Éditeur(s) : HAL CCSD BioMed Central
Résumé : International audience
BACKGROUND: In Guadeloupe and Martinique, two French Overseas Departments, colorectal cancer (CRC) has become an essential public health issue. However, little is known about CRC characteristics and the p53 status in these populations, particularly in Guadeloupe, whereas certification of a cancer registry has been recently validated. METHODS: This was a descriptive retrospective study of 201 patients who, between 1995 and 2000, underwent surgery for CRC in the Guadeloupe Teaching Hospital (GlpeTH; 83 patients) and in the Martinique Teaching Hospital (MqueTH; 118 patients). The clinicopathological features and the p53 expression, evaluated with immunohistochemistry, were compared at the time of diagnosis. A relationship between these parameters and the p53 expression was also studied. Data were analysed, using the SPSS computer software version 17.0. RESULTS: No statistical difference was found between the two groups of patients regarding age (p = 0.60), percentage of young patients (<=50 years; p = 0.94)), sex (p = 0.47), histological type (p = 0.073) and tumour sites (p = 0.65), although the GlpeTH patients were diagnosed with more distal colon cancers (54.2%) than the Mque TH patients (47.4%). By contrast, a significant difference was found regarding the tumour grade (p < 0.0001), the pTNM stage (p = 0.045) and the pT stage (p < 0.0001). Regarding p53 expression, solely for the MqueTH patients, nuclear expression was associated with pTNM, the percentage of p53 negative tumours increasing with the progression of the pTNM stages (p = 0.029). CONCLUSIONS: For the first time, this study reveals discrepancies in clinicopathological features and in the p53 status between the two groups of patients. The GlpeTH patients were diagnosed with more moderated CRCs but with few CRCs at pTNM IV stage. By contrast, the MqueTH patients were diagnosed with more differentiated tumours, but with many more CRCs at pTNM IV stage. This paradox may be due to differences in tumour location (distal vs proximal), multiplicity of the genetic profiles of patients, or patients getting treatment elsewhere. Although our study is limited due to its small size, it emphasizes the originality of our results.
ISSN: 1472-6890

inserm-00971313
http://www.hal.inserm.fr/inserm-00971313
http://www.hal.inserm.fr/inserm-00971313/document
http://www.hal.inserm.fr/inserm-00971313/file/1472-6890-14-12.pdf
DOI : 10.1186/1472-6890-14-12

Résumé : Le monde, depuis des millénaires, est bâti sur les fondations de sociétés bilingues. Or, ce « parler multiple » semble depuis toujours être source de conflit. Loin d’être considéré comme une richesse, le bilinguisme (ou plurilinguisme) semble plutôt représenter un problème auquel on tâcherait de trouver une solution. « La multiplicité » dit Louis-Jean Calvet (1999), « est chose mauvaise, on lui préfère de façon toute jacobine un bon gros Etat monolingue bien cerné dans ses frontières politiques et linguistiques ».La région caraïbe occupe une place tout à fait intéressante sur cette scène en perpétuel mouvement qu’est la mondialisation. Ces pays/îles doivent continuellement chercher l’équilibre entre appartenance locale, régionale et internationale, grand nombre d’entre eux luttant toujours aujourd’hui pour concilier leur statut d’anciennes colonies et le rythme rapide de la mondialisation. Cette thèse porte sur la place des langues vivantes dans les écoles du premier degré à la Martinique et à la Dominique et sur les enjeux d’un enseignement bilingue pour ces deux îles qui appartiennent à la fois à la Caraïbe et au monde. Nous proposons, dans un premier temps, une étude de la situation actuelle de l’enseignement des langues dans les deux îles : quelles sont les politiques linguistiques dans les deux contextes? Dans quelle mesure sont-elles mises en œuvre? L’enseignement des langues répond-il aux exigences des textes officiels ? Les politiques linguistiques sont-elles adaptées aux réalités sociolinguistiques de ces îles ? Dans un deuxième temps, nous interrogeons la possibilité d’un enseignement bilingue dès l’école préélémentaire dans les îles de la Martinique et de la Dominique et nous expérimentons des approches d’enseignement des langues en milieu institutionnel et en contexte périscolaire. Nous nous interrogeons sur des modes de fonctionnement différents : ne pourrait-on pas imaginer d’autres manières de faire ? Que pouvons-nous proposer comme solutions complémentaires et/ou alternatives à l’existant ?Enfin, dans un troisième temps, dans une perspective plus globale, nous posons la question de l’éducation bilingue, par une approche comparée, en analysant les faits éducatifs dans deux systèmes différents et en nous intéressant à la question de l’altérité. La compréhension de l’Autre peut-elle améliorer l’existant dans le cas de la Martinique et de la Dominique ? Nous revenons ainsi à la question de l’intérêt et des enjeux d’une comparaison de l’enseignement des langues dans ces deux systèmes, en prenant en compte les identités locales, régionales et internationales à travers des analyses historiques et sociolinguistiques. A la suite de cette analyse, nous faisons des propositions concrètes en faveur d’un enseignement bilingue intégré dans ces deux îles. Ces propositions concernent les domaines tels que la didactique, la planification en éducation et le curriculum bilingue, la formation des enseignants et la politique linguistique de la Caraïbe. Notre question centrale est la suivante : comment enseigner aujourd’hui pour mieux préparer les citoyens caribéens au monde de demain ?
The Caribbean region occupies an interesting space in the perpetually changing scene of globalisation. Caribbean countries or islands must continually seek to balance their sense of belonging to a local, regional and international community. This is sometimes a difficult task as any of them are still fighting to balance their evolution as old colonies with the fast pace of globalisation in a new world.This thesis focuses on language teaching at primary level in the islands of Martinique and Dominica. It examines the many issues surrounding language teaching and questions the role of bilingual education in the development of these two Caribbean islands as they evolve within the Caribbean and the world. Firstly, we propose a careful study of the current situation of language teaching in Martinique and Dominica. What are the language policies of these islands? How and to what extent are they implemented? Does language teaching truly reflect the objectives of official texts? Are the present language policies adapted to the sociolinguistic reality of each island?Secondly, we raise the question as to the possibility of the implementation of bilingual education at the pre-primary level in the islands of Martinique and Dominica. We examine the question through the experimenting of different language teaching methods within a school setting and as part of an extracurricular bilingual program. Can we envision alternative approaches to the present situation? What complementary or alternative solutions can we propose to improve on what already exists?Lastly, we look at the subject from an overall perspective and we address the question of bilingual education. We analyse how comparative education, the study of other education systems and the understanding of others play a major role in developing solutions to present day situations. This analysis takes into account issues relating to local, regional and international identities through a study of the historical and sociolinguistic context of the islands of Dominica and Martinique.Based on our analysis and on the literature, we put forward concrete proposals for holistic bilingual education on the islands of Martinique and Dominica. These proposals focus on areas such as language teaching pedagogy, education planning, the bilingual curriculum, teacher training, and language policy for the Caribbean. The main question underlying this thesis is: how do we teach today to better prepare Caribbean citizens for the world of tomorrow?

