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La construction identitaire en milieu plurilingue et pluriculturel : étude de la politique linguistique éducative des écoles européennes dans le contexte luxembourgeois

机译：多元文化环境下的身份建构：卢森堡语境下欧洲学校教育语言政策研究

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摘要

This research is part of the wider study of how languages and cultures are perceived, and how they influence the identity positioning of social actors in a multilingual and multicultural context. More specifically, this study focuses on the European Schools and their students, the Eurostudents. This choice was motivated by the unique context these schools offer for studying the relationship between language acquisition premised on an intercultural approach on the one hand, and the identity positioning of students on the other. In sum, the point was to better understand and explain the notion of a “European identity” and to give more precise meaning to the notion of “Europeans” as conceived by the founders of the European Union such as Jean Monnet, all in the context of the European School in Luxembourg and the educational language policy it practises. I set out to study the linguistic, cultural, and social experiences of the Eurostudents and the cultural representations these engendered, both of their own culture and of other European cultures. I then tried to understand how the interactions among these elements affect the identity positioning of the Eurostudents and their relationship with Others. My methodology consisted of an empirical study whose ethno-sociological dimension was the most important one. This choice was motivated by the fact that cultural representation and the manner in which individuals, in this case the Eurostudents, interpret their linguistic and cultural experiences are culturally situated. I conducted an ethno-sociological investigation consisting of a combination of observation, interviewing, and analysis of documents. This allowed me to not only identify the cultural representations (through a detailed analysis of what the social actors said in the interviews), but also to situate these cultural representations in their sociocultural context. The study revealed new sociocultural representations and a novel typology of identity positionings on the part of Eurostudents the origins of which lie in the rather important number of language and cultural factors that affect the way these students perceive themselves and define their identity. I selected three identity positionings revealed by this new typology for wider discussion, including a “European identity”. My study confirms that the identity construction of the Eurostudents is a dynamic process, and my research also reveals that it is progressive, where the term “progress” symbolizes a certain transcendence of the intellectual barriers through which Others are perceived, which is a necessary condition for effecting a transition towards a “European identity”. My work also opens up new perspectives for further research on the thorny question of how identity is positioned in a multilingual and multicultural milieu, a question for the study of which the socio-psychological approach associated with Lev Vygotski seems to be the theoretically most promising one.
机译：这项研究是对语言和文化的认知方式以及它们如何影响多语言和多元文化背景下社会角色身份定位的更广泛研究的一部分。更具体地说，本研究的重点是欧洲学校及其学生，即欧洲学生。这些学校为研究语言习得之间的关系提供了这种独特的动机，一方面是基于一种跨文化的方法，另一方面是学生的身份定位。总而言之，目的是更好地理解和解释“欧洲身份”的概念，并赋予欧洲联盟创始人（例如让·莫奈）这样的“欧洲人”概念更精确的含义。卢森堡的欧洲学校及其实行的教育语言政策。我着手研究欧洲学生的语言，文化和社会经验，以及他们所产生的文化表征，包括他们自己的文化和其他欧洲文化。然后，我试图了解这些要素之间的相互作用如何影响欧洲学生的身份定位以及他们与他人之间的关系。我的方法论包括一项实证研究，其民族社会学维度是最重要的。这种选择的动机是文化代表和个人（在本例中为欧洲学生）解释其语言和文化经历的方式具有文化背景。我进行了民族社会学调查，包括观察，访谈和文件分析。这不仅使我能够确定文化表现形式（通过对采访中社会行为者所说的内容进行详细分析），而且还能将这些文化表现形式置于其社会文化环境中。这项研究揭示了欧洲学生的新的社会文化表现形式和身份定位的新类型，其起源在于相当数量的语言和文化因素，这些因素会影响这些学生感知自己和定义自己身份的方式。我选择了这种新类型学揭示的三个身份定位，以进行更广泛的讨论，包括“欧洲身份”。我的研究证实了欧洲学生的身份建构是一个动态的过程，而我的研究也表明它是渐进的，其中“进步”一词象征着对他人的认知障碍的某种超越，这是必要条件实现向“欧洲身份”的过渡。我的工作还为身份如何在多语言和多元文化环境中定位这一棘手的问题开辟了新的视角，供人们进一步研究，这一问题的研究与列夫·维果茨基相关的社会心理学方法在理论上似乎是最有前途的。

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    Shahabi Shafagh;

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  • 年度 2013
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  • 正文语种 fr
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