scholarly journals From foreign to national: a review of the status of the French language in Gabon

Literator ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 135-150 ◽  
Author(s):  
H.S. Ndinga-Koumba-Binza

This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.

Discourse ◽  
2020 ◽  
Vol 6 (5) ◽  
pp. 113-129
Author(s):  
V. A. Ivanova ◽  
L. A. Ulianitckaia

Introduction. The paper reviews features of the French language policy inFrance,Belguim,Canada, andSwitzerland. The novelty of the study is implied by the fact that features of the language policy are analyzed with previously unknown circumstances taken into account: the circumstances that allow French to be seen as a pluricentric language. The relevance of the study is conditioned by the necessity of observing the sociopolitical space of language functioning, as well as the importance of both analyzing the dynamics of pluricentric languages spreading and identifying mechanisms of using a single language for either uniting disparate nations or countries manipulating.Methodology and sources. The method of the study is a comprehensive approach with a number of linguistic and social variables correlations. The study was conducted using official websites of Organisation international dela Francophonie describing official bodies and institutions responsible for language policy implementation, as well as articles of various publications (Le soir, The Guardian, Ethnologies), devoted to the discussion of French norm regulation problems as the material of the study.Results and discussion. The main result of the study is a review of the status of French as a pluricentric language worldwide, particularly in countries considered to be centres of French variants development and having French as an official language. Main features of a pluricentric language, as well as the factors that turn a monocentric language into a pluricentric one (through the example of French) are looked at. The actions taken by the Organisation internationale dela Francophonie and aimed at the strengthening of relations between French-speaking countries and the promoting of the French language worldwide are described. The study also illustrates the dependence of peripheral language centres fromFrance. An emphasis is put on the politics of the Académie Française aimed at the French language unification in all the countries having it as an official language. An assumption on the reasons of different deviation extent of French variants inCanada,Belgium, andSwitzerland from Standard French is made.Conclusion. It is impossible to consider language to be an independent and isolated phenomenon as it exists and evolves within society serving its needs. Institutions pursuing a language policy are in position to affect its development directly, yet in the context of pluricentric languages it is insufficient to have a single centre of linguistic regulation. Local institutions may have a policy that runs contrary to the language policy of the centre. Gender reforms can also become a new wave of linguistic changes leading to further distancing of different language variants.


Author(s):  
Azman Bin Che Mat

Studying French as a foreign language is enjoyable among Malaysian students. Even though French is not widely used in comparison to English as the second language in Malaysia, there are many courses offered in French to meet university programme requirements. Each language has its own challenges, especially in relation to the application of its grammar rules, and learning French is no exception, too. Therefore, this current study focuses on the exceptional use of articles in various sentence structures in French. To achieve this, students’ formative-assessment projects, which are role plays based on specific situations captured in short videos, have been meticulously scrutinised and analysed. To support the collected data, interviews with two French lecturers have been conducted to elicit some professional feedback pertaining to the use of articles in French by the students. The findings show that errors associated with using articles for masculine and feminine nouns and the use of definite and indefinite articles are abundant in the students’ pre-recorded conversations. This is due to the fact that the articles used are not equivalent or do not even exist in their mother tongue. Hence, this study suggests that the students need to increase their knowledge of the French language and keep drilling intensively and continuously on the use of French articles for innumerable nouns and nouns phrases in French discourses.


2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.


2016 ◽  
Vol 6 (1) ◽  
pp. 155
Author(s):  
Tri Indri Hardini ◽  
Philippe Grangé

When two languages come into contact, they exert a reciprocal influence, often unbalanced. A phenomenon that often occurs in case of language contact is the absorption or borrowing of lexical elements, which will enrich the vocabulary of the receiving language. In this article, we deal with words adopted from French in Indonesian and vice-versa. This research shows that most of the words of French origin in Indonesian/Malay language were borrowed through Dutch. Historical background explains why there are no direct loanwords from French language in Indonesian. Nowadays, a second batch of words originating from Old French finds their way into Indonesian through English. On the other hand, very few words from Malay-Indonesian origin were borrowed in French, and their route was not straight either: they were conveyed through Portuguese or Dutch. Phonological adaptation and shift of meaning may have happen when the words were loaned from French to Dutch language or later, when adapted from Dutch into Indonesian language. The data analysed in this article may help teachers of French as a Foreign Language in Indonesia, as well as teachers of Indonesian as a Foreign Language in French-speaking countries, to predict which words will be immediately recognized by their students, and when they should pay extra-attention to faux-amis (cognates whose meanings differ).