http://www.theses.fr/2015AGUY0834/document

Éditeur(s) : HAL CCSD
Résumé : International audience
The French education system remains highly centralized and only allows limited local adaptations for overseas territories. For example, if some laws (the last in 2013) allow the use of regional languages (e.g. Creole in the French West Indies) when they constitute a relevant contribution to the teaching, many official texts remain mainly based on the geographical, economical, historical, environment of the French mainland. We focus on some French BTS (Brevet de Technicien Supérieur / Advanced Technician Certificate), namely tourism and assistant manager, which are two important diplomas for the local development and in which microeconomic and management sciences plays a great part. The French BTS is a professional diploma prepared in two years after the “baccalauréat”, with national programs and evaluation criteria. The successful candidates are supposed to be immediately employable, especially in their local geographical environment. Thus, there exists a paradox between the national definition of the diploma and the local contexts of teaching. We discuss how teachers concretely deal with this situation on a day-to-day basis. Our hypothesis is that they act pragmatically, using their practical pedagogical content knowledge, without theoretical support for their action. In order to verify this hypothesis, we have conducted semi-structured interview with Guadeloupian teachers of the two aforementioned BTS. The main results shows that teachers adapt the national framework of the diploma, essentially by using local examples. This can be called a weak contextualization of the national texts. Indeed, these adaptations remain limited by fear of disadvantaging the students for the national exam. In addition, many context effects are shown, for example linked with local rules (concerning VAT, custom duties...) which are only partially taken into account by teachers. This demonstrates that the French educative system has not yet completely solved the opposition between national guideline and decentralization of the educational action.
19th General Meeting and Biennial Conference “Harnessing Science and Technology to create knowledge-base Economies and preserve Caribbean Ecosystems”
Tobago, Trinidad and Tobago

hal-01535045
https://hal.univ-antilles.fr/hal-01535045

Éditeur(s) : HAL CCSD
Résumé : International audience
The French-Dutch island of St Martin, of which the French part became a French Overseas Collectivity on 14 July 2007, is characterized by a multilingual environment and presents the question of which educational and didactic strategies to adopt for French language teaching in these linguistic circumstances. Non-French-speaking children are assessed by the educational team and are given elementary language teaching in CLIN (beginners’ classes for non-French-speaking children). The CLIN teaching relies on methods based on the discipline of French as a Second Language and is presented as a transitional discipline which is needed to ensure comprehension across all educational disciplines. As the CLIN is not in a position to avoid the differences in language, it needs to reinforce the bridges between languages, not only to help the pupils to understand their plural identity but also to reinforce their L1 and TL practices. In these circumstances it is essential to consider the use of multilingual teaching methods.
Interplay : A journal of Languages, Linguistics and Literature

