DOCSLIB.ORG

L'exemple DU CHIAC ET DU CAMFRANGLAIS By

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
L'exemple DU CHIAC ET DU CAMFRANGLAIS By PARLERS HYBRIDES EN TRADUCTION : L’EXEMPLE DU CHIAC ET DU CAMFRANGLAIS by Henri Biahé Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Dalhousie University Halifax, Nova Scotia June 2017 © Copyright by Henri Biahé , 2017 DÉDICACE Je dédie ce travail à mes amis Hervé Tchumkam, K-Lee Fraser, Michèle Métangmo, Théo Bougna, Félix Fekoua, Vivien Nguimfack et Alex Garofolo. ii TABLE DES MATIÈRES LISTE DES TABLEAUX ................................................................................................ viii RÉSUMÉ ............................................................................................................................ ix ABSTRACT ......................................................................................................................... x LISTE DES ABRÉVIATIONS UTILISÉES ...................................................................... xi REMERCIEMENTS ......................................................................................................... xii CHAPITRE 1 INTRODUCTION ........................................................................................ 1 CHAPITRE 2 LES PARLERS URBAINS CHIAC ET CAMFRANGLAIS : PORTRAITS SOCIOLINGUISTIQUES ........................................................................... 20 2.0. Introduction ............................................................................................................. 20 2.1. Le Cameroun et l’Acadie en bref .......................................................................... 21 2.1.1. L’Acadie ........................................................................................................ 22 2.1.1.1. Genèse et colonisation en Acadie .............................................................. 22 2.1.1.2. Du traité de Paris au « dominion du Canada » ........................................ 24 2.1.2 Le Cameroun ................................................................................................. 25 2.1.2.1. De la « découverte » du Cameroun à l’arrivée des premiers Européens .. 25 2.1.2.2. Les missionnaires anglais ....................................................................... 26 2.1.2.3. La colonisation allemande ...................................................................... 27 2.1.2.4. La colonisation franco-britannique ......................................................... 28 2.1.2.5. Indépendance et réunification des deux Cameroun ................................ 29 2.2. Le statut sociolinguistique du chiac et du camfranglais : un foisonnement terminologique ............................................................................................................... 30 2.2.1 L’argument argotique ........................................................................................ 31 2.2.2. L’argument du dialecte ..................................................................................... 32 2.2.3. L’argument de la variété du français ................................................................ 35 2.2.4. L’argument du vernaculaire .............................................................................. 36 2.2.5. Ce que le chiac et le camfranglais ne sont pas.................................................. 37 2.2.6. Essai de définition du chiac et du camfranglais................................................ 39 2.3. La variation linguistique en camfranglais et en chiac ............................................. 39 2.3.1. La variation diatopique ..................................................................................... 40 iii 2.3.2. La variation diachronique ................................................................................. 42 2.3.3. La variation diastratique ................................................................................... 44 2.4. Représentations linguistiques à l’égard du chiac et du camfranglais ...................... 49 2.4.1. Images dépréciatives du chiac et du camfranglais ............................................ 51 2.4.2. Images positives du chiac et du camfranglais................................................... 56 2.5. Synthèse .................................................................................................................. 59 CHAPITRE 3 ASPECTS LINGUISTIQUES DU CHIAC ET DU CAMFRANGLAIS .. 61 3.0. Introduction ............................................................................................................. 61 3.1. Analyse lexico-morphologique de l’emprunt en chiac et en camfranglais ............. 61 3.1.1. Emprunt et création lexicale en chiac et en camfranglais ................................. 65 3.1.2. L’affixation des emprunts ............................................................................... 66 3.1.2.1. La préfixation ............................................................................................. 66 3.1.2.2. La suffixation ............................................................................................. 67 3.1.3. La réduction ...................................................................................................... 71 3.1.3.1. L’abréviation .............................................................................................. 71 3.1.3.2. L’apocope et l’aphérèse ............................................................................. 72 3.1.4. La métathèse, la réduplication et la composition.............................................. 