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Éducation plurilingue et pratiques langagières

Hommage à Christine Hélot


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 enseignement bilingue (français/langue régionale) en Alsace. Pour quelle société ? (Dominique Huck)


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Dominique Huck

Un enseignement bilingue (français/langue régionale) en Alsace. Pour quelle société ?

Abstract: In Alsace, bilingual education falls within the scope of the French legislation providing for the teaching of regional languages in designated regions. This method of instruction is one of the means by which regional languages may be protected, maintained and/or revitalized (Savary 1982). The case of Alsace raises the question of which language should be regarded as a “regional”, at school in particular. If schools teach and promote the language variety spoken at home, they teach an oral variety called “alsacien” (“alsatian”), a hypernomic glottonym. If, on the contrary, schools conform to a practice initiated with the loi Guizot of 1833 and ended in 1940, they teach in German, the written, supra-regional standard. Our purpose is not to debate the value of bilingual education as such but to study the use of Alsacien in the public sphere (which includes the arts) and the use German in schools. In Alsace, these choices are compounded by the use of the standard variety in neighbouring Germany.

All in all, how the “regional language” may be revitalized by either variety remains a question open for debate. The use of German as a language of instruction seems to be motivated by extra-pedagogical considerations.

Résumé: L’enseignement bilingue en Alsace s’inscrit dans le cadre des dispositions issues des textes nationaux français autorisant ce type d’enseignement dans les zones...

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