2007 ◽  
Vol 17 (1) ◽  
pp. 109-120
Author(s):  
Helen Astbury

This articles studies the English translation of Beckett's first French-language novel, in order to ascertain whether the linguistic discovery it represents was translatable into English. A close analysis of how Beckett translated his very markedly oral French reveals how Beckett uses for the first time, Hibemo-English structures and words, as if the use of a foreign language had allowed him to rediscover his mother tongue as he has never used it before.


2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Hendarto Suparta

Will Javanese language die in ten to fifteen years to go? The answer tends to be “no”. How about in coming two or three generations? The answer will be “possibly yes”. The fact, since the day of the independence declaration of the Republik of Indonesia, Javanese language has been undergoing a process what may be called language obsolescent or language replacement, or language demise or language death, in a certain degree. There are at least two reasons to support the prediction on that undesired destiny of the Javanese language in next generation periods. First, in this global era caused by the speed development of science and technology especially in transportation and communication, half of the total languages in the world, around 6000 languages, were dead in the past three centuries and ten languages will die every year. Some local languages have been replaced by, not many but powerful and dominant international languages, like English, and by national language like Indonesian in Indonesia. In Semarang and possibly other cities in Java not including Surakarta and Yogyakarta, Javanese people rarely speak krama, in a situation where it should be, while at least in rural area where ngoko was used, now in certain domains are replaced by Indonesian language significantly, where the speakers are young generation. Javanese language, said many people, has been a foreign language taught in elementary school to senior high school. Today, however, in informal situation among those who are familiar one with another, especially between people from lower status, lower Javanese or ngoko is still used in many places, and full Javanese (ngoko and krama) is still used in areas such as Demak, Purwodadi, Salatiga, and Pekalongan. This phenomena will unlikely change in 5 to 10 years to go. But no one, I think, will dare to guarantee if people use one to two generations as criterion. Now people with different backgrounds have been without hesitant to choose Indonesian as their children’s mother tongue since 30 to 35 years ago, with many different reasons. Two among other reasons are, first, for their children’s success in school, and second, parents don’t want their children speak with them using ngoko, so it seems no choice but Indonesian. How about with krama? It is not a secret any more that some parents in Semarang city tend not having communicative competence to speak krama. Entering global era in this reformation period, English language has been used everywhere in this country although actually people still use Indonesian, so what I mean is that that is a case of code-mixing. What is important to note here is that people’s attitude toward that foreign language can be considered to endanger the status of Indonesian because of the high status of that foreign language in the situation only few people speak standard Indonesian, an Indonesian prestigious variety. It is clear without saying with the fate of Javanese language if no people are aware with the situation. This article proposes some suggestions to anticipate the situation described above beside the fact that Javanese people are still proud with their culture.


2015 ◽  
Vol 13 (2) ◽  
pp. 383-414
Author(s):  
Laura Ascone

This paper investigates how Italian native speakers express surprise in English as their second language on Facebook. A qualitative study was conducted on a corpus of forty English utterances by Italian native speakers conveying surprise and two control corpora composed of forty Italian and forty English native speakers’ expressions. First, a systemic approach will be adopted: by analysing the order in which the speaker reacts to, comments on, and wonders about new information, the objective is to determine a pattern peculiar to the verbal expression of surprise, and to ascertain how the mother tongue and the language-learning background are influential when expressing an instinctive reaction such as surprise in a foreign language. Attention will then be paid to the lexical expression of surprise. In particular, the analysis will focus on the features specific to non-native speakers (i.e. use of verbs and code-switching), on the codes peculiar to CMC (i.e. smileys and punctuation), and on how these codes are employed to convey surprise disruption, valence and intensity. By examining all these aspects, this research examines how English non-native speakers express surprise in chats.


FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 154
Author(s):  
Moulay Mohamed TARNAOUI

RÉSUMÉ. La langue française au Maroc appelle aujourd'hui plusieurs interrogations qui portent sur le statut, la priorité et les problèmes dans le système scolaire marocain. Le Français est officiellement présent au Maroc depuis le début du protectorat français en 1912, son statut a évolué au fil du temps : de langue officielle sous le protectorat, elle est devenue la première langue étrangère obligatoire dans le système scolaire. . Il est indéniable que les appellations relatives aux fonctions de cette langue divergent et témoignent de la complexité de la situation linguistique dans un pays où la veine plurilingue est un atout et non pas un handicap. Pourtant, il existe une assez grande imprécision au niveau des discours sur cette langue fréquemment saisie comme « langue privilégiée », mais qui cherche à accéder à un statut de reconnaissance et dont les emplois semblent très hétérogènes. Mots-clés: français langue étrangère, français langue seconde, statut, système scolaire marocain.  ABSTRACT. The French Language in Morocco calls for many questions which revolve around its status, the priority and the problems in the Moroccan school system. French has been officially present in Morocco since the beginning of the French Protectorate back in 1912. Its status has evolved through the time: from an official language under the protectorate, it has become the first compulsory foreign language in the school system. It’s undeniable that the calls relative to the functions of this language divert and witness of the complexity of the linguistic situation in a country where the multilingual veins an asset rather than a defection. Nonetheless, there is quite a big imprecision in the level of discourse on this language frequently referred to as « privileged » language but which seeks to access to a status of acknowledgment and the uses of which seem very heterogeneous. Keywords: French foreign language, French second language, Moroccan educational system, status.


2020 ◽  
Vol 8 (6) ◽  
pp. 8
Author(s):  
Rajesh Kumar

As we all know, every human being has LAD (Language Acquisition Device), which helps to learn, to understand and to speak a language. We all human being learn or understand at least one language by birth, which we call mother tongue or first language and it comes with feelings inside us automatic. If we think something in our mother tongue, then we can describe it very easily, without any hesitation. To speak or to understand mother tongue, there is no need to learn or study properly, it comes from inside. But while learning a second language or foreign language we face many challenges, like: mother tongue influence, social background, cultural background, pronunciation, medium language and teaching methods too. In this article I want to focus on some problematic points of French Language. Learner coming from Hindi Speaking background, which they have faced during whole learning periods. Some points vary person to person, but some points are same and some points change with time. At every learning phase there are different problems. For beginners there are some other problems and another side for next level learners there are some other problems. These problems vary not only with learning phase but also vary with age groups, because teenagers learn more than their experience-literally, so they have different types of problems and other side adults learn not only in class room rather they learn with their experiences too, so they have some other types of problems. Every language has its own grammatical rules to frame the sentences. Speaking part of French Language is a bit complicated; because it is totally different from other language. In this article we will read about some logical differences and barriers, which are affecting capacity of Indian learners.


Author(s):  
V.A. Kozhemyakina

The article analyzes the language situation and language policy in the Canadian province of Quebec. The Federal and provincial laws on the language adopted in the second half of the XX century are analyzed and the situation in which the French language was in the province of Quebec is indicated. The sixties of the last century in Quebec is called the "quiet revolution", it was a period of profound social and political changes. The quiet revolution was peaceful, evolutionary, but it involved the entire population of the province. The "revolution" was accompanied by a change in the ethnic imbalance in the society, in which the both political and economic powers were in the hands of the English-speaking minority. Another important aspect was the modernization and secularization of the Franco-Canadian community and the rise of its standard of living up to the average level of Anglo-Canadians one. French-speaking Canadians who were at a lower stage of economic development, was on the edge of loosing their native language, which caused a strong rise of the nationalist movement in Quebec, which was directed by provincial authorities to rescue the Quebec version of the French language and improving socio-economic situation of the French speaking community.


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