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Transmettre une langue minoritaire autochtone à ses enfants : le cas du breton

Abstract : Starting from the parents’ point of view, this thesis in educational sciences studies the family transmission of Breton, in a context of linguistic revitalization that follows the almost total rupture of the intergenerational transmission in the 1950s. A field survey of Breton-speaking parents aged between 23 and 48 in 2018 forms the basis of this research and has made it possible to collect a large amount of quantitative and qualitative data from 50 semi-structured interviews and two questionnaires (450 respondents for one and 306 for the other). It highlights the diversity of family strategies for transmitting the Breton language, in terms of parent-child communication and the environment, ranging from strong, very proactive transmission practices to weak or non-existent transmission practices. It also highlights their dynamic nature, often in the sense of a weakening of transmission as the child grows up. The analysis of parents’ linguistic choices reveals the influence of many factors relating to the environment (family, school, work), the context of the interaction (spouse, child, presence of a third party) and the parent speaker himself or herself (language socialisation, gender, feeling of competence), which combine to form a unique configuration that may or may not allow for language transmission. The transmitting parents report on the educational, personal, family, cultural and political issues involved. The thesis concludes with a series of recommendations for a potential future language policy in favour of the family transmission of Breton.
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Submitted on : Thursday, September 22, 2022 - 1:28:17 PM
Last modification on : Friday, September 23, 2022 - 5:03:37 AM


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  • HAL Id : tel-03783802, version 1


Katell Chantreau. Transmettre une langue minoritaire autochtone à ses enfants : le cas du breton. Education. Université Rennes 2, 2022. Français. ⟨NNT : 2022REN20018⟩. ⟨tel-03783802⟩



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