Code-switching : language of bilingual children and what it can reveal about multiple language use

Le code-switch et les emprunts sont tous les deux des phénomènes linguistiques très courants parmi les communautés multilingues. Malgré le fait qu’il y ait eu beaucoup de recherche à propos de ces phénomènes, il existe deux aspects qui n’ont pas été explorés de manière satisfaisante. Premièrement, la distinction exacte entre le code-switch et l’emprunt, et, deuxièmement, le code-switch parmi les enfants. Plusieurs chercheurs proposent que la différence entre le code-switch et l’emprunt existe dans la phonologie : les emprunts d’une langue à une autre subissent des assimilations phonologiques selon la langue de cible. Si celle-ci est une distinction nécessaire des emprunts, cela ne veut pas dire qu’il est suffisant pour les distinguer du code-switch. Ceci amène plusieurs chercheurs à postuler que la différence cruciale entre le code-switch et l’emprunt est que ce premier est soumis à un ensemble de contraintes. Toutefois, la nature de ces contraintes varie beaucoup parmi les théories. Le code-switch dans les locuteurs bilingues jeunes est un outil idéal pour tester la validité des théories proposées : plusieurs chercheurs proposent qu’il existe un aspect développemental de ces contraintes, qui informe de manière importante sur la nature de l’acquisition du langage bilingue. La cible de ce travail est de répondre à deux questions cruciales. Tout d’abord, s’il existe bel et bien un aspect développemental des contraintes concernant le code-switch, et, deuxièmement, comment le code-switch des enfants peut informer sur l’usage de langues multiples, particulièrement concernant l’acquisition du langage bilingue.Code-switching and borrowing are both highly common linguistic phenomena in multilingual communities. Whilst much research has been carried out on these phenomena, there are two aspects of them which have not been satisfactorily explored. Firstly, the exact distinction between code-switching and borrowing, and secondly, that of code-switching in children. Many researchers state that the difference between code-switching and borrowing lies in phonology: borrowings from another language assimilate to the phonology of the language in which they have been inserted. Whilst this may be a necessary distinction of borrowing, it may not be sufficient to distinguish it from code-switching. This has led to many researchers to propose that a key difference between code-switching and borrowing is that the former is subject to a set of constraints, though these differ greatly between theories. Code-switching behaviour of young bilingual children is ideal for testing the validity of these theories: many researchers argue that there is a developmental aspect to constraints acting upon children’s code-switching, which provides valuable insight into the nature of bilingual language acquisition. The aim of this thesis is therefore to answer two crucial questions. Firstly, if there does indeed exist a developmental aspect to constraints acting on children’s code-switching, and, secondly, what bilingual children’s code-switching can reveal about multiple language use, particularly with regards to bilingual language acquisition

Teacher education and the development of teacher professional identity: a comparative analysis of student teachers' experiences in Germany, France and England

Student teachers today must be equipped with a wide repertoire of skills to meet the challenges of increasingly complex, diverse and inclusive classrooms. At a time when many countries in Europe are facing teacher shortages, it is vital that student teachers develop a strong teacher professional identity. This study examines how student teachers in Germany, France and England construct this identity and provides fresh insights into the powerful influence that the social and cultural context has on teacher education and conceptions of the teacher’s role. As such, the study addresses a gap in empirical comparative research looking in depth at student teachers’ experiences in these countries. Professional identity formation is understood as a fluid and dynamic process, developed through events, experiences and interactions and firmly rooted in the historical and sociocultural context. Compelling narratives produced from interviews with student teachers in each of these countries are analysed comparatively to identify key themes. A new, original analytical model is applied that charts student teachers’ professional journeys in three distinct but interconnected stages that begin at school and incorporate theoretical and practical elements of teacher education. The research found that all the participants recognised the didactical and pedagogical skills needed for today’s classroom and all prioritised the practicum over academic elements of their programmes. Both structural and perceptual barriers resulted in a disconnection of theory and practice experienced by all participants. Divergences were found in the motives for becoming a teacher and in the intentional use of pre teacher education experiences as a testing ground for career choice. The recourse to rubrics of competences to assess teaching was common to all participants, however, whilst this constrained the practice of English student teachers, it was perceived very differently in Germany and France. This perception led to significant differences in the level of professional autonomy student teachers expected to have in their future role and how this was reflected in teachers’ status in society