74 3.2. Aspects lexico-sémantiques du chiac et du camfranglais ....................................... 75 3.2.1. La synecdoque et la métonymie ....................................................................... 76 3.2.1.1. La métonymie ............................................................................................ 77 3.2.1.2 La synecdoque ............................................................................................ 78 3.2.2. L’antonomase ................................................................................................... 79 3.2.3. La métaphore .................................................................................................... 82 3.2.4. Structures et polysémie des unités lexicales ..................................................... 84 3.2.4.1. Les lexèmes ................................................................................................ 84 3.2.4.1.1. Les substantifs ..................................................................................... 85 3.2.4.1.2. Les verbes ............................................................................................ 86 3.2.4.1.3. Les lexèmes adjectivaux ...................................................................... 87 3.2.4.2. Les locutions .............................................................................................. 87 3.2.5. Les emplois synonymiques ............................................................................... 88 3.2.5.1. Des lexies pour nommer le logement ......................................................... 90 3.2.5.2. De la nomination de l’acte sexuel .............................................................. 91 iv 3.3. Synthèse .................................................................................................................. 92 CHAPITRE 4 PROBLÈMES DE TRADUCTION DES TEXTES HÉTÉROGÈNES SUR LE PLAN LINGUISTIQUE ET CULTUREL .......................................................... 94 4.0. Introduction ............................................................................................................. 94 4.1. Difficultés de traduction des « textes hétérogènes » ............................................... 95 4.1.1. Caractère hybride du texte source..................................................................... 95 4.1.1.1. Manifestations de l’« hybridation linguistique » ....................................... 99 4.1.1.1.1. L’accent phonétique ............................................................................ 99 4.1.1.1.2. Les « traces visibles » dans les textes littéraires et pragmatiques ..... 101 4.1.1.1.3. Les « traces indirectes ou quasi-invisibles » ..................................... 110 4.1.1.1.4. Vernaculaires et variétés hybrides de langue .................................... 116 4.1.1.2. Éléments culturels de l’hybridation ......................................................... 124 4.1.1.2.1. Les noms propres .............................................................................. 125 4.1.1.2.2. Les jurons et les sacres ...................................................................... 129 4.1.1.2.3. Les proverbes .................................................................................... 133 4.2 Synthèse ................................................................................................................. 135 CHAPITRE 5 STRATÉGIES DE TRADUCTION DES « TEXTES HÉTÉROGÈNES » SUR LE PLAN LINGUISTIQUE ET CULTUREL ........................................................ 136 5.0. Introduction ........................................................................................................... 136 5.1. L’approche globale dite « sourcière » .................................................................. 140 5.1.1. Reprise intégrale des effets de traduction/traces visibles dans le texte cible . 141 5.1.2. Reproduction des traces visibles accompagnées d’altérations et/ou de simplifications orthographiques...............................................................................
Load more

Recommended publications
  • NWAV 44 Schedule
    THURSDAY)Schedule)of)Events) ! ) REGISTRATION:)Noon)to)8pm)in)the)Lower)Gallery)) )) Great)Hall) Music)Room) Debates)Room) Sid)Smith)561) 1:00L )) Workshop)A:)Towards)best) Workshop)B:)Analyzing)and)mapping) )) 3:00) practices)in)sociophonetics)) sociolinguistic)data)with)Geographic) Marianna&Di&Paolo& Information)Systems)Lisa&Jeon,&Patricia& Cukor5Avila,&Chetan&Tiwari) 3:00) Beverage)break) ! 3:30L )) Workshop)C:)Acoustic)editing) Workshop)E:)Contrast)and)comparison) Workshop)D:)A)nonLtechnical) 5:30) and)speech)synthesis)with) in)linguistic)analysis:)CrossLdisciplinarity) introduction)to)mixedLeffects)models) Praat)) in)practise)) for)the)statistically)hesitant)linguistic) Chris&Koops,&Nancy&Niedzielski& Sali&A.&Tagliamonte& researcher)) David&Eddington& Thursday,!Oct.!22 5:30L LOWER)GALLERY) 6:30) Welcome)reception)&)Intro)to)"Variation)at)the)Crossroads:)Advancing)Theory)by)Integrating)Methods")Workshop;)coL sponsors:)NSF,)UofT)Linguistics)Grad)Course)Union,)UofT)Faculty)of)Arts)&)Science) 6:30L GREAT)HALL) 7:30) Crossroads)Speaker:)David)Adger,)Structure&versus&use&in&morphosyntactic&variation&Chair:)Ruth)Maddeaux,)) coLsponsors:)UofT)Linguistics)Grad)Course)Union,)UofT)Faculty)of)Arts)&)Science,)SLUGS)(Society)of)Linguistics)Undergrad) Students,)U)of)T)) Please&note&that&the&5&Crossroads&Plenary&lectures,& Q&A&and&Discussion&sesssions&will&be&livestreamed&to& the&Youtube&channel&"Linguis@cs&on&Air.” & Breakfast)will)be)offered) These&livecasts&will&be&available&for&later&viewing& Friday,)Saturday)and)Sunday) and&classroom&use&through&
