Rôle de la langue maternelle et de l’origine sociale des élèves sur l’activité de co-révision à distance d’un texte explicatif en Français Langue Seconde dans le contexte diglossique d’Haïti

Abstract : The current research aims to study the effect of the language (French vs Creole) used in the text guides on understanding and rewriting second language texts (French) in the diglossia context of Haiti among different social backgrounds readers. In line with the work on co-writing distance texts (Legros, Makhlouf, Maître de Pembroke, 2003 ; Legros, Noyau, Cordier et Khalis, 2003 ; Gabsi 2004 ; Hoareau, Legros, Gabsi, Makhlouf et Khebbeb, 2006), we conducted our research with children of 5th grade (CM2), aged from 9 to 16 years old, to examine the following assumptions : (i) the use of the help text in Native language allows reactivation of knowledge and re-planning during the review and the rewriting text in second language as restated informations (Scardamalia et Beraiter, 1986) ; (ii) the use of the help text in second language promotes the production of information coming directly without restatement of the help text (Scardamalia et Beraiter, 1986). The results provide useful information for understanding the effect of the Native language used in learning/teaching L2 in the context diglossia in Haiti and they show that the L2 that is the language of instruction is also the learning language. In the context of Haiti diglossia, the Native language does not seem to have the same effect on L2 learning, unlike other multilingual conte.
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Emilien Duvelson. Rôle de la langue maternelle et de l’origine sociale des élèves sur l’activité de co-révision à distance d’un texte explicatif en Français Langue Seconde dans le contexte diglossique d’Haïti. Contextes et Didactiques, Université des Antilles/ESPE, 2014, Éducation et socialisation en contextes multilingues et pluriculturels. ⟨hal-02050135⟩

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