Langage, Langue et Culture

Abstract : Is there a way to split up language, thinking and reality? What is the real function of the language that we speak, the one we have been practicing since an early age? Does it only serve the purpose of communication, does is constitute our culture, or is it just part of it? What are the linkages between language and the development of our personality, our cognition capabilities? Why is it important not to confuse articulated language, as a universal capability proper to the human being, and the language as the code of a human group, which allow communication among its members, and serves to label external as well as internal realities? As we consider those problématiques, it appears that language is of paramount importance when it comes to the elaboration of the collective identity, as well as the individual identity. Hence its importance in the learning processes. Culture would then be part of language, just as we cannot think without language. From then on, we had to consider the status of creole in the school system and in our society, starting from its genesis. We also had to question the actual meaning of creoleness (créolité), and emphasize the need not to mix up creole language and culture. Indeed, they should not be included into a same learning fields, ill-defined or not defined at all, depending on the level of the learning process. It is therefore a matter of knowing what the status of creole as a language is, and where it should be standing in the school system in Guadeloupe and Martinique nowadays. The most important thing should certainly be to provide our children with one or two languages, before handing over to them… This issue itself depends on the status of creole in society, and speaks to the wish of a multilingualism that will become part of our everyday experience.
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Nicole Rauzduel-Lambourdiere. Langage, Langue et Culture. Contextes et Didactiques, Université des Antilles/ESPE, 2007, ⟨https://www.contextesetdidactiques.com/141⟩. ⟨hal-02045297⟩

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