    [Show full text]
  • Uvic Thesis Template
    « C’est pas about toi, c’est about moi » : l’acadjonne, le rap et l’intertextualité dans la construction identitaire du rappeur acadien Jacobus par Olga Ziminova Bachelor of Linguistics, Saint-Petersburg State University, Russia, 2019 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS (French Literature, Language and Culture) in the Department of French Olga Ziminova, 2021 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. We acknowledge with respect the Lekwungen peoples on whose traditional territory the university stands and the Songhees, Esquimalt and WSÁNEĆ peoples whose historical relationships with the land continue to this day. ii Supervisory Committee « C’est pas about toi, c’est about moi » : l’acadjonne, le rap et l’intertextualité dans la construction identitaire du rappeur acadien Jacobus by Olga Ziminova Bachelor of Linguistics, Saint-Petersburg State University, Russia, 2019 Supervisory Committee Dr Pierre-Luc Landry (Department of French) Co-supervisor Dr Catherine Léger (Department of French) Co-supervisor iii Abstract This thesis analyzes elements which contribute to the construction of the artistic identity of the Acadian rap artist Jacobus. Nowadays, many artists perform on the local and international stages from musical, social or linguistic margins. Their success is due to the democratization of production and music broadcasting tools. As this phenomenon becomes more and more common and popular, “marginal” artists and their communities blur the lines between the mainstream and the underground, by the means of performing in their vernacular and promoting these authentic language practices.
    [Show full text]
  • Proquest Dissertations
    University of Alberta L'Acadie communautaire: The Inclusion and Exclusion of New Brunswick Francophones by Christina Lynn Keppie © A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Modern Languages and Cultural Studies Edmonton, Alberta Fall 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-46343-7 Our file Notre reference ISBN: 978-0-494-46343-7 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.
    [Show full text]
  • Programme Et Résumés Programme and Abstracts
    Congrès de l’ACL 2015 CLA Conference 2015 Programme et Résumés Programme and Abstracts Congrès de l’ACL 2015 | 2015 CLA meeting Samedi 30 mai | Saturday, May 30 Fauteux 302 Fauteux 359 Fauteux 361 Syntaxe | Syntax Le français acadien | Acadian French Acquisition président | chair: Daniel Currie Hall président | chair: Walter Cichocki présidente | chair: Mihaela Pirvulescu 9:00–9:30 Amani Makkawi (Manitoba) Carmen L. LeBlanc & Laura Briggs (Carleton) Johannes Knaus & Mary Grantham O'Brien Participles as nonverbal predicates «Là les Madelinots étiont tout après boire pis ça (Calgary) chantait» ou L’étude des désinences à la 3e personne Word stress processing and the influence of cognate du pluriel suffixes in second language English: An EEG study 9:30–10:00 Annick Morin (Toronto) Emilie LeBlanc & Selena Phillips-Boyle (York) Laura Colantoni, Gabrielle Klassen, Matthew J. Où en est tu? A cross-linguistic approach to Quebec Discourse markers well and ben in Chiac Patience, Malina Radu & Olga Tararova (Toronto) French polar interrogatives Production of redundant and primary prosodic cues to sentence type by L1 Spanish and Mandarin learners of English 10:00–10:30 Éric Mathieu & Gita Zareikar (Ottawa) Basile Roussel (Ottawa) Lilliana Montoya & Joyce Bruhn de Garavito Bottles of milk and cups of sugar: A cross-linguistic Le français acadien, une variété conservatrice? (Western) perspective on measure constructions L’exemple de l’usage du subjonctif dans le Nord-Est du Information structure and nominal ellipsis in L2 Nouveau Brunswick Spanish
    [Show full text]
  • French Language in the Americas: Quebec, Acadia, and Louisiana
    Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal Volume 5 Issue 2 Article 4 June 2018 French Language in the Americas: Quebec, Acadia, and Louisiana Katelyn Gross University of Minnesota, Morris Follow this and additional works at: https://digitalcommons.morris.umn.edu/horizons Part of the French Linguistics Commons Recommended Citation Gross, Katelyn (2018) "French Language in the Americas: Quebec, Acadia, and Louisiana," Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal: Vol. 5 : Iss. 2 , Article 4. Available at: https://digitalcommons.morris.umn.edu/horizons/vol5/iss2/4 This Article is brought to you for free and open access by the Journals at University of Minnesota Morris Digital Well. It has been accepted for inclusion in Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal by an authorized editor of University of Minnesota Morris Digital Well. For more information, please contact [email protected]. Gross: French Language in the Americas Katelyn Gross 1 French Language in the Americas: Quebec, Acadia, and Louisiana Katelyn Gross The French language underwent many changes between the development of French from Latin, to Old French, and to Middle French. French would continue to develop inside of France thereafter, but the French language would also be exported to other parts of the world and those varieties of French would have their own characteristic changes. French explorers and colonizers moved into the Americas, permanently settling what is today Quebec, many parts of Canada, and Louisiana in the United States. In this paper, I will focus on the linguistic differences between metropolitan France and French spoken in Quebec, Acadia, and Louisiana.
