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MEMOIRE En Vue De L'obtention Du Certificat De Capacité D'orthophonie

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MEMOIRE En Vue De L'obtention Du Certificat De Capacité D'orthophonie FACULTE DE MEDECINE ET DE PHARMACIE Ecole d’orthophonie Année 2017-2018 MEMOIRE en vue de l’obtention du certificat de capacité d’orthophonie présenté par : Alice BETREMIEUX LA PRISE EN CHARGE ORTHOPHONIQUE DE L’ENFANT SOURD SIGNEUR EN LANGAGE ECRIT : Etude contrastive des spécificités morphosyntaxiques des locuteurs de la langue des signes française (LSF) et des apprenants primo-arrivants Directeur du mémoire : Madame Stéphanie GOBET-JACOB, Maître de Conférences Co-directeur du mémoire : Madame Alienor GIRETTE-BOUCHAUD, Orthophoniste Autre membre du jury : Madame Typhaine VEAU, Orthophoniste 1 2 FACULTE DE MEDECINE ET DE PHARMACIE Ecole d’orthophonie Année 2017-2018 MEMOIRE en vue de l’obtention du certificat de capacité d’orthophonie présenté par : Alice BETREMIEUX LA PRISE EN CHARGE ORTHOPHONIQUE DE L’ENFANT SOURD SIGNEUR EN LANGAGE ECRIT : Etude contrastive des spécificités morphosyntaxiques des locuteurs de la langue des signes française (LSF) et des apprenants primo-arrivants Directeur du mémoire : Madame Stéphanie GOBET-JACOB, Maître de Conférences Co-directeur du mémoire : Madame Alienor GIRETTE-BOUCHAUD, Orthophoniste Autre membre du jury : Madame Typhaine VEAU, Orthophoniste 3 REMERCIEMENTS Je tiens à remercier sincèrement mes deux directrices de mémoire : Mme Alienor Girette-Bouchaud et Mme Stéphanie Gobet-Jacob pour leur encadrement, leur disponibilité, leur intérêt, leur technicité et leurs précieux conseils. Elles ont su me guider avec bienveillance dans la réalisation de ce mémoire. Je remercie sincèrement Mme Typhaine Veau d’avoir accepté de faire partie de mon jury de soutenance et de l’intérêt qu’elle portera à ce travail. Merci à l’ensemble des structures qui ont accepté de m’accueillir pour réaliser mes épreuves, et notamment à Aline Marck, à Jocelyne Robin et à Julien Remaud qui se sont intéressés à mon projet et qui se sont rendus disponibles. Un grand merci surtout aux enfants et à leurs parents pour leur participation et leur confiance. Je remercie l’ensemble des personnes qui m’ont aidée, de près ou de loin, dans la réalisation de ce mémoire : Anaïs Bouhet, Mathilde Declercq, Rose-Marie Roussillon, Annie Auriol, Danielle Rebillat, Larissa Lebihan, et Esther Bertinelli pour leur aide, leur relecture et/ou leurs conseils avisés. J’adresse également mes remerciements à l’ensemble de mes maîtres de stage pour leur chaleureux accueil, et notamment à celles qui m’ont permis de découvrir la richesse des prises en charge auprès des enfants sourds. Enfin, merci à mes proches et à Luc qui m’ont toujours soutenue et encouragée pour ce mémoire et au-delà, ainsi qu’à mes amis poitevins qui ont égayé mes cinq années d’études. 4 SOMMAIRE INTRODUCTION ................................................................................................................... 1 PARTIE THEORIQUE .......................................................................................................... 2 I. L’acquisition du langage écrit ................................................................................ 2 1. Le langage écrit des enfants normo-entendants .......................................................... 2 a) La lecture ...................................................................................................................... 2 b) L’écriture ...................................................................................................................... 2 La transcription : Le modèle à double voies ................................................................ 3 L’élaboration d’un texte : Le modèle de Hayes et Flower .......................................... 4 2. Le langage écrit des enfants sourds locuteurs de la langue des signes ...................... 5 a) L’hypothèse phonologique ........................................................................................ 5 b) L’hypothèse morphologique ...................................................................................... 6 c) L’hypothèse morphosyntaxique ................................................................................ 7 3. Le langage écrit des enfants primo-arrivants ............................................................. 9 II. Les compétences morphosyntaxiques nécessaires dans la production écrite .... 10 1. Le développement de la morphosyntaxe ................................................................... 10 a) Le développement de la morphosyntaxe chez l’enfant entendant ........................... 10 b) Le développement de la morphosyntaxe chez l’enfant sourd .................................. 11 2. Les spécificités de la LSF ............................................................................................. 12 a) L’organisation de la LSF ......................................................................................... 12 b) La LSF et sa morphosyntaxe ................................................................................... 14 III. Le bilinguisme ........................................................................................................ 15 1. Généralités sur le bilinguisme des entendants .......................................................... 15 a) Les définitions du bilinguisme .............................................................................. 15 b) Bilinguisme successif ou simultané ....................................................................... 16 c) Aspect sociétal : minorité, majorité ....................................................................... 17 5 2. Le bilinguisme des enfants sourds .............................................................................. 17 a) Définition du bilinguisme des sourds ...................................................................... 17 b) La langue des signes : langue maternelle des sujets sourds ? .................................. 19 c) Le langage écrit : langue seconde des sujets sourds ? ............................................. 19 d) Bimodalité et bilinguisme ........................................................................................ 20 IV. La prise en charge orthophonique de l’enfant sourd ......................................... 22 1. Rappels sur la surdité .................................................................................................. 22 2. Le rôle de l’orthophoniste ........................................................................................... 23 3. Spécificités de la prise en charge : la langue d’interaction ...................................... 23 4. Les méthodes orthophoniques et leur remise en question ....................................... 24 a) Les méthodes phonologiques ou « oralistes » ......................................................... 24 b) Les méthodes utilisant la LSF ................................................................................. 27 5. Vers une utilisation des méthodes de FLE ................................................................. 28 a) La méthode actionnelle ............................................................................................ 28 b) L’apport de la méthode actionnelle pour l’enfant sourd signeur ............................. 29 PROBLEMATIQUE ET HYPOTHESES .......................................................................... 31 MATERIEL ET METHODES ............................................................................................. 32 I. Matériel et méthodes de l’analyse des corpus ..................................................... 32 1. Population ..................................................................................................................... 32 2. Matériel et méthodes ................................................................................................... 34 II. Matériel et méthodes du questionnaire ............................................................... 35 1. Population ..................................................................................................................... 35 2. Description du questionnaire ...................................................................................... 35 3. Diffusion du questionnaire .......................................................................................... 36 RESULTATS ......................................................................................................................... 37 I. Analyse des corpus ................................................................................................. 37 1. La morphosyntaxe ........................................................................................................ 37 6 a) Les prépositions ....................................................................................................... 38 b) Les articles ............................................................................................................... 39 c) Les pronoms ............................................................................................................ 40 d) Les verbes ................................................................................................................ 41 e) Les noms .................................................................................................................. 43 f) Les adjectifs ............................................................................................................. 44 g) Les adverbes ...........................................................................................................
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