English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

La presente contribution a pour objectif de mieux comprendre la facon dont la place des langues se negocie dans les classes superdiverses des departements francais ultramarins en vue de penser autrement les politiques educatives inclusives. Apres avoir mis en perspective le concept de translanguaging avec l’interlecte et le melangue creole, nous analyserons, en nous appuyant sur la metaphore du rhizome, les interactions verbales en classe de petite section ou sont experimentees des seances dites d’ « eveil aux langues ». L’etude permet d’identifier plusieurs strategies d’interactions plurilingues. Les resultats montrent notamment comment s’appuyer sur le langage interieur des eleves. En distinguant les strategies compensatoires trahissant une vision « langue-probleme » (VLP) de celles a visee de transformation sociale (VTS), nous esperons ainsi mettre en lumiere les ideologies qui conditionnent l’inclusion langagiere des eleves. LANGUAGE EXCLUSION IN SUPERDIVERSE CLASSROOMS IN OVERSEAS FRANCE: SILENCE, MAILLAGES AND INCLUSIVE PERSPECTIVE IN THE INDIAN OCEAN The purpose of this contribution is to gain a better understanding of how language status is negotiated in superdiverse classrooms in French overseas departments in order to think differently about inclusive educational policies. First, we compare the concepts of translanguaging, interlecte , and melangue . Then, we analyze — through the lens of the rhizome — verbal interactions in a pre-primary classroom where “awakening to languages” sessions are experienced. The study identifies several multilingual interaction strategies. The results show in particular how to rely on the students’ inner speech. By distinguishing compensatory strategies revealing a “language-problem” vision (VLP) from those aiming at social transformation (VTS), we eventually highlight the ideologies that condition students’ language inclusion.

L’EXCLUSION LANGAGIÈRE DANS LES CLASSES SUPERDIVERSES EN OUTRE-MER FRANÇAIS : SILENCES, MAILLAGES ET PERSPECTIVE INCLUSIVE DANS L’OCÉAN INDIEN