    [Show full text]
  • Discourse Markers “Well” and “Ben” in Chiac Emilie Leblanc and Selena Phillips-Boyle This Paper Investigates the Use Of
    Discourse Markers “well” and “ben” in Chiac Emilie LeBlanc and Selena Phillips-Boyle This paper investigates the use of the discourse markers “well” and “ben” in speakers of Chiac, a dialect of Acadian French in southeast New Brunswick. Chiac is characterised by extensive borrowings and code-switching with English (Chevalier 2007; Perrot 1995; King 2008). Previous work analyses the discourse marker “well” (Schiffrin 1987a), “ben” (Bruxelles and Traverso 2001; D’Amboise and Léard 1996; Hansen 1995), and the alternations between “well” and “ben” in Acadian French (Chevalier 2000, 2002). The present study fills a gap in the literature by using quantitative and qualitative methodologies to address the following questions: 1) What linguistic and social factors condition the use of “well” and “ben” in this variety? and 2) What discursive function(s) are accomplished by the use of "well" or "ben", and how can we explain why speakers chose to employ one variant over the other? The corpus used for the present study was collected in 2012 and includes ten participants, students at the two French-medium high schools in Moncton: Mathieu-Martin and L’Odyssée. The participants are between the ages of 15 and 17 and are native French speakers. There are four male and six female participants. The data were collected through sociolinguistic interviews conducted by a native speaker of Chiac. The participants were each interviewed for approximately 30 minutes. The data have been transcribed and coded in Elan (Wittenburg et al. 2006). We exclude some tokens from the present study, namely fixed expressions (for example, “well then”, “ben là”, “ben c’est ça) along with the use of “ben” as a conjunction.
    [Show full text]
  • What Is Québécois Literature? Reflections on the Literary History of Francophone Writing in Canada
    What is Québécois Literature? Reflections on the Literary History of Francophone Writing in Canada Contemporary French and Francophone Cultures, 28 Chapman, What is Québécois Literature.indd 1 30/07/2013 09:16:58 Contemporary French and Francophone Cultures Series Editors EDMUND SMYTH CHARLES FORSDICK Manchester Metropolitan University University of Liverpool Editorial Board JACQUELINE DUTTON LYNN A. HIGGINS MIREILLE ROSELLO University of Melbourne Dartmouth College University of Amsterdam MICHAEL SHERINGHAM DAVID WALKER University of Oxford University of Sheffield This series aims to provide a forum for new research on modern and contem- porary French and francophone cultures and writing. The books published in Contemporary French and Francophone Cultures reflect a wide variety of critical practices and theoretical approaches, in harmony with the intellectual, cultural and social developments which have taken place over the past few decades. All manifestations of contemporary French and francophone culture and expression are considered, including literature, cinema, popular culture, theory. The volumes in the series will participate in the wider debate on key aspects of contemporary culture. Recent titles in the series: 12 Lawrence R. Schehr, French 20 Pim Higginson, The Noir Atlantic: Post-Modern Masculinities: From Chester Himes and the Birth of the Neuromatrices to Seropositivity Francophone African Crime Novel 13 Mireille Rosello, The Reparative in 21 Verena Andermatt Conley, Spatial Narratives: Works of Mourning in Ecologies: Urban
    [Show full text]
  • Canadian Studies 401A
