{"id":487,"date":"2019-05-16T23:04:32","date_gmt":"2019-05-16T22:04:32","guid":{"rendered":"https:\/\/apps.atilf.fr\/homepages\/dmacaire\/?p=487"},"modified":"2019-05-17T10:00:56","modified_gmt":"2019-05-17T09:00:56","slug":"soutenane-de-these-a-hong-kong-cotutelle-internationale","status":"publish","type":"post","link":"https:\/\/perso.atilf.fr\/dmacaire\/blog\/2019\/05\/16\/soutenane-de-these-a-hong-kong-cotutelle-internationale\/","title":{"rendered":"Soutenance de th\u00e8se \u00e0 Hong Kong (cotutelle internationale)"},"content":{"rendered":"

\"\"<\/a><\/p>\n

Lorraine de Beaufort<\/strong> a brillamment soutenu sa th\u00e8se \u00e0 Hong Kong en anglais le 10 mai 2019. La th\u00e8se a \u00e9t\u00e9 port\u00e9e sous la co-direction de John Trent<\/strong> (Education University of Hong Kong) et Dominique Macaire<\/strong> (Universit\u00e9 de Lorraine, laboratoire ATILF).<\/p>\n

La th\u00e8se pr\u00e9sente une m\u00e9thodologie \u00e9mergente en Europe, celle de la \u00ab\u00a0narrative inquiry\u00a0\u00bb. Elle s’adosse \u00e0 la recherche qualitative des \u00ab\u00a0r\u00e9cits de vie\u00a0\u00bb. Les sujets de l’\u00e9tude sont des adultes apprenant le fran\u00e7ais, d\u00e9finie ici comme \u00ab\u00a0langue additionnelle\u00a0\u00bb dans un contexte multilingue. Les questions de trajectoire et d’identit\u00e9 sont au coeur de cette th\u00e8se interculturelle.<\/p>\n

Titre \u00a0et r\u00e9sum\u00e9 de \u00a0la th\u00e8se<\/p>\n

Learnig French in Hong Kong: Narrative perspectives on identity construction<\/strong><\/em><\/p>\n

This doctoral research examines the relationship between language learning and identity construction, focusing on four Hong Kong adults and their experiences of learning French.\u00a0The study adopts a poststructuralist perceptive on identity, which is to say identity is constructed discursively, experientially and in conflict (Trent, 2018) and is therefore fluid and constantly changing according to situation and context. From this perspective language learning is a process that takes place at several levels of context, including the wider socio-political context, the immediate social environment and the level of thoughts, emotions and ideas. It is also, inevitably, a process of identity construction which reflects \u2018the desire of learners to expand their range of identities and to reach out to wider worlds\u2019 (Pavlenko & Norton, 2007, 670).<\/p>\n

Using a narrative methodology known as \u2018narrative inquiry\u2019 (Clandinin & Connelly 2000), the study highlights the personal experiences of learners and illustrates various aspects of language learning in the age of \u2018superdiversity\u2019 (Vertovec, 2007). Unlike the three dominant languages in Hong Kong, i.e. Cantonese, English and Mandarin, \u2018minor\u2019 languages such as French have been given relatively little research attention, perhaps because of their apparent remoteness and limited usefulness. Using data gathered from a range of sources including in-depth interviews, language learner histories and written accounts of learning activities online, this inquiry aims to illustrate how even \u2018minor\u2019 languages can be significant in terms of identity. The four participants whose experience of learning languages is investigated in this study have all studied French in formal settings, but their engagement with French has also developed through workplace and travel experiences, as well as through online interaction.<\/p>\n

The study was able to highlight the unique and personal experiences of learners and illustrates various aspects of language learning and their significance for learner identity. It is argued that these aspects are often overlooked from a conventional language didactic perspective. Firstly, the study shows that additional language learning can play a significant role in learner identities, despite limited levels of conventional proficiency. Secondly, the process of language learning is revealed as being one of growing intercultural awareness, an awareness that is brought to bear upon the learner\u2019s own cultural environment and also has relevance for identity. The study offers orientations for methodology, theory and pedagogy.<\/p>\n

The study concludes by highlighting the need to acknowledge the \u2018diversity or multidimensionality\u2019 of language learners in curriculum and language classrooms (e.g. Byrd Clark, 2010) as well as give learners opportunities to exercise their social selves in the language classroom. Also, pedagogical notions of language and languages need to be reconceptualised to reflect the creative, diverse and complex languagerepertoires of language of multilingual learners and speakers, which go beyond a conventional understanding of what it means to learn a language and involve the use of a range of linguistic and semiotic resources.\u00a0\u00bb<\/p>\n","protected":false},"excerpt":{"rendered":"

Lorraine de Beaufort a brillamment soutenu sa th\u00e8se \u00e0 Hong Kong en anglais le 10 mai 2019. La th\u00e8se a \u00e9t\u00e9 port\u00e9e sous la co-direction de John Trent (Education University of Hong Kong) et Dominique Macaire (Universit\u00e9 de Lorraine, laboratoire ATILF). La th\u00e8se pr\u00e9sente une m\u00e9thodologie \u00e9mergente en Europe, celle de la \u00ab\u00a0narrative inquiry\u00a0\u00bb. Elle […]<\/p>\n","protected":false},"author":27,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-487","post","type-post","status-publish","format-standard","hentry","category-non-classe"],"_links":{"self":[{"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/posts\/487","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/users\/27"}],"replies":[{"embeddable":true,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/comments?post=487"}],"version-history":[{"count":5,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/posts\/487\/revisions"}],"predecessor-version":[{"id":534,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/posts\/487\/revisions\/534"}],"wp:attachment":[{"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/media?parent=487"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/categories?post=487"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/perso.atilf.fr\/dmacaire\/wp-json\/wp\/v2\/tags?post=487"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}