Pub Date : 2022-12-01DOI: 10.37213/cjal.2022.32108
James M. Corcoran
{"title":"Review of Lau, S. & Van Viegen, S. (Eds.). (2020). Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Springer.","authors":"James M. Corcoran","doi":"10.37213/cjal.2022.32108","DOIUrl":"https://doi.org/10.37213/cjal.2022.32108","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"183 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80434860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.37213/cjal.2022.32597
Shakina Rajendram, J. Burton, Wales Wong, Jeff Bale
This study examines pre-service teacher candidates’ (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners’ writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language- Inclusive Teaching (PeCK–LIT) Test, and TCs’ unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs’ stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.
{"title":"Examining Teacher Candidates’ Pedagogical Practices and Stances Towards Translanguaging and Multimodality in Writing","authors":"Shakina Rajendram, J. Burton, Wales Wong, Jeff Bale","doi":"10.37213/cjal.2022.32597","DOIUrl":"https://doi.org/10.37213/cjal.2022.32597","url":null,"abstract":"\u0000\u0000\u0000This study examines pre-service teacher candidates’ (TCs) stances and use of translanguaging and multimodality to support K-12 multilingual learners’ writing. Data were drawn from a course on supporting multilingual learners in a teacher education program in Ontario. Data sources were responses to the Pedagogical Content Knowledge for Language- Inclusive Teaching (PeCK–LIT) Test, and TCs’ unit plans and lesson plans. Analytical codes were derived from the literature on translanguaging: monolingual and translanguaging stance, translanguaging as a scaffold and resource, teacher-directed and student-directed, intentional and spontaneous translanguaging, and supporting monomodality and multimodality. Findings demonstrate the use of translanguaging strategies such as multilingual word walls and online translation tools. However, there were constraints to TCs’ stances, such as allowing translanguaging as a temporary scaffold towards English-only instruction and approaching writing as a discrete rather than multimodal skill. The paper recommends ways TCs can be supported in developing a holistic understanding of translanguaging and multimodality.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"10 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80902105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.37213/cjal.2022.32598
I. Usanova, Birger Schnoor
In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students’ writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.
{"title":"Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model","authors":"I. Usanova, Birger Schnoor","doi":"10.37213/cjal.2022.32598","DOIUrl":"https://doi.org/10.37213/cjal.2022.32598","url":null,"abstract":"\u0000\u0000\u0000In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students’ writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"53 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90988373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.37213/cjal.2022.32601
Catherine Maynard
L’apprentissage de l’orthographe grammaticale (OG) française pose de grands défis aux élèves, tant en langue première qu’en langue seconde (Lefrançois et al., 2008). Dans ce contexte, notre étude s’intéresse à l’expérimentation d’un « dispositif plurilingue » d’enseignement de l’OG française auprès d’élèves bi/plurilingues de première secondaire au Québec. Mettant en œuvre une pédagogie du translanguaging (Cenoz et Gorter, 2020; Garcia et al., 2017) et comportant des activités d’éveil aux langues (Auger, 2014), ce dispositif inclut également des dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée (Allal, 2018). Des prétests et des posttests (dictées et productions écrites) ont permis d’évaluer les effets du dispositif pour certains objets spécifiquement (accord du verbe, de l’adjectif et du participe passé avec être [PPE], terminaisons verbales en /E/), en comparaison avec un dispositif monolingue et des pratiques habituelles d’enseignement. Il est notamment constaté qu’une force particulière du dispositif plurilingue est d’ancrer les apprentissages dans la durée pour l’accord de l’adjectif et du PPE.