    Canadian Studies 401A 2007 Prince Edward Island Department of Education PO Box 2000 Charlottetown, Prince Edward Island Canada, C1A 7N8 Tel. (902) 368-4600 Fax. (902) 368-4622 http://www.gov.pe.ca/educ/ ACKNOWLEDGEMENTS Acknowledgements The Prince Edward Island Department of Education gratefully acknowledges the contribution of the following individuals in the development of curriculum for this course. Canadian Studies Planning and Development Team: Bluefield High School Jennifer Gillan Charlottetown Rural High School Tom Matheson Three Oaks Senior High School David Chisholm Westisle Composite High School Trevor Wood Department of Education Percy MacGougan, Allan MacRae, Willard Moase Social Studies Curriculum Committee: Bluefield High School Brett Wood Charlottetown Rural High School Carl Trainor Kinkora Regional High School Brenda Millar Souris Regional High School Lloyd Soloman Three Oaks Senior High School David Chisholm Westisle Composite High School Darrell DesRoches Department of Education Barb Trainor, Willard Moase, Frank Hennessey Canadian Studies 401A Focus Group: Bluefield High School Jack Headley Montague Regional High School Kim La France Three Oaks Senior High School Joel Arsenault, David Chisholm Westisle Composite High School Dana Gard Department of Education Bethany Doiron, Kathy McDonald Prince Edward Island Department of Education recognizes the contribution made by Tammy MacDonald, Research Director of the Mi’kmaq Confed- eracy of PEI, for her contribution to the development of this resource. CANADIAN STUDIES 401A
    [Show full text]
  • Volume 30, 2006
    ATLANTIC PROVINCES LINGUISTIC ASSOCIATION ASSOCIATION DE LINGUISTIQUE DES PROVINCES ATLANTIQUES m A - M m Aîlaintic ^aviîM：es Lmgoi&Uc %í>öcistiöR Ass^idtion de linguistique <tes piovinces atíaotóquss PAMAPLA 30 / ACALPA 30 PAPERS FROM THE 30™ ANNUAL MEETING ACTES DU TRENTIÈME COLLOQUE ANNUEL 2006 EDITED BY / RÉDACTION MARGARET HARRY STEPHANIE LAHEY CHRISTA BEAIJDOIN-LIETZ SAINT MARY’S UNIVERSÍTY PAMAPLA 30 PAPERS FROM THE THIRTIETH ANNUAL MEETING OF THE ATLANTIC PROVINCES LINGUISTIC ASSOCIATION Saint Mary's University Halifax, Nova Scotia, Canada 3-4 November, 2006 ACALPA30 ACTES DU TRENTIÈME COLLOQUE ANNUEL DE L’ASSOCIATION DE LINGUISTIQUE DES PROVINCES ATLANTIQUES Saint Mary’s University Halifax, Nouvelle-Écosse, Canada 3-4 novembre 2006 EDITED BY/RÉDACTION MARGARET HARRY STEPHANIE LAHEY CHRISTA BEAUDOIN-LIETZ © 2008 by the individual authors of the papers © 2008 Auteures et auteurs des communications Printed in 10 point Times New Roman and bound by / Impression et reliure: IKON Print Centre, Saint Mary’s University Papers from the 30th Annual Meeting of the Atlantic Provinces Linguistic Association Actes du 30ieme Colloque annuel de rAssociation de linguistique des provinces atlantiques V.30 (2006) Legal deposit / Dépôt légal: National Library of Canada Bibliothèque nationale du Canada ISSN: 0831-3520 Organizing Committee I Comité d’organisation Conference Organizers / Organisatrices du colloque Dr. Elissa Asp (Chair), Dr. Christa Beaudoin-Lietz, Dr. Margaret Harry, Dr. Shelley Tulloch Linguistics Program, Saint Mary’s University
    [Show full text]
  • ACL-CLA-Programme-20
    Congrès de l’ACL 2015 | 2015 CLA meeting Samedi 30 mai | Saturday, May 30 Fauteux 302 Fauteux 359 Fauteux 361 Syntaxe | Syntax Le français acadien | Acadian French Acquisition président | chair: Daniel Currie Hall président | chair: Walter Cichocki présidente | chair: Mihaela Pirvulescu 9:00–9:30 Amani Makkawi (Manitoba) Carmen L. LeBlanc & Laura Briggs (Carleton) Johannes Knaus & Mary Grantham O'Brien Participles as nonverbal predicates «Là les Madelinots étiont tout après boire pis ça (Calgary) chantait» ou L’étude des désinences à la 3e Word stress processing and the influence of personne du pluriel cognate suffixes in second language English: An EEG study 9:30–10:00 Annick Morin (Toronto) Emilie LeBlanc & Selena Phillips-Boyle (York) Laura Colantoni, Gabrielle Klassen, Matthew Où en est tu? A cross-linguistic approach to Discourse markers well and ben in Chiac J. Patience, Malina Radu & Olga Tararova Quebec French polar interrogatives (Toronto) Production of redundant and primary prosodic cues to sentence type by L1 Spanish and Mandarin learners of English 10:00–10:30 Éric Mathieu & Gita Zareikar (Ottawa) Basile Roussel (Ottawa) Lilliana Montoya & Joyce Bruhn de Garavito Bottles of milk and cups of sugar: A cross- Le français acadien, une variété conservatrice? (Western) linguistic perspective on measure constructions L’exemple de l’usage du subjonctif dans le Information structure and nominal ellipsis in Nord-Est du Nouveau Brunswick L2 Spanish 10:30–11:00 Michèle Burkholder (Ottawa) Les faux-amis: Investigating lexico-semantic ambiguity
