Catalonia and Community Members’ Attitude Towards Their Own Language Gemma Gómez Duran (Barcelona) Joan Peytaví Deixona (Perpinyà)
The linguistic norm in Northern Catalonia and community members’ attitude towards their own language Gemma Gómez Duran (Barcelona) Joan Peytaví Deixona (Perpinyà) Summary: Standard Catalan is based on the Central dialect and, specifically, on Barce- lona speech. However, there are standard variants for all dialects, except for the North- ern one. Furthermore, the sociolinguistic situation in Northern Catalan differs from that in other Catalan-speaking territories in that the language has almost disappeared. Some cultural activists are still trying to recover the Catalan language by using it in as many situations as possible. The objective of this article is to analyse the variety of Catalan – standard or dialectal forms – used in literature, the media, and education and what this usage demonstrates about Northern Catalans’ attitudes towards their own language. Keywords: Northern Catalan, standard Catalan, sociolinguistics, language attitudes Received: 16-09-2016 ∙ Revised version received: 17-02-2017 ∙ Accepted: 23-02-2017 Northern Catalonia is the Catalan-speaking area located in the Pyrénées Ori- entales department, which includes the southernmost portion of France’s Mediterranean coast. This department is divided into six regions. The Northern Catalan dialect is spoken in four of them: Rosselló, Vallespir, Conflent and Capcir. The Central dialect, also spoken in Barcelona (with a few differences), is spoken in the Cerdanya. The department also includes the Occitan-speaking region of Fenolhedés. The normative of Catalan is based on the Barcelona dialect, but the Institut d’Estudis Catalans (IEC), the institution that officially regulates standards for the Catalan language, has also provided specifications for normative varieties of all dialects, except the Northern one. -
« Mixité Sociale Et Scolaire Sur La Ville De Perpignan »
FEDERATION SYNDICALE UNITAIRE Enseignement- Education- Recherche- Culture- Formation- Insertion Section des Pyrénées Orientales 18 Rue Condorcet 66 000 PERPIGNAN Tél. 04 68 66 68 29 Mail [email protected] http://fsu66.asso.st « Mixité sociale et scolaire sur la ville de Perpignan » Constat et réflexions de la Document rendu public le 13 juin 2017 FSU 66 JUIN 2017 Sommaire - Présentation P 3 - Rapide historique P 4 Annexes courriers P 5-6 - Un constat accablant P 7 Perpignan un espace urbain ségrégatif P 7-8 Analyse sur les PCS des collèges du bassin de P 9-11 Perpignan Les pourcentages d’élèves boursiers P 12 Glissement CM2 /6ème P 13-15 La situation du Privé P 16-20 Le classement des collèges selon leurs résultats au P 21 DNB en 2016 - Quelles pistes possibles ? P 22 Sectorisation en prenant en compte la périphérie de P 23-24 Perpignan Réaménagements ou délocalisation d'établissements P 25 Offre de formation améliorée sur les établissements P 26-27 difficiles Place du privé dans la scolarisation sur la ville. P 28 - Les premiers échanges… P 29-30 FSU 66 JUIN 2017 Présentation : Intervention de Najat Vallaud-Belkacem présentant la démarche engagée pour renforcer la mixité sociale dans les collèges, le lundi 9 novembre 2015. « Depuis plusieurs décennies, la mixité sociale est invoquée, annoncée ou réclamée, à mesure que l’aggravation des inégalités, la distension des solidarités familiales et de proximité ou les nouveaux comportements résidentiels creusaient la pente de la ségrégation sociale et scolaire. La mixité sociale n’est ni un slogan, ni une chimère, ou un totem. -
Catalan-Ness(Es) in the Catalan Countries
CATALAN SOCIAL SCIENCES REVIEW, 4: 1-14 (2014) Secció de Filosofia i Ciències Socials , IEC, Barcelona ISSN: 2014-6035 DOI: 10.2436/20.3000.02.16 http://revistes.iec.cat/index/CSSr Catalan-ness(es) in the Catalan Countries Mariona Lladonosa Latorre * Universitat de Lleida Original source : Mirmanda, 8: 10-23 (2013) (http://raco.cat/index.php/Mirmanda/index ) Translated from Catalan by Mary Black Abstract This is an overview of the discourses, practices, changes and continuities in the ideas of Catalan-ness in the Catalan Countries from the 1960s until today after the turn of the century. The 1960s played a crucial role in the construction of new identity discourses influenced the sociopolitical situation in the Catalan Countries at the same time that the national identity markers have undergone transformations. Both of these can be examined under a joint perspective. Key words: 1960s, globalisation, identity, Catalan-ness, Catalan Countries 1. Introduction National identity in the Catalan Countries can be described from multiple frontiers of thought, first because from