Le français, langue d'« intégration » des adultes migrant·e·s allophones ? Rapports de pouvoir et mises en sens d'un lexème polémique dans le champ de la formation linguistique

Abstract : Originating from grassroots initiatives, the field of language education for allophone adult migrants has progressively become, in France, more institutionalized and professionalized. Perhaps the most striking recent development in this process is the publication of the French as a Language of Integration reference document (Référentiel Français Langue d’Intégration—FLI) in October 2011. Indeed, the use or non-use of one or another of the lexemes of the “insertion-integration- assimilation” paradigm has been subject to debate within political and everyday discourse since the 1980s. The designation of one of these lexemes thus constitutes a clear statement. Considering the regularly reoccurring debate over the naming of the process by which migrants and society interact, which appertains to various social domains, my research aims at shedding light on the uses of the forementioned paradigm’s lexemes, especially within the institutionalized and professionalized field of migrant language education. My thesis also aims at defining this field’s current organizational and professional structures. From three discursive subgroups, whose speakers occupy distinct social positions (lexicographers, institutional experts, professional language educators), I will highlight the characteristics of their diverse semantic understandings of the paradigm’s lexemes. Notably, the conceptual tools used to conduct my study will be those of discourse analysis. On one side, through lexical discourse analysis that takes into account the characteristics of the studied actors’ real uses of the paradigm’s lexemes, I will identify elements of meaning construction, thereby bringing to light the resulting structuring semantic oppositions and grey areas favouring the emergence of semantic conflicts. On the other hand, I will broaden my analysis to take into account each subgroup’s specificities, which are based on distinct discursive genres, constructing and testifying to the power relationships at play within the field. This thesis therefore lays the foundation for a problematization of the field of allophone migrant language education, both from the point of view of its organization and orientations set by the State as well as that of the needs which emerge from the discourse of educators in terms of initial and continuing education.
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Submitted on : Thursday, January 25, 2018 - 11:00:58 AM
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Maude Vadot. Le français, langue d'« intégration » des adultes migrant·e·s allophones ? Rapports de pouvoir et mises en sens d'un lexème polémique dans le champ de la formation linguistique. Linguistique. Montpellier III, 2017. Français. ⟨tel-01692474⟩

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