Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing

This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students’ left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability

Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing

This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students’ left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability

Chapter 8 Learning of written language

The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied

Chapter 8 Learning of written language

The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied

Analogie : création lexicale et extension des catégories en créoles haïtien et guyanais

International audienceIn languages in general, including in Creole languages such as Haitian Creole and Guyana Creole, analogy allows us to do at least two important things; On the one hand, increasing the lexicon of language by the appearance of new items; on the other hand, creating new meanings. The production of new meaning comes meanly from the synonymy and polysemy process which are two analogy phenomenon. Analogy has functions, by which the language is structured in order to product meanings categories in networks. In these networks, the different meaning is also jointly motivated and justified than the identical meaning. This allows to understand the dynamic nature of the language and reminds that "all meaning shares at least one property with another." This is possible, because Analogy helps to regulate language internal functioning, by its regulation, creation and generation function. By analojy, language regulate itself. Analogy provides ways to the language, in order to help its to answer to the subtilities and dificulties that the increasing of knowledge enjoins.Dans les langues, notamment en créoles haïtien et guyanais, l'analogie permet de faire au moins deux choses. D'un côté, elle sert à augmenter le stock lexical de la langue, de l'autre, elle permet de structurer de nouveaux sens. La structuration du sens relève particulièrement du processus de synonymie et de polysémie qui sont deux phénomènes de l'analogie. L'analogie a des fonctions qui permettent à la langue de se structurer et de s'autoréguler de façon à produire des catégories sémantiques en réseaux. Dans ces réseaux, le sens différent est aussi conjointement motivé et justifié que le sens identique. L'analogie a une fonction créatrice et génératrice. Elle régule le fonctionnement interne du langage, au moyen de sa fonction de régulation. Grâce à l'analogie, la langue parvient à gérér le flux sémantique et répondre aux subtilités et difficultés qu'impose ordinairement la structuration de la connaissance.Rezime Pou pi piti, Analoji pèmèt nou fè de (2) bagay enpòtan lè nou itilize lang yo, sitou kreyòl ayisyen ak kreyòl giyanè. Yon bò, li ogmante estòk leksikal lang yo lè gen nouvo mo ki antre ladan yo, yon lòt bò, li pèmèt nou konstrui nouvo sans. Òganizasyon nouvo sans yo pran rasin nan pwosesis sinonimi ak polisemi ki se 2 fenomèn analojik. Analoji gen kèk fonksyon ki pèmèt lang yo pwodui sans an rezo. Nan rezo sa yo, sans ki diferan tankou sans ki sanble jwenn plas yo san pwoblèm. Analoji gen yon fonksyon jenerativ ak yon fonction kreyatris. Analoji regile fonksyonnman entèn lang yo gras ak fonksyon regilasyon e kreyasyon li genyen. Analoji se yon mekanis fè lang lan regile tèt li, li ekipe lang yo, e li pèmèt yo fè fas ak tout sibtilite e difikilte nou jwenn lè n ap òganize lakonesans

Temps et aspect dans la structure de l’énonciation rapportée : comparaison entre le français et le créole haïtien

This thesis treats the temporality and the reported speech. Concretely, it is question of studying the value of the aspectuo-temporal indicators in the context of the reported speech, determining the type of relation which the interval of the reported process has with the interval the introducer process, and finally comparing the studied phenomenon in French with that observed in Haitian Creole. This research belongs to the field of temporal semantics and the reported speech. We used the aspectuo-temporal system of L. Gosselin as a basical theory. We have analyzed our data and drew the following conclusions : the reported tense has a deictic employment when it indicates its own point of reference, and anaphoric when its value depends on another element present in the context. The interval of the reported process can have, in addition the relations related to the traditional triad (anteriority, simultaneity or posteriority), an inclusion relation with the interval the introducer process. We noticed a clear and marked difference between the reported temporal indicators in Haitian Creole and those of FrenchCette thèse porte sur la temporalité et l'énonciation rapportée. Il s'agit d'étudier la valeur des indicateurs aspectuo-temporels dans le contexte de l'énonciation rapportée, déterminer le type de relation que l'intervalle du procès rapporté entretient avec l'intevalle du procès introducteur, et comparer le phénomène étudié en français à celui observé en créole haïtien. Cette recherche s'inscrit dans le domaine de la sémantique temporelle et de l'énonciation rapportée. Nous avons utilisé le système aspectuo-temporel de L. Gosselin comme cadre théorique. Après avoir analysé nos données, nous sommes parvenu à l'idée que le temps rapporté a un emploi déictique lorsqu'il impose son propre point de référence, et anaphorique chaque fois qu'il dépend d'un élément présent dans le contexte. L'intervalle du procès rapporté peut entretenir, outre les relations liées à la triade traditionnelle (antériorité, simultanéité ou postériorité), une relation d'inclusion avec l'intervalle du procès introducteur. Nous avons noté une différence nette et prononcée entre les indicateurs temporels rapportés en créole haïtien et ceux du français

