الثنائية اللغوية و تدبير مسارات تعلم اللغات : بين نظرية الاستعمال و نظرية النقل اللساني

الملخص EN

Taking into account the dimensions of language learning as well as the contexts, which adapt to their forms of dependence in communication or in the promotion of ways of acquiring knowledge, extends to include all cognitive pathways that the learner can activate in the processes of the possession of all the linguistic knowledge for one or more languages.

It seems that taking language learning into account according to linguistic pluralism and the cultural diversity, which characterizes certain contexts, leads us to seek the limits of the interaction between the cultural aspect structuring linguistic specificity and the cognitive requirement, in which we understand the constants of the regularity of its elements and their mental functioning.

This could be of great importance in our reflection on "bilingualism", and the cognitive strategies that bilinguals activate to manage the variances and / or similarities characterizing the two linguistic systems and the methods of treatment and representation (implicit or explicit) activated in their possession.

In this work, we will move away from any treatment of "bilingualism" with a social and political orientation, and we will not adopt an analytical approach that depends on the domain of language policy, on "linguistic capital".

We will focus rather on the diversified theoretical foundations of the phenomenon in order to contribute - in various forms - to enable field research based on Language learning processes, in the contexts of bilingualism, the management and correct understanding of data, and good reading of the results and their Taking into account the dimensions of language learning as well as the contexts, which adapt to their forms of dependence in communication or in the promotion of ways of acquiring knowledge, extends to include all cognitive pathways that the learner can activate in the processes of the possession of all the linguistic knowledge for one or more languages.

It seems that taking language learning into account according to linguistic pluralism and the cultural diversity, which characterizes certain contexts, leads us to seek the limits of the interaction between the cultural aspect structuring linguistic specificity and the cognitive requirement, in which we understand the constants of the regularity of its elements and their mental functioning.

This could be of great importance in our reflection on "bilingualism", and the cognitive strategies that bilinguals activate to manage the variances and / or similarities characterizing the two linguistic systems and the methods of treatment and representation (implicit or explicit) activated in their possession.

In this work, we will move away from any treatment of "bilingualism" with a social and political orientation, and we will not adopt an analytical approach that depends on the domain of language policy, on "linguistic capital".

We will focus rather on the diversified theoretical foundations of the phenomenon in order to contribute - in various forms - to enable field research based on Language learning processes, in the contexts of bilingualism, the management and correct understanding of data, and good reading of the results and their justifications