学习法语语法正字法对学生来说是一个巨大的挑战，无论是第一语言还是第二语言(lefrancois et al.， 2008)。在此背景下，我们的研究对魁北克一年级双语/多语言学生的法语ogs教学“多语言系统”的实验感兴趣。实施翻译教学法(Cenoz和Gorter, 2020;Garcia et al.， 2017)，包括语言觉醒活动(Auger, 2014)，该设备还包括元认知听写(Nadeau et Fisher, 2014)和综合方法(Allal, 2018)。通过前测和后测(听写和书面输出)，与单语装置和通常的教学实践相比，评估装置对特定对象(动词、形容词和过去分词与be [PPE]的一致性，动词结尾为/E/)的效果。值得注意的是，多语言系统的一个特别优势是，它将学习与形容词和个人防护装备的一致性结合起来。
{"title":"Forces et limites d’un dispositif plurilingue pour soutenir l’apprentissage de l’orthographe grammaticale française par des élèves bi/plurilingues","authors":"Catherine Maynard","doi":"10.37213/cjal.2022.32601","DOIUrl":"https://doi.org/10.37213/cjal.2022.32601","url":null,"abstract":"\u0000\u0000\u0000\u0000L’apprentissage de l’orthographe grammaticale (OG) française pose de grands défis aux élèves, tant en langue première qu’en langue seconde (Lefrançois et al., 2008). Dans ce contexte, notre étude s’intéresse à l’expérimentation d’un « dispositif plurilingue » d’enseignement de l’OG française auprès d’élèves bi/plurilingues de première secondaire au Québec. Mettant en œuvre une pédagogie du translanguaging (Cenoz et Gorter, 2020; Garcia et al., 2017) et comportant des activités d’éveil aux langues (Auger, 2014), ce dispositif inclut également des dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée (Allal, 2018). Des prétests et des posttests (dictées et productions écrites) ont permis d’évaluer les effets du dispositif pour certains objets spécifiquement (accord du verbe, de l’adjectif et du participe passé avec être [PPE], terminaisons verbales en /E/), en comparaison avec un dispositif monolingue et des pratiques habituelles d’enseignement. Il est notamment constaté qu’une force particulière du dispositif plurilingue est d’ancrer les apprentissages dans la durée pour l’accord de l’adjectif et du PPE.\u0000\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"75 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.37213/cjal.2022.32599
J. Hyun, Esther Bettney Heidt, G. Prasad
Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins & Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students’ CMLA while building positive bi/multilingual identities, leveraged students’ linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.
{"title":"Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordances and Impacts on Students","authors":"J. Hyun, Esther Bettney Heidt, G. Prasad","doi":"10.37213/cjal.2022.32599","DOIUrl":"https://doi.org/10.37213/cjal.2022.32599","url":null,"abstract":"Language separation policies in two-way bilingual education (TWBE) reflect ideologies of double monolingualism (Heller, 1995) and ignore the sociolinguistic realities of bi/multilingual students (García & Lin, 2017). This case study investigates the design and implementation of collaborative multilingual identity text projects (Prasad, 2018) in a Spanish-English two-way immersion (TWI) school. Identity text pedagogies (Cummins & Early, 2011) that engage bilingual students in creating dual-language multimodal texts have been taken up across a wide variety of contexts. Few studies in the United States, however, have examined how TWI teachers can use multiliteracies pedagogy (New London Group, 1996) with a critical multilingual language awareness (CMLA) focus to move beyond the frame of Spanish-English through the creation of collaborative multilingual and multimodal class books. A thematic analysis of classroom data from our case study demonstrates that implementing critical multilingual multiliteracies projects fostered students’ CMLA while building positive bi/multilingual identities, leveraged students’ linguistic repertoires beyond the language of instruction, and encouraged linguistic risk-taking. This empirical study highlights the possibilities for adopting a collaborative, critical, and creative multilingual multiliteracies approach in TWI settings.","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"16 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82248491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32746
Masoud Motamedynia, Naseh Nasrollahi Shahri
This study investigated the lexical demands of English-as-an-additional-language (EAL) and general-audience podcasts and their potential for incidental vocabulary learning. Two corpora (i.e., one EAL and one general-audience) comprising 1,188,512 tokens were analyzed to determine the necessary vocabulary knowledge to reach 90% and 95% coverage. The results indicated that 2,000 and 3,000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) covered 90% and 95% of words in podcasts, respectively. The results also showed that EAL and general-audience podcasts required 1,000 and 2,000 words families to reach 90% coverage, respectively. Regarding 95% coverage, knowledge of 2,000 (EAL) and 3,000 (general-audience) word families was required. The results also demonstrated almost 60% of word families from the 2,000-word level were encountered 15+ times in each corpus, suggesting podcasts may hold relatively great potential for learning such words incidentally. Furthermore, our findings indicated that there was some potential for incidentally learning words from the 3,000-word level in both corpora, while general-audience podcasts may hold greater potential in this regard. Implications for using podcasts in language pedagogy are also discussed.