Analogie et formation de lexique. Cas des dérivés verbaux en créoles haïtien, guadeloupéen et martiniquais

International audienceAs a contribution, our goal is to study the verbal derivation in Haitian Creole, Guadeloupian Creole and Martinican Creole. These derived verbs are constructed according to the principles governing the process of word- formation through affixation. The affixes: de-, re-, ri-, rè-, wou in Haitian Creole and dé-, ré-, ri-, rè-, wou in Guadeloupian Creole and Martinican Creole, and the variants of -e, -en, -nen in Haitian Creole and -é, -né in96 L’ANALOGIE DANS LE PROCESSUS DE LEXICALISATION ET DE SÉMANTISATIONGuadeloupian Creole, are attached to base/root to form a new word. The speakers of these languages use the model of lexical creation that are often applied in French to create verbal forms. The deverbal forms obtained by affixation come results from analogical process which contributes to extend the lexical storage of the languages. Each new word derives at least a meaning that doesn’t always/necessarily refer back to the meaning of the base lexeme. This justifies very clearly the role of analogy in lexical creation and extension of meaning.Par cette contribution, nous tentons d'étudier les dérivés verbaux en créole haïtien, créole guadeloupéen et créole martiniquais, construits selon les principes réglant la formation des mots par affixation. Les affixes : de-, re-, ri-, rè-, wou en créole haïtien et dé-, ré-, ri-, rè-, wou en créole guadeloupéen et créole martiniquais, et les variantes :-e,-en,-nen en créole haïtien et-é,-né en créole guadeloupéen et en créole martiniquais, sont ajoutés à un mot préexistant dit lexème attesté pour former un mot nouveau. Les locuteurs de ces langues utilisent le modèle de création lexicale appliquée souvent en français pour constituer des formes verbales. Les verbaux obtenus par affixation relèvent du procédé analogique qui contribue à élargir l'assiette lexicale de ces langues. Chaque mot formé sous-tend au moins un sens qui ne reprend pas toujours le sens du lexème attesté. Cela justifie très nettement l'importance de l'analogie dans la création lexicale et l'extension du sens.Gras ak kontribisyon sa a, nou eseye etidye derive vèbal kreyòl ayisyen, derive vèbal kreyòl gwadloupeyen e derive vèbal kreyòl matinikè, ki konstrui sou baz prensip fòmasyon mo pa afiksasyon. Afis yo tankou : de-, re-, ri-, rè-, wou nan kreyòl ayisyen, dé-, ré-, ri-, rè-, wou nan kreyòl gwadloupeyen e kreyòl matinikè, ak varyant-e,-en,-nen nan kreyòl ayisyen ak-é,-né nan kreyòl gwadloupeyen e kreyòl matinikè ajoute sou yon mo ki deja la pou yo fòme yon mo nouvo. Lokitè lang sa yo itilize modèl kreyasyon leksikal sa a yo konn aplike pou yo konstitiye fòm vèbal an fransè. Vèb ki fòme pa afiksasyon yo jwenn rasin yo nan pwosede analogik ki pèmèt asyèt leksikal lang sa yo elaji. Chak mo fòme bay yon nouvo sans ki kontredi kèk fwa sans premye mo a. Fenomèn sa a jistifye tout bon vre wòl analoji nan kreyasyon leksik yo ak ogmantasyon sans yo

Temps et aspect dans la structure de l’énonciation rapportée : comparaison entre le français et le créole haïtien

