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HomeLes français dans un monde multilingue : dynamique sociopolitique, usages et représentations

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Published on Tuesday, May 17, 2022

Abstract

French is the 5th most spoken language in the world. Sociolinguistic research on French establishes the existence of various uses of French depending on the context. The terminology on French variation varies between a meaning centered on the appropriation of French and on the different uses of French while integrating the concepts of young speakers. Numerous researches have noted the elements of language contact as well as the willingness of populations to use French for the teaching of local languages in a situation of school and other multilingualism. The present colloquium would like to ensure a continuity of the project and of the research on the variations of French in the classroom as well as in the standardized or endogenous uses. It would also like to update the data on the socio-political dynamics of French in Africa and in countries using languages other than French.

Announcement

Argument

French is the 5th most spoken language in the world. Sociolinguistic research on French establishes the existence of various uses of French depending on the context. The terminology on French variation varies between a meaning centered on the appropriation of French and on the different uses of French while integrating the concepts of young speakers. The Preslaf project, financed by the OIF, has studied the polycentricity of French with regard to the endogenous norms of French-speaking countries or countries using French as a foreign language. In addition, the teaching of French and in French has also been examined on the basis of the identity aspirations of Francophone populations. Numerous researches have noted the elements of language contact as well as the willingness of populations to use French for the teaching of local languages in a situation of school and other multilingualism. The present colloquium would like to ensure a continuity of the project and of the research on the variations of French in the classroom as well as in the standardized or endogenous uses. It would also like to update the data on the socio-political dynamics of French in Africa and in countries using languages other than French.In non-French-speaking countries, the socio-political dynamics of French is explained first of all by geographical proximity and by the organizations that link these countries to other French-speaking countries, such as the OAU. Geographical proximity pushes non-French-speaking states to introduce French into their educational systems to facilitate economic and cultural exchanges (Madibbo, 2003). This is the case of Sudan and Nigeria which share borders with countries where French is the language of communication.Indeed, belonging to the Organization of African Union, the non-French speaking countries, aware of the fact that most of their neighbors have French as their language of exchange and aware that one cannot speak of African unity without regional and international means of communication (Madibbo, 2003), these countries have realized the potential of introducing the French language into the everyday life of the populations. This realization has led most English-speaking states to establish French as a tool of communication. However, the situation of the French language in these countries is not very bright (Akinpelu, 2016). For despite the enthusiasm and determination shown at the outset, the representation relating to French in these non-French speaking countries is collectively not encouraging. Learners view French as "a complex language," Velàzquez Herrera (2011).Yet, today's world demands that we become aware of the need for everyone to move away from monolingualism. Learning a foreign language, such as French in English, Spanish or even Portuguese-speaking countries, must cease to be considered an ornament of the mind or a pure economic necessity (Cordesse, 2009). In the African socio-cultural context, which is above all multilingual, the use of French in non-French-speaking countries must be promoted and enhanced by political will. For learning a language is first and foremost learning to discover the other. In a world that is changing and that aims to come together. This learning allows for openness to the outside world because, as El Amin (1979), quoted by Madibbo (2003), points out, "to know other languages is to know that isolation is no longer possible, especially in a world that is moving a lot and becoming smaller and more united. It is in this perspective of openness that the present symposium takes place.

Proposals for contributions may be made on the following themes:

  1. Contemporary French in Francophone and non-Francophone countries
  2. The teaching of the language and literature of French
  3. Linguistic variations in French literature
  4. French and other languages in a digital environment
  5. Bilingual terminology6. Didactics of FLE7. French and partner languages

Terms of contribution

  • Release of the call: February 10, 2022
  • Deadline for submission of proposals: June 10, 2022

  • Notification to authors: June 30, 2022
  • Sending of the detailed versions of the contribution: August 15, 2022
  • Provisional program: September 02, 2022
  • Symposium : 18th to 20th of December 2002

Format of the contributions

Oral communication, in French and English, 20 to 30 minutes. Poster presentation 5 to 10 minutes.

Proposals for contributions should include: title, name(s) and surname(s), institution, e-mail, abstract of maximum 500 words, research focus, 4 to 5 keywords and a short bibliography of five references (not included in the total number of words). The abstract will include: the problematic, the corpus of the study, the methodology adopted, the main results obtained or expected.

For all abstracts and any additional information, please write to the following address: acetelach@gmail.com

Publication of post-conference papersAfter final evaluation of the papers, they will be published in a collective work.

Chairs of the symposium

  • Pr Awoundja Nsata Catherine Ida, HTTC
  • Pr Ndibnu-Messina Ethé Julia, HTTC-University of Yaoundé I
  • Pr Calaïna Théophile, FALSS-University of Ngaoundéré

Local organizing committee

  • Pr Wakata Anne
  • Pr Awoundja Nsata
  • Pr Bonono Chantal
  • Pr Belibi Alexi
  • Pr Matateyou Emmanuel
  • Pr Moutombi
  • Pr Bemmo Odette
  • Pr Wamba Rodolphine
  • Pr Mbassi Bernard
  • Pr Mbala Ze Barnabé
  • Pr Théophile Calaïna
  • Pr Julia Ndibnu-Messina
  • Dr Fulbert Taïwe
  • Dr Data Daniel
  • Dr Constantine Kouankem
  • Dr Paule Marie Kougang
  • Dr Mariam Abba
  • M. Cyrille Sandeu

