Conţinutul numărului revistei |
Articolul precedent |
Articolul urmator |
1046 11 |
Ultima descărcare din IBN: 2023-11-18 16:26 |
SM ISO690:2012 ENACHE, Eugenia. Les enfants des migrants à l’école en France et leur langue-culture. In: La Francopolyphonie, 2011, nr. 6, pp. 151-162. ISSN 1857-1883. |
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La Francopolyphonie | ||||||
Numărul 6 / 2011 / ISSN 1857-1883 | ||||||
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Pag. 151-162 | ||||||
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Having been defined more or less explicitly, the concept language-culture encapsulates the cultural dimension that the foreign language acquisition implies. In recent years, the greatest part of studies on didactics is related to the students' identity development and its manifestation. Our research focuses on how the language-culture nexus manifested in migrant children that are schooled in France influence their identity and normal identification development, meant or not to be part of a successive bilingualism. The language-culture concept defines the identity of any person. Being considered by children and, especially, by the migrant ones as their mother tongue or the language of the family environment it is felt as part of their ‘own being’ and contributes to their normal integration (bilingual and bicultural) in the French society, their country of adoption. To recognize it as a support of their cultural identity, their origins or at the didactic level means to allow the manifestation of their specific identity and of some personal identification
landmarks against a cultural value system different from the French one but, nevertheless, equally important. |
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