This thesis treats the temporality and the reported speech. Concretely, it is question of studying the value of the aspectuo-temporal indicators in the context of the reported speech, determining the type of relation which the interval of the reported process has with the interval the introducer process, and finally comparing the studied phenomenon in French with that observed in Haitian Creole. This research belongs to the field of temporal semantics and the reported speech. We used the aspectuo-temporal system of L. Gosselin as a basical theory. We have analyzed our data and drew the following conclusions : the reported tense has a deictic employment when it indicates its own point of reference, and anaphoric when its value depends on another element present in the context. The interval of the reported process can have, in addition the relations related to the traditional triad (anteriority, simultaneity or posteriority), an inclusion relation with the interval the introducer process. We noticed a clear and marked difference between the reported temporal indicators in Haitian Creole and those of FrenchCette thèse porte sur la temporalité et l'énonciation rapportée. Il s'agit d'étudier la valeur des indicateurs aspectuo-temporels dans le contexte de l'énonciation rapportée, déterminer le type de relation que l'intervalle du procès rapporté entretient avec l'intevalle du procès introducteur, et comparer le phénomène étudié en français à celui observé en créole haïtien. Cette recherche s'inscrit dans le domaine de la sémantique temporelle et de l'énonciation rapportée. Nous avons utilisé le système aspectuo-temporel de L. Gosselin comme cadre théorique. Après avoir analysé nos données, nous sommes parvenu à l'idée que le temps rapporté a un emploi déictique lorsqu'il impose son propre point de référence, et anaphorique chaque fois qu'il dépend d'un élément présent dans le contexte. L'intervalle du procès rapporté peut entretenir, outre les relations liées à la triade traditionnelle (antériorité, simultanéité ou postériorité), une relation d'inclusion avec l'intervalle du procès introducteur. Nous avons noté une différence nette et prononcée entre les indicateurs temporels rapportés en créole haïtien et ceux du français

Le cas de l’analogie dans les créoles à base lexicale française de la Caraïbe

Cet article présente un programme de recherche intitulé « L’analogie dans le processus de lexicalisation et de sémantisation en créoles guadeloupéen, guyanais, haïtien et martiniquais ». Ce programme financé par l’Agence Universitaire de la Francophonie est le fruit d’une collaboration entre plusieurs laboratoires de recherche et universités dont le LangSE de l’université d’État d’Haïti, le CRREF de l’université des Antilles et le ModyCo de l’université Paris-Nanterre. L’objectif est d’étudier le phénomène d’analogie à travers différentes approches dans plusieurs créoles de la Caraïbe. Nous présentons dans cet article certains axes de travail envisagés par cinq chercheurs (Govain, Lainy, François, Anciaux et Beaubrun) participant à ce programme autour du concept d’analogie dans ces créoles.This article presents a research program entitled "Analogy in the process of lexicalization and semantization in Creoles Guadeloupe, Guyanese, Haitian and Matinican". This program, funded by the Agence Universitaire de la Francophonie, is the result of a collaboration between several research laboratories and universities including the LangSE of the State University of Haiti, the CRREF of the University of the West Indies and the MoDyCo of the University Paris-Nanterre. The objective is to study the phenomenon of analogy through different approaches in Creole of the Caribbean. We present in this article some of the lines of work envisaged by five researchers (Govain, Lainy, François, Anciaux et Beaubrun) participating in this program around the concept of analogy in theses Creoles

Le cas de l’analogie dans les créoles à base lexicale française de la Caraïbe

International audienceCet article présente un programme de recherche intitulé « L’analogie dans le processus de lexicalisation et de sémantisation en créoles guadeloupéen, guyanais, haïtien et martiniquais ». Ce programme financé par l’Agence Universitaire de la Francophonie est le fruit d’une collaboration entre plusieurs laboratoires de recherche et universités dont le LangSE de l’université d’État d’Haïti, le CRREF de l’université des Antilles et le ModyCo de l’université Paris-Nanterre. L’objectif est d’étudier le phénomène d’analogie à travers différentes approches dans plusieurs créoles de la Caraïbe. Nous présentons dans cet article certains axes de travail envisagés par cinq chercheurs (Govain, Lainy, François, Anciaux et Beaubrun) participant à ce programme autour du concept d’analogie dans ces créoles