Scientific Committee

  • Pr Edmond Biloa (Université de Yaoundé I)
  • Pr Jules Assoumou (Université de Douala)
  • Pr Cathérine Awoundja Nsata (Université de Yaoundé I)
  • Pr Zachée Bitjaa Kody (Université de Yaoundé I)
  • Pr Théophile Calaina (Université de Ngaoundéré)
  • Pr Léonie Metangmo-Tatou (Université de Ngaoundéré)
  • Pr Comlan Fantognon (Université de Grenobles Alpes)
  • Pr Fasse Innocent (Université de Douala)
  • Pr Daouda Pare (Université de Ngaoundéré)
  • Pr Gilbert Zouyane (Université de Maroua)
  • Pr Julia Ndibnu (Université de Yaoundé I)
  • Pr Barnabé Mbala Ze (ENS de l’Université de Yaoundé I)
  • Pr Jean Marie Wounfa (Université de Ngaoundéré)
  • Pr Bernard Mbassi (ENS de l’Université de Yaoundé I)
  • Pr Jules Assoumou (Université de Douala)
  • Pr Karen Ferreira-Meyers (Université d’Eswatini)
  • Pr Gabriel Mba (Université de Yaoundé I)
  • Pr Etienne Sadembouo (Université de Yaoundé I)
  • Pr Justine Atemajong (ENS de l’Université de Yaoundé I)
  • Pr Marie-Anne Boum Ndongo (Université de Yaoundé I)
  • Pr Onguene Essono (Université de Yaoundé I)
  • Pr Innocent Fasse Mbouya (Université de Douala)
  • Pr Thierry Soubrié (Université de Grenoble III)
  • Dr Solange Molu (Université de Francfort)
  • Dr Elias Kaiza Kossi (Université de Legon)
  • Dr Constantine Kouankem (Université de Bertoua)
  • Pr Brahim Assana (Université de Ngaoundéré)
  • Dr Daniel Daba (Université de Ngaoundéré)
  • Dr Hayatou Djoulde (Université de Ngaoundéré)

Partners

Inalco, University of Ngaoundéré, AUF, OIF, CRTV

Registration fees

Teachers: 15 000 fCFAStudents: 5000 fCFAResearchers and others: 10 000 fCFA

Indicative bibliography

Abolou, C. R. (2010). Des marqueurs KE et NON en français populaire d’Abidjan : stratégies discursives et modélisations. Le français en Afrique, 25, 325-342.

Adelina Velàzquez, H. (2011). Représentations sociales de la langue française et motivations de son apprentissage : enquête auprès d'étudiants universitaires mexicains spécialistes et non spécialistes. Synergies Mexique, (1), 57-69.

Akinpelu, M. (2016). Le français dans un espace non francophone et plurilingue : le cas du Nigéria. McGill University (Canada).

Al-Khatib, M. (2014). Le français dans le système éducatif d’un pays non francophone. Exemple de la Jordanie. Lettres et Langues, (10), 313-322.

Calvet, L. J. (1992). Les langues des marches en Afrique. Langues et développement.

Cordesse, J. (2009). Apprendre et enseigner l'intelligence des langues : à l'école de Babel, tous polyglottes. Chronique sociale.

De Féral, C. (1991). Le français au Cameroun : approximation, vernacularisation et camfranglais.

De Féral, C. (1994). Appropriation du français dans le sud du Cameroun. Langue française, 37-48.

El Amin, Y. (1979). L'enseignement du français au Soudan : Aspects linguistiques, pédagogiques et Sociolinguistiques (Doctoral dissertation, Thèse de doctorat, Université de Paris III).

Feussi, V. (2008). Le francanglais comme construction socio-identitaire du jeune francophone au Cameroun. Le français en Afrique, 23, 33-50.

Feussi, V. (2014). Les pratiques linguistiques numériques/électroniques : une source d’angoisse pour les linguistes?.

Feussi, V. (2016). ‘Croyance originaire’et élaboration de sens. Quelles conséquences pour la sociolinguistique?. GLOTTOPOL-Revue de sociolinguistique, 226-241.

Kamal Eldin Khalfa O., A.  (2020). Les langues en présence au Soudan après 2011 : étude descriptive. Langues, cultures et sociétés, 6(1), 91-100.

Madibbo, A. (2003). L’introduction du français en Afrique non-francophone : l’expérience soudanaise. Sud Langues, 2.

Subjects

Places

  • Université de Yaoundé 1, Ngoa ekelé
    Yaoundé, Cameroon (237)

Event attendance modalities

Hybrid event (on site and online)


Date(s)

  • Friday, June 10, 2022

Keywords

  • francophonie, français, francophone, langue locale, langue camerounaise, langue, littérature

Contact(s)

  • Cyrille Talla Sandeu
    courriel : cyrillesandeu [at] gmail [dot] com
  • Pr Julia Ndibnu-Messina
    courriel : jundibnu [at] gmail [dot] com

Reference Urls

Information source

  • Cyrille Talla Sandeu
    courriel : cyrillesandeu [at] gmail [dot] com

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Les français dans un monde multilingue : dynamique sociopolitique, usages et représentations », Call for papers, Calenda, Published on Tuesday, May 17, 2022, https://doi.org/10.58079/18wt

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