the 1960s until today the play between the imagined community and the real community has never ceased to spark political and social conflicts all throughout the land, and secondly because, as Joan Fuster said, what we call the identity in this particular area has been and continues to be a “question of names”. We are starting with the assumption that writing about Catalan-ness in the Catalan Countries implies an initial, specific ideological position, because if we understand ‘the Catalan Countries’ to be a general coronym – the name of a country – and frame of reference, ‘Catalan’ is the corresponding adjective that defines a person who lives there, and ‘Catalan- ness’ is thus the noun version of this adjective. -
Cahiers 15.1 2009 James Hawkey 36 Towards an Understanding of The
36 Cahiers 15.1 2009 Towards an understanding of the contemporary sociolinguistic situation in the Pyrénées-Orientales. What questions need to be asked? 1 «Fill, jo som francès» – «Papa, moi je suis catalan» (Gene i Casals, 2004: 50) 1. Introduction Pyrénées-Orientales is the southernmost département of mainland European France and is composed of three arrondissements (Perpignan, Prades and Céret), comprising 226 communes with a total population of 437,157 (INSEE, 2007 Census). Traditionally, the area forms the northernmost part of the Països Catalans , a cultural and linguistic entity which unites all areas where Catalan is considered an endemic language and spans four nation-states (Spain, France, Andorra and Italy). In this context, the area is known as Catalunya Nord , or more simply Rosselló (the equivalent of the French Roussillon ). The present article aims to serve as a much-needed reference work, providing a concise summary of the sociolinguistic situation in Catalunya Nord supported by relevant statistics. It will focus on the contemporary sociolinguistic situation in the Pyrénées-Orientales, examining recent developments and their impact on language use, most notably in the field of Catalan-language immersion education. Finally, based on a critical analysis of recent developments in the region, as well as my own research regarding other Catalan-speaking communities, a series of questions will be proposed which may provide interesting insight into a relatively under-examined linguistic situation. It should be noted that this article is limited to the discussion of language usage. Indeed, cultural identity is not necessarily linked to linguistic practices (as suggested by the quotation from Gene i Casals), and as such this article will make only cursory reference to issues of identity where necessary. -
Diwan, Pédagogie Et Créativité
Diwan, pédagogie et créativité : approche critique des relations entre pédagogie, créativité et revitalisation de la langue bretonne dans les écoles associatives immersives Diwan Fanny Chauffin To cite this version: Fanny Chauffin. Diwan, pédagogie et créativité : approche critique des relations entre pédagogie, créativité et revitalisation de la langue bretonne dans les écoles associatives immersives Diwan. Lin- guistique. Université Rennes 2, 2015. Français. NNT : 2015REN20013. tel-01144247 HAL Id: tel-01144247 https://tel.archives-ouvertes.fr/tel-01144247 Submitted on 21 Apr 2015 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. THÈSE / UNIVERSITÉ RENNES 2 sous le sceau de l'Université européenne de Bretagne Fanny CHAUFFIN pour obtenir le titre de : EA4451 CRBC DOCTEUR DE L'UNIVERSITÉ RENNES 2 Rennes 2 Mention : Breton et Celtique École doctorale SHS Centre de Recherche Bretonne et Celtique Thèse soutenue le 31 mars 2015 Diwan, pédagogie et devant le jury composé de créativité. Philippe BLANCHET Professeur Université Rennes 2 / examinateur Approche critique des Itziar IDIAZABAL Professeure Universidad del País Vasco - Euskal Herriko Unibertsitatea / rapporteure relations entre pédagogie, Ronan LE COADIC Professeur Université Rennes 2 / Directeur de thèse créativité et revitalisation Stefan MOAL Maître de conférences Rennes 2 / examinateur de la langue bretonne Eva VETTER Professeure Université Vienne / rapporteure F. -
Multilingualism and Identity in the 21St Century Europe
