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Thesis Reference Thesis Ressources plurilingues en classe de FLE: représentations, normes et pratiques pédagogiques dans le contexte sociolinguistique tanzanien LULANDALA, Mussa Julius Abstract L'enseignement du français langue étrangère en Tanzanie s'inscrit dans un contexte multilingue où le swahili, l'anglais et plus de 120 langues des communautés ethniques existent. Pour la majorité des élèves tanzaniens du cycle secondaire, le français est leur quatrième langue. C'est donc un contexte qui constitue un terrain particulièrement intéressant pour l'exploitation des ressources plurilingues pour l'appropriation du FLE. Inspirée d'une approche socio-didactique, et à la lumière des données vidéo, orales, et écrites, la présente étude aborde des questions de représentations et de pratiques vis-à-vis des langues et des ressources bi-plurilingues. En particulier, l'étude a mis en évidence que la majorité des sujets sont, à des degrés variables de connaissance, exposés à quatre langues, à savoir une LCE, le swahili, l'anglais et le français; le swahili étant la langue la plus partagée par les partenaires de la classe de FLE. Compte tenu de la nature plurilingue, de la relative asymétrie de la classe des débutants en FLE et des facteurs sociaux externes à la classe de langue; nous [...] Reference LULANDALA, Mussa Julius. Ressources plurilingues en classe de FLE: représentations, normes et pratiques pédagogiques dans le contexte sociolinguistique tanzanien. Thèse de doctorat : Univ. Genève, 2015, no. L. 838 URN : urn:nbn:ch:unige-771838 DOI : 10.13097/archive-ouverte/unige:77183 Available at: http://archive-ouverte.unige.ch/unige:77183 Disclaimer: layout of this document may differ from the published version. 1 / 1 UNIVERSITE DE GENEVE FACULTE DES LETTRES Ecole de Langue et de Civilisation Françaises Ressources plurilingues en classe de FLE: représentations, normes et pratiques pédagogiques dans le contexte sociolinguistique tanzanien Thèse de Doctorat en Français Langue Etrangère Présentée par MUSSA JULIUS LULANDALA Composition du jury Prof. Laurent Gajo (Directeur de thèse, Université de Genève) Prof. Kirsten Adamzik (Présidente du jury, Université de Genève) Prof. Thomas Bearth (Membre du jury, Université de Zurich) Prof. Marinette Matthey (Membre du jury, Université Stendhal-Grenoble 3) Remerciements L’aboutissement du présent travail est le produit de la participation de nombreuses personnes et institutions à qui je suis profondément redevable. Ma reconnaissance s’adresse tout d’abord à Monsieur le Professeur Laurent Gajo d’avoir accepté de diriger ma thèse de doctorat. Je lui suis particulièrement reconnaissant pour son expertise, sa disponibilité, sa patience, ses conseils et son soutien matériel et moral apportés à la réalisation de ce travail. Je dois souligner que ses différents travaux dans des domaines vastes et diversifiés m’ont fourni une base solide pour les différentes étapes de ma thèse. Je voudrais, en deuxième lieu, exprimer mes remerciements au Gouvernement Suisse pour son soutien financier qui a permis d’effectuer un séjour de deux ans à Genève, qui était particulièrement enrichissant et durant lequel j’ai pu rédiger une partie importante de ma thèse. En troisième lieu, je remercie le Décanat de la Faculté de Lettres pour un financement partiel de mon dernier séjour à Genève et la facilitation de mes déplacements en Suisse et à l’étranger. En quatrième lieu, je remercie l’Université de Dar es Salaam qui a également participé au financement de mon dernier séjour à Genève. Mes remerciements s’adressent également à Judith Pellizari, à l’ELCF, et à mes collègues de l’Université de Dar es Salaam: Dr. Rose Upor, Faraja Lugome, Alfred Mulinda et Christophe Bordereau, pour leur soutien matériel et moral. Je suis particulièrement reconnaissant à Christophe Bordereau pour la relecture de mon travail final. Je remercie aussi ma femme, Lilian, pour sa patience lors de mes absences et pour ses encouragements tout au long de mon travail. A tous et toutes les enseignant(e)s et les élèves de FLE dans les écoles secondaires tanzaniennes qui ont fait partie de cette étude, je dis merci pour leur volonté et leur disposition à fournir les données qui m’ont été tant précieuses pour la réalisation du présent travail. i Je remercie enfin tous les boursiers du Gouvernement Suisse des années académiques 2009- 2011 pour leur amitié et les bons moments que nous avons partagés lors de mon séjour en Suisse. ii Dédicace A la mémoire de ma mère qui m’a exposé à la lecture dès le plus jeune âge iii Liste d’abréviations et d’acronymes Ang: Anglais CECRL: Cadre Européen Commun de Référence pour les Langues CIDE: Convention Internationale pour les Droits de l’Enfant DIL: Didactique Intégrée des Langues DNL: Discipline Non-Linguistique ESR: Education for Self-Reliance Fra: Français EMPS: English Medium Primary Schools FLE: Français Langue Etrangère FLS: Français Langue Seconde IF: Immersion en Français LCE: Langue de Communauté Ethnique LE: Langue Etrangère L2: Langue Seconde MTC: Marques Transcodiques MOI : Medium of Instruction NKC: National Kiswahili Council RAS: Regional Administrative Secretary SMPS: Swahili Medium Primary Schools Sw: Swahili TIE: Tanzania Institute of Education UA: Union Africaine CEA Communauté Est Africaine NB: Sauf cas spécifique, le masculin générique est utilisé pour désigner les deux sexes, afin de faciliter la lecture du document. iv TABLE DES MATIERES Remerciements ............................................................................................................................ i Dédicace .................................................................................................................................... iii Liste d’abréviations et d’acronymes ......................................................................................... iv TABLE DES MATIERES ......................................................................................................... v TABLE DES FIGURES ET DES TABLEAUX ....................................................................... ix Résumé ...................................................................................................................................... xi CHAPITRE 1 ............................................................................................................................ 1 PRESENTATION DU SUJET ............................................................................................ 1 1. 0 Introduction générale ................................................................................................... 1 1.1 Questions de recherche ................................................................................................. 5 1.2 Objectifs de la recherche .............................................................................................. 6 1.3 Hypothèses de recherche .............................................................................................. 6 1.4 Raisons du choix du sujet et constats de départ ........................................................... 7 1.5Cadre théorique ............................................................................................................. 9 1.6 Nature des données et méthodes de recueil .................................................................. 9 1.7 Domaine et utilité de l’étude ...................................................................................... 10 CHAPITRE 2 .......................................................................................................................... 11 LE MULTILINGUISME DANS LE CONTEXTE SOCIOLINGUISTIQUE ET SOCIOEDUCATIF TANZANIEN: ELEMENTS DESCRIPTIFS ET CADRE ANALYTIQUE ................................................................................................................... 11 2.0 Introduction: la Tanzanie et les langues en présence ................................................. 11 2.1 Les politiques multilingues : pratiques et représentations ......................................... 11 2.2 La situation multilingue et sa gestion : l’époque précoloniale (avant 1885) ............. 13 2.2.1 Avant l’arrivée des missionnaires chrétiens ........................................................ 14 2.2.2 L’époque des missionnaires chrétiens (vers 1860) ............................................. 16 2.3 Le multilinguisme et la politique linguistique: l’époque de la colonisation allemande (1885-1918) ...................................................................................................................... 17 2.3.1 La place du swahili et des LCEs à l’époque allemande ...................................... 20 2.4 La colonisation britannique: de la diglossie à la triglossie ......................................... 22 2.5 Le multilinguisme à l’époque postcoloniale .............................................................. 25 2.5.1 Le rôle du swahili à l’époque postcoloniale ........................................................ 26 2.5.2 L’anglais à l’époque postcoloniale ...................................................................... 30 2.5.3 Les LCEs à l’époque actuelle : quel avenir ? ...................................................... 33 2.5.4 Le bilinguisme et la langue de scolarisation : dilemme de choix ........................ 44 2.5.5 Le français et le système éducatif tanzanien ....................................................... 54 2.5.5.1 Le système éducatif tanzanien ...................................................................... 54 v 2.5.5.2
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