{"title":"Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning","authors":"Masoud Motamedynia, Naseh Nasrollahi Shahri","doi":"10.37213/cjal.2022.32746","DOIUrl":"https://doi.org/10.37213/cjal.2022.32746","url":null,"abstract":"\u0000\u0000\u0000This study investigated the lexical demands of English-as-an-additional-language (EAL) and general-audience podcasts and their potential for incidental vocabulary learning. Two corpora (i.e., one EAL and one general-audience) comprising 1,188,512 tokens were analyzed to determine the necessary vocabulary knowledge to reach 90% and 95% coverage. The results indicated that 2,000 and 3,000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) covered 90% and 95% of words in podcasts, respectively. The results also showed that EAL and general-audience podcasts required 1,000 and 2,000 words families to reach 90% coverage, respectively. Regarding 95% coverage, knowledge of 2,000 (EAL) and 3,000 (general-audience) word families was required. The results also demonstrated almost 60% of word families from the 2,000-word level were encountered 15+ times in each corpus, suggesting podcasts may hold relatively great potential for learning such words incidentally. Furthermore, our findings indicated that there was some potential for incidentally learning words from the 3,000-word level in both corpora, while general-audience podcasts may hold greater potential in this regard. Implications for using podcasts in language pedagogy are also discussed.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"33 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86286976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.31793
Loïc Renoud
This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin’s procedure. A discourse and interaction analysis were then performed on excerpts of the videoed session where the participants interacted with the material. It was found that the material enabled the dyad to complete the task. Moreover, if the pragmatic effect of the SF was not fully grasped, the analysis nonetheless showed that the participants transformed the linguistic knowledge from the material into metalinguistic resources of their own, and that internalization of the targeted concepts occurred to some extent.
{"title":"Material Use in Collaborative Dialogue by Japanese University Students Learning Future Tenses in French as a Foreign Language: A Discourse and Interaction Analysis","authors":"Loïc Renoud","doi":"10.37213/cjal.2022.31793","DOIUrl":"https://doi.org/10.37213/cjal.2022.31793","url":null,"abstract":"\u0000\u0000\u0000This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin’s procedure. A discourse and interaction analysis were then performed on excerpts of the videoed session where the participants interacted with the material. It was found that the material enabled the dyad to complete the task. Moreover, if the pragmatic effect of the SF was not fully grasped, the analysis nonetheless showed that the participants transformed the linguistic knowledge from the material into metalinguistic resources of their own, and that internalization of the targeted concepts occurred to some extent.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"54 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89152592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32526
Allyson Eamer
{"title":"Review of Farrell, T.S.C, & Jacobs, G.M. (2020). Essentials for Successful English Language Teaching. Bloomsbury Publishing.","authors":"Allyson Eamer","doi":"10.37213/cjal.2022.32526","DOIUrl":"https://doi.org/10.37213/cjal.2022.32526","url":null,"abstract":" ","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"36 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77779343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32589
Marie-hélène Forget, Joël Thibeault
L’approche par genres en classe de langues première et seconde est connue pour ses bénéfices. Au Québec, le programme d’anglais intensif offert en 6e année du primaire vient empiéter sur un temps précieux d’enseignement d’autres disciplines, dont le français. L’objectif éducatif étant de doter les élèves de solides compétences scripturales en français et en anglais, nous avons proposé à deux enseignantes, l’une titulaire, l’autre d’anglais langue seconde, la mise en œuvre d’une séquence didactique visant la découverte des caractéristiques d’un genre, la recommandation d’une œuvre narrative, en contexte de coenseignement bilingue. L’analyse d’une trentaine de textes produits par ces élèves à la suite de la séquence vise à décrire les caractéristiques du genre qui se retrouvent dans les textes produits aux termes de cette première mise en œuvre. L’article présente les procédés de prise de contact avec le lectorat, de résumés suspensifs de l’œuvre recommandée et des procédés de mise en valeur des qualités de l’œuvre qui ont été repérés dans les textes en français et en anglais. Ces résultats nous permettent de penser que les élèves ont construit une bonne compréhension du genre et que la séquence soumise à ces enseignantes mérite d’être davantage développée, ce dont il sera question en conclusion.