Establishing Reinforcing Properties in Neutral Stimuli Through Observational Learning with Children

The purpose of this study was to observe and analyze the factors that lead to a child\u27s increase in responding to a previously neutral stimulus after observing another child\u27s behavior and consequences in the same setting. The effects of five video presentations on rate of button-pressing responses were observed across four students. Rates of button-pressing behavior on an FR3 schedule of reinforcement were collected for each student using a computer and a metal apparatus with two flat push buttons. Each student completed two baseline phases to establish neutrality of stimuli, and viewed a total of five video presentations. Each video segment contained a model engaging in button pressing and receiving tokens under various social and nonsocial conditions, which would potentially serve as reinforcers. Rates of responding were recorded immediately after each video presentation. Three of the four students\u27 rates of responding increased and surpassed their levels of responding during baseline sessions. From these results, it was concluded that neutral stimuli can acquire reinforcing properties for children through an observational learning procedure. It is suggested that observational learning (the presentation of a model engaging in a specific behavior) might be considered and establishing operation to temporarily increase the value of a reinforcer

"Soft densification" in Canada: The example of "accessory apartments" in Ontario

Consultable sur Internet : http://www.metropolitiques.eu/Soft-densification-in-Canada.htmlNational audienceAgainst the backdrop of a housing crisis, a number of local authorities in Ontario, Canada, have developed policies to encourage the creation of "accessory apartments" or "secondary suites" - in other words, new dwellings within single-family homes. Anastasia Touati analyses the advantages, as well as the ambiguities, of this novel form of residential densification

The application of time-series MODIS NDVI profiles for the acquisition of crop information across Afghanistan

We investigated and developed a prototype crop information system integrating 250 m Moderate Resolution Imaging Spectroradiometer (MODIS) normalized difference vegetation index (NDVI) data with other available remotely sensed imagery, field data, and knowledge as part of a wider project monitoring opium and cereal crops. NDVI profiles exhibited large geographical variations in timing, height, shape, and number of peaks, with characteristics determined by underlying crop mixes, growth cycles, and agricultural practices. MODIS pixels were typically bigger than the field sizes, but profiles were indicators of crop phenology as the growth stages of the main first-cycle crops (opium poppy and cereals) were in phase. Profiles were used to investigate crop rotations, areas of newly exploited agriculture, localized variation in land management, and environmental factors such as water availability and disease. Near-real-time tracking of the current years’ profile provided forecasts of crop growth stages, early warning of drought, and mapping of affected areas. Derived data products and bulletins provided timely crop information to the UK Government and other international stakeholders to assist the development of counter-narcotic policy, plan activity, and measure progress. Results show the potential for transferring these techniques to other agricultural systems

Opium yield estimates in Afghanistan using remote sensing

Accurate estimates of opium production are essential for informing counter-narcotics policy in Afghanistan. The cultivated area of opium poppy is estimated remotely by interpretation or digital classification of very high resolution (VHR) satellite imagery at sample locations. Obtaining an accurate estimate of average yield is more challenging as poor security prevents access to a sufficient number of field locations to collect a representative sample. Previous work carried out in the UK developed a regression estimator methodology using the empirical relationship between the remotely sensed normalised difference vegetation index (NDVI) and the yield indicator mature capsule volume. The application of the remote sensing approach was investigated in the context of the existing annual opium survey conducted by the United Nations Office on Drugs and Crime and Afghanistan’s Ministry of Counter Narcotics (UNODC/MCN) and indicated the potential for bias correction of yield estimates from a small targeted field sample. In this study we test the approach in Afghanistan using yield data and VHR satellite imagery collected by the UNODC/MCN surveys in 2013 and 2014. Field averaged measurements of capsule volume were compared to field averaged NDVI extracted using visual interpretation of poppy fields. The study compares the empirical relationships from the UK field trials with the Afghanistan data and discusses the challenges of developing an operational methodology for accurate opium yield estimation from the limited sample possible in Afghanistan

“Cités de transit”: the urban treatment of poverty during decolonisation

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