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Éducation plurilingue et pratiques langagières

Hommage à Christine Hélot

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Edited By Jürgen Erfurt, Anna Weirich and Eloise Caporal-Ebersold

Le volume se compose de quatre parties: approches théoriques et méthodologiques; pluralité linguistique et pratiques langagières; enjeux glottopolitiques de l’éducation bi-/plurilingue; approches didactiques du bi-/plurilinguisme.

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Un bilinguisme LSF/français écrit pour les enfants sourds (Régine Delamotte)

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Régine Delamotte

Un bilinguisme LSF/français écrit pour les enfants sourds

Abstract: This article presents a bilingualism adapted to cases of deafness in children, between oral language (French Sign Language, FSL) and the written language (written French). This particularity is explained through the linguistic development specific to deaf children, as well as the linguistic and sociolinguistic aspects of its implementation. This article underscores the distinct conditions of transition from oral FSL to written French by emphasizing the relationship of the deaf students to writing and the role of FSL in such learning. Moreover, the institutional and educational aspects, which ensue from it, are discussed. This is to provide understanding of the objectives and the issues surrounding mixed and bilingual institutions and to reflect actual field practices. Additionally, some examples of a bilingual pedagogy are described. Finally, a summary of the positive outcomes towards the success of such bilingualism is suggested. The difficulties of their implementation are likewise presented.

Résumé: Cet article présente un bilinguisme, adapté aux cas de surdité des enfants, entre une langue orale gestuelle (la LSF) et une langue écrite (le français écrit). Cette spécificité est expliquée par le développement langagier propre aux enfants sourds, ainsi que par les aspects linguistiques et sociolinguistiques de sa mise en place. L’article souligne les conditions particulières du passage d’un oral en LSF à un écrit en français en mettant l’accent sur le rapport à l’...

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