{"title":"Recommander une œuvre narrative en français et en anglais : analyse de textes d’élèves de 6e primaire écrits à la suite d’un coenseignement bilingue du genre","authors":"Marie-hélène Forget, Joël Thibeault","doi":"10.37213/cjal.2022.32589","DOIUrl":"https://doi.org/10.37213/cjal.2022.32589","url":null,"abstract":"\u0000\u0000\u0000L’approche par genres en classe de langues première et seconde est connue pour ses bénéfices. Au Québec, le programme d’anglais intensif offert en 6e année du primaire vient empiéter sur un temps précieux d’enseignement d’autres disciplines, dont le français. L’objectif éducatif étant de doter les élèves de solides compétences scripturales en français et en anglais, nous avons proposé à deux enseignantes, l’une titulaire, l’autre d’anglais langue seconde, la mise en œuvre d’une séquence didactique visant la découverte des caractéristiques d’un genre, la recommandation d’une œuvre narrative, en contexte de coenseignement bilingue. L’analyse d’une trentaine de textes produits par ces élèves à la suite de la séquence vise à décrire les caractéristiques du genre qui se retrouvent dans les textes produits aux termes de cette première mise en œuvre. L’article présente les procédés de prise de contact avec le lectorat, de résumés suspensifs de l’œuvre recommandée et des procédés de mise en valeur des qualités de l’œuvre qui ont été repérés dans les textes en français et en anglais. Ces résultats nous permettent de penser que les élèves ont construit une bonne compréhension du genre et que la séquence soumise à ces enseignantes mérite d’être davantage développée, ce dont il sera question en conclusion.\u0000\u0000\u0000","PeriodicalId":43961,"journal":{"name":"Canadian Journal of Applied Linguistics","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83019898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.37213/cjal.2022.32158
Ayman Halawi, Nasri Messarra, J. Hardane
Les moyens de communication médiée par ordinateur (CMO) et spécifiquement l’application WhatsApp, ont mené à des pratiques langagières innovantes au niveau de la communication écrite. Parmi ces pratiques, le recours à l’alternance codique (AC), qui est définie dans cette étude, comme un passage d’un code écrit à un autre au sein du même message. Cette étude quantitative visait à identifier automatiquement les occurrences de l’alternance codique dans les discussions de groupes WhatsApp durant 14 mois. Nous avons collecté 168 219 messages dans 30 groupes WhatsApp. L’échantillon de l’étude comprend 1 482 étudiants bilingues issus de 7 établissements universitaires libanais. Un outil informatique ‘DACA’ (détection automatique de l’alternance codique et l’arabizi) a été développé pour détecter la fréquence de ce phénomène résultant du contact des langues. Les résultats montrent que dans le corpus il y a 15 342 occurrences de l’AC soit 9,1% du total des messages. 70,5% de ces ACs sont détectés dans les messages en arabizi et 17,9% dans les messages en anglais, 10,6% dans les messages en arabe et 1% dans les messages en français. Les résultats ont montré aussi que les ACs dans les messages composés en arabizi sont assez souvent vers l’anglais (91,3% du total de ces ACs) et vers l’arabizi dans les messages composés en anglais avec le même pourcentage.
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