Évènements

Programme 2020

3 décembre 2020 - 15h00 - 17h00

Soutenance de HDR

Katharina Haude
Typological challenges, cognitive insights, pragmatic explanations: Investigations on Movima, a linguistic isolate of lowland Bolivia

3 décembre à 15 h en visioconférence

Programme 2020

30 novembre 2020 - 14h00 - 15h00

Soutenance de HDR

Outi Duvallon
L’énoncé en discours : aspects syntaxiques, sémantiques et intersubjectifs de la construction du sens et de la référence en finnois

30 novembre 2020 à 14h en visioconférence

20 novembre 2020 - 14h00 - 17h00

Séminaire doctoral – Pratiques langagières – terrains, méthodes, théories

Anne-Sophie Bafort (Ghent University & Catholic University of Leuven)

Reconciling Diversity with Eliteness: A Linguistic Ethnographic Case Study of a Belgian International School’s Language Policy and Practice
International schools have become more prominent since the 1950s as a result of globalization and an increased demand to cater to expatriate families’ needs for transnational forms of education (Heyward 2002; Hayden 2011). These schools have not, however, received much attention of sociolinguists. Those scholars who have analyzed these contexts, on the one hand point out that these schools claim to celebrate cultural and linguistic diversity (Heyward, 2002) in a spirit of egalitarianism, yet on the other hand, various studies criticize their continuing elitist and prestigious character (Sunyol & Codó, 2020). According to Sunyol & Codó (2020), these schools’ claims of egalitarianism and inclusion of mother tongues is merely perfunctory. This case study demonstrates that not all international schools can be described as such, and that the investment in mother tongue support is met with various difficulties which are not necessarily related to an elite or prestigious character. Data were collected through on-site fieldwork, and comprise multiple data types and corresponding methods of analysis. Our analysis demonstrates that teachers actively sought to attend to students’ mother tongues notably via posters and strategic translanguaging in the classroom. At the same time it appeared that this attention for mother tongues was constrained by central International Baccalaureate exams being in English, a lack of managerial trickledown effect of the language policy regarding mother tongues and the use of English as a language of inclusion. As such, this study does not only yield further insights in the under-studied concept of international schools, but also aims to add to current sociolinguistic research by further mapping the complex manner in which linguistic diversity is mediated in multilingual educational communities of practice.

References

  • Hayden, M. (2011). Transnational spaces of education: The growth of the international school sector. Globalisation, Societies and Education, 9(2), 211–224. https://doi.org/10.1080/14767724.2011.577203.
  • Heyward, M. (2002). From International to Intercultural: Redefining the International School for a Globalized World. Journal of Research in International Education, 1(1), 9–32. https://doi.org/10.1177/147524090211002.
  • Sunyol, A., & Codó, E. (2020). Fabricating neoliberal subjects through the International Baccalaureate Diploma Programme. In Language and Neoliberal Governmentality (pp. 135-161). Routledge/Taylor & Francis Group.

13 novembre 2020 - 14h30 - 17h30

Séminaire doctoral – Théories et données linguistiques

Hélène Gérardin (INaLCO – SeDyL)

Participer à la réunion Zoom
Vers une classification typologique des verbes géorgiens
Cette intervention vise à présenter les résultats d’une recherche de plusieurs années consistant à établir une classification typologique exhaustive des verbes géorgiens. Le géorgien, langue caucasique du Sud, est caractérisé par un système verbal particulièrement complexe, dans lequel le marquage et l’indexation des actants sont conditionnés par un grand nombre de paramètres : personne, nombre, temps/aspect/mode, valence, voix, classe de verbes, etc. La classification des verbes la plus communément admise jusqu’à présent repose sur la grammaire traditionnelle. Or, cette approche, trop calquée sur les langues indo-européennes anciennes, brouille en de nombreux endroits les données, engendrant des problèmes d’interprétation pour certains non encore résolus. La classification que nous proposons dans cette intervention s’appuie sur des critères exclusivement typologiques. Nous montrerons que si l’on s’en tient à une définition rigoureuse des critères de classification et à une séparation stricte des niveaux morphosyntaxique et sémantique, on aboutit à un système d’une étonnante cohérence. La classification ainsi obtenue se compose d’une trentaine de classes de verbes, au sein desquelles l’unité morphosyntaxique se double d’une unité sémantique. Cet exposé, établi à partir de données de première main, entend d’une part proposer une nouvelle analyse du verbe géorgien et d’autre part fournir, par les données géorgiennes, une illustration pertinente aux concepts linguistiques ayant trait au verbe (valence, voix, transitivité, etc.).

9 novembre 2020 - Toute la journée

Conseil de laboratoire

suivi à 11h d’un accueil des nouveaux doctorants par Zoom

Programme 2020

28 septembre 2020 - 10h00 - 12h00

Conseil de laboratoire

à 10h00 en visioconférence

7 septembre 2020 - 10h00 - 12h00

Conseil de laboratoire

à 10h00 en visioconférence

Programme 2020

22 juin 2020 - 10h00 - 12h00

Conseil de laboratoire

Visio-conférence à 10h00

Programme 2020

27 avril 2020 - 10h00 - 12h00

Conseil de laboratoire

Visio-conférence

24 avril 2020 - 14h00 - 17h00

Séminaire doctoral – Pratiques langagières – terrains, méthodes, théories

Susan Gal (U. Chicago) & Judith T. Irvine (U. Michigan)

Séance annulée pour cause de Covid
Reflections on Signs of Difference 

In our presentation we reflect on several key concepts we have discussed in our recent book, Signs of Difference, and comment on why we thought these concepts important. We start with the theme of difference and, relatedly, comparison – themes that provided the initial motivation for our collaborative project. Reading one another’s work, we had noticed that our ethnographic fieldsites, located in very different parts of the world, with different histories, ecologies, and language families, showed some surprising similarities: people in each fieldsite conceived of social categories in their community in terms of a contrast between restraint and elaboration/exuberance, a contrast they saw in linguistic variation, clothing, food choices, and many other aspects of behavior. How should we even describe the similarity? We approach it through a semiotic analysis that is applicable not only to these two ethnographic and linguistic cases but to others around the world. (Semiotics is another key theme.) In consequence, our book presents a novel conceptualization of the way that social and linguistic difference are made (together) in the processes of communication of every kind. Ideology – understood here as ideological work – provides the overarching rubric in which we outline the semiotic process involved in sociolinguistic differentiation. We also present a way to approach the empirical investigation of sociolinguistic difference, starting from sites (sites of ideological work, and sites for research) identified minimally as focus of joint attention, and working outward through a series of uptakes, each identifiable with different agendas and interests, taking participants and observers in diverse directions. Our presentation will provide various empirical examples of differentiation (and its partner, unification or encompassment) from Europe, West Africa, and the United States.

 

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