    [Show full text]
  • Canadian French for Better Travel Contents
    CANADIAN FRENCH CANADIAN FOR BETTER TRAVEL Travel Travel Phrasebook FRENCH FOR BETTER TRAVEL Hundreds of colourful expressions, with their meanings in standard French and English / History and basics of French in Québec and Canada / Phonetic transcriptions to help you speak and understand Canadian French / Full index in Canadian French and English / Sidebars CH on Québécois culture and linguistic particularities / A great little travel companion to help you discover and appreciate Canadian French! CANADIAN FREN www.ulyssesguides.com ISBN 978-2-89665-018-7 (digital version) PC_Canadian-French-FBT(9657).indd 1 2011-03-30 15:40:39 KEY WORDS AND PHRASES 1 Introduction Bonjour Bonjour/Au revoir Hello/Goodbye 2 Vive la Différence! Bonswêr Bonsoir Good evening 3 Basic Québécois Words and Expressions Bienvenue Je vous en prie/De rien You’re welcome 4 Daily Life Pardon? Vous dites? Excuse me? (to ask someone 5 Outdoors to repeat themselves) 6 Creature Comforts S’cusez/S’cusez-mwé Excusez-moi Excuse me (to pass or 7 Human Relations interrupt someone) 8 Index t’suite/tsu suite tout de suite right now/right away asteure maintenant/ now/ de nos jours these days à matin ce matin this morning à swèr ce soir tonight/this evening chu/ch’ je suis I am mwé moi me twé toi you nous autres/nouzô’te nous us/we vous autres/vouzô’te vous you (plural) eux autres/euzô’te ils, elles them Ch’sé pâs./Ch’é pâs. Je ne sais pas. I don’t know. t’sé/t’sé, lâ tu sais you know LE QUÉBÉCOIS, CÉ L’fONNE à’ mORT! (see p.
    [Show full text]
  • Francophone Dynamics in a Translated Canada: from the Margins to the Centre and Back Denise Merkle
    Francophone Dynamics in a Translated Canada: From the Margins to the Centre and Back Denise Merkle Abstract This paper examines French Acadian literature’s at times conflicted relationship with the target language, English, the other official language of New Brunswick. A broad survey of Acadian literature since 1960 is punctuated with brief discussions of selected works in their socio- political context of production. Translations of these works can be placed variously on a continuum that ranges from extremes of vertical to horizontal translation. At one extreme, vertical translation homogenises a fractured identity into the dominant language through annexation. Alternatively, at the foreignising extreme, a translator may opt for a horizontal, minoritising, translation strategy in an effort to decentre the traditional power relationship between the two cultures. This paper gives an overview introduction to these strategies used to translate Acadian literature. Introduction Along with its reputation as a bilingual country, Canada is known throughout the world as a country of immigration and immigrants, and with (im)migration comes cultural and linguistic diversity. While today’s multilingualism in such cities as Toronto, Montréal and Vancouver is impressively diverse, it must not be forgotten that Canada has a long history of multilingualism. The first French explorers exchanged with First Nations communities who spoke Iroquois, Huron and Cree, among other languages. The extent to which Canada’s First Nations communities have been marginalised is generating mounting national and international concern. This paper will concentrate on another group that has been marginalised in Canada, although to a lesser extent than Canada’s First Nations peoples: Canada’s Acadian population.
    [Show full text]