TEIN4citizens – Engaging civil society in cross-border regions for the future of Europe Multilingualism and Identity in the 21st Century Europe Even though the Covid-19 pandemic impeded a face-to-face meeting of European experts and citizens in Girona in March 2020, the forum on "Multilingualism and identity in 21st century Europe" was celebrated on-line, one year later, over three afternoons. It brought together 12 experts (linguists, historians, geographers, educators, philosophers, anthropologists) from 6 countries and around 170 citizens from 15 states: 13 European (including 9 from the EU) and 2 Asian. What is the role of languages in 21st century Europe? How do they relate to identities? What about minority languages? And what about languages that have been brought in through immigration? In a country like Catalonia, with a strong national identity closely linked to the Catalan language, most of the participants (Catalans from the Spanish and French states) agreed in calling for more respect from regional, national, and European institutions towards minority languages. Many of the participants in the forum had a direct relationship with the world of education (school teachers, students, administrative staff), so that part of the debate focused on the role of schools in promoting multilingualism. One of the main conclusions was that linguistic diversity should be supported in the educational world through respect and interest for all languages. 1. The European linguistic mosaic. Languages and identities The sociolinguistic reality of the various European regions is diverse. But it is precisely in the border areas that languages and identities are most clearly visible. -
The Catalan Language in Education in France
The Catalan language in education in France European Research Centre on Multilingualism and Language Learning hosted by CATALAN The Catalan language in education in France | 2nd Edition | c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | tca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Multilingualism Albanian; the Albanian language in education in Italy and Language Learning with financial support from the Fryske Akademy and the Province Aragonese; the Aragonese language in education in Spain Asturian; the Asturian language in education in Spain (2nd ed.) of Fryslân. Basque; the Basque language in education in France (2nd ed.) Basque; the Basque language in education in Spain (2nd ed.) Breton; the Breton language in education in France (2nd ed.) Catalan; the Catalan language in education in France (2nd ed.) Catalan; the Catalan language in education in Spain (2nd ed.) © Mercator European Research Centre on Multilingualism Cornish; the Cornish language in education in the UK and Language Learning, 2019 Corsican; the Corsican language in education in France (2nd ed.) Croatian; the Croatian language in education in Austria ISSN: 1570 – 1239 Frisian; the Frisian language in education in the Netherlands (4th ed.) Friulian; the Friulian language in education in Italy 2nd edition Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain (2nd ed.) The contents of this dossier may be reproduced in print, except for commercial purposes, German; the German language in education in Alsace, France (2nd ed.) provided that the extract is proceeded by a complete reference to the Mercator European German; the German language in education in Belgium German; the German language in education in Denmark Research Centre on Multilingualism and Language Learning. -
Spectacles Vivants Pour Les Élèves De Catalan Écoles, Collèges, Lycées Du Département
SPECTACLES VIVANTS POUR LES ÉLÈVES DE CATALAN ÉCOLES, COLLÈGES, LYCÉES DU DÉPARTEMENT BILAN – EDITION 2020 THÉÂTRE EN CATALAN « TEATRECAT66» ANNÉE SCOLAIRE 2019 - 2020 BILAN DE L'OPÉRATION Photo de couverture : Bye-Bye Confetti !, Compagnie La Baldufa © David Del Val 2 SPECTACLE VIVANT POUR LES ELEVES DE CATALAN DES ECOLES, COLLEGES ET LYCEES DES PYRENEES ORIENTALES THEATRE EN CATALAN « Teatrecat 66 » est un projet œuvrant pour la promotion du catalan. C’est une action pour les établissements scolaires co-organisée par CANOPÉ en lien avec le Pôle de Ressources pour l'En- seignement du Catalan (PREC) et la Ligue de l’Enseignement 66 soutenus financièrement par le Conseil Départemental des Pyrénées Orientales et de la Région Occitanie. TeatreCat s’est égale- ment construit en concertation pédagogique avec les missions catalan de la DSDEN66 et du rec- torat de l'Académie de Montpellier Cinq compagnies ont proposé des créations adaptées aux différents cycles de l’école, du collège et du lycée ainsi qu’à des étudiants de l’Institut franco-catalan transfrontalier de l’UPVD. Grâce au développement de cette action, on comptabilise lors de cette saison culturelle une pro- grammation de 5 spectacles différents et 26 dates de représentations réparties dans tout le dé- partement. Environ 160 classes se sont inscrites au dispositif et nous avons pu proposer à cha- cune d’entre elles une représentation ; excepté à deux classes de maternelle avec lesquelles nous n’avons pas trouvé d’arrangement. Malheureusement, cette année, suite à la crise sanitaire liée à l’épidémie du virus COVID-19, en- viron 70 % des représentations ont été annulées.