Synergies: Pays Germanophone. 2019, Issue 12, p93-106. 14p.
The accent is a specific pronunciation of a foreigner who speaks a language other than his or her mother tongue. Even if he settles down in host country and physically resembles the majority of its inhabitants, his accent will betray him: opening your mouth becomes a moment of truth. For the French in Germany, it is a positive experience because their accent is perceived as very pleasant. Conversely, for a German in France, where the accent is less well perceived, the experience can be less positive. The study is based on observations and interviews involving about hundred people. It aims to describe the double phenomenon of the French accent in Germany and the German accent in France: its sudden appearance, its perception by others, but also by oneself, then its gradual disappearance which – in most cases – will never be complete. It is therefore a matter of making the composite portrait of a distinctive identity sign that is both omnipresent and unknown, generally neglected so far by cultural studies. [ABSTRACT FROM AUTHOR]
Synergies: Pays Germanophone. Nov2012, Issue 5, p51-60. 10p.
Language policy, Language & culture, Language planning, and Foreign language education
The language policy of New Caledonia is a crucial issue, as it is both the heir of a colonial heritage and part of the future of the country. The Nouméa Agreement (Accord de Nouméa) is a landmark in the post-colonial history of New Caledonia. Passed in 1998, it establishes, among other things, a new rapport between languages: from then on, the Kanak languages have become, along with French, « languages of instruction and culture ». The notion of language policy cannot be dissociated from that of educational policy and of the political project called the «common destiny» in the agreement. [ABSTRACT FROM AUTHOR]
Synergies: Pays Germanophone. Nov2011, Issue 4, p125-139. 15p.
Second language acquisition, Multilingualism, Language & languages, Theory of knowledge, and Identity (Psychology)
The aim of this article is to explore the relationship between language learners' biographies and the construction of language learners' identities, based on the theory of "rapport au savoir" (construction of knowledge). It is based on the assumption that the study of subjective theories of students on learning and their experiences as language learners can help us to understand how language learners construct their identity. [ABSTRACT FROM AUTHOR]