hal-01532982
https://hal.archives-ouvertes.fr/hal-01532982

Éditeur(s) : Cornerstone Printing Cornerstone Printing ( US Virgin Islands, St. Thomas, V.I. )
Résumé : For more information on this book and for copies, please contact the author: Elcia Daniel; P .O. Box 10685, St. Thomas V.I. 00801 and email: elciadan@yahoo.com
(Creation/Production Credits) Cover design by Denise Humphrey. Introduction by Howard A. Fergus KBE PhD, UWI Professor (retired).
(Biographical) About the author, from the book section About the Author: "Elcia Daniel was born on the island of Anguilla where she started her teaching career. She attended Teachers’ Training College in Antigua, and later moved to Montserrat to settle with her husband. She has taught throughout the school system, and was Head of the Language Department at the Montserrat Secondary School. She holds a Master of Arts Degree in Education from the University of the Virgin Islands, and a Bachelor of Arts degree in English with a minor in History from the University of the West Indies. Her present place of abode is St. Thomas in the Virgin Islands where she taught English at the Charlotte Amalie High School before retiring in 2007. She has had several poems and short stories published in Caribbean Journals over the years."
The digital file here is a promotional selection of the full volume. The full volume is available by contacting the author.

Droits : All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.
978-0-578-10874-2
http://ufdc.ufl.edu/AA00015948/00001

Éditeur(s) : HAL CCSD
Résumé : International audience
Abstract : Since 2011, the organization of linguistic education for foreigners has changed in France. Now, the FLI concept controls the integration of foreigners in the french society by a transmission of french language and republican values. Our paper is about the questions coming from the West Indies context, specifically in Guadeloupe, and it is looking at the educational matters closed to Haitians natives' people. We are asking questions about the code switching phenomena and are trying to find, out of the blue, how some contextual specific experiments can help the students in being proud of their culture and in changing their vision of scholar and learning system. Feedback from those oral original sessions are aimed at offering solutions to establish a suitable teaching method named FLR.
Depuis 2011, la loi française a renforcé sa politique linguistique en faveur d'une intégration des migrants, mettant en place l'enseignement du français langue d'intégration (FLI). Notre contribution considère dans ce cadre épistémologique les particularités sociolinguistiques et migratoires du territoire de la Guadeloupe et s'intéresse à une didactique contextualisée, notamment en ce qui concerne le public des migrants venus d'Haïti. Les effets de contexte sont interrogés à travers une analyse du dispositif de formation, des postures des formateurs, des écarts observés entre objectifs attendus et réalisés et de l'influence des représentations des apprenants. Nous interrogeons le rôle du contact entre les langues créoles et le français dans les apprentissages. Cette note propose également un projet de remédiation pédagogique adapté aux difficultés relevées et pose les bases d'une approche didactique idoine caractérisée par un travail centré sur la réassurance affective et culturelle.Mots clés : Insécurité linguistique, diglossie, créole haïtien, confiance en soi, langue vernaculaire, langue véhiculaire, outils pédagogiques, didactique contextualisée, didactique sociolinguistique, andragogie, remédiation pédagogique, réassurance.
Troubles du langage, Langue d'enseignement et rendement scolaire. Essai de diagnostic du système éducatif haïtien dans le département de l'Artibonite, Ouvrage collectif (Coordination : Rochambeau LAINY), 2016, L'Harmattan, Paris , 320 pages.

hal-01673268
https://hal.univ-antilles.fr/hal-01673268
https://hal.univ-antilles.fr/hal-01673268/document
https://hal.univ-antilles.fr/hal-01673268/file/FINAL%20ARTICLE%20Fr%C3%A9d%C3%A9ric%20Beaubrun%20communication%20-%20Colloque%20%20Ha%C3%AFti%20pathologies%20du%20langage%20et%20rendement%20scolaire.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
Earthquake, volcanic eruption, cyclone, flood, tsunami, the Caribbean are particularly vulnerable to many natural hazards. Citizen Education to hazard mitigation is much more important in French West Indies than in Paris. With national, curriculum, evaluation and textbooks, how science education in French West Indies manage the challenge to take account this particularity of our territories? Based on this example and others, the aim of this communication is to present a science education theoretical background focus on contexts studies. During science teaching, learning effects due to different context like social, cultural or language could be described as contextual effects. But others micro-didactic effects of contexts could also be identified as linked with specificity of natural environment. These effects manifest a strain between a goal of teaching or learning and its implementation, when this stain is due in the educational process in different contexts involved.To ensure the quality of education, reference and quantify the effects of educational context seems to be necessary. it should be interested in the process leading to the emergence of these contexts. We propose a simplified model of these processes initially described as meetings of mechanisms operating within a network of transposition of designs. Then we question these processes by degree or forms of contextualization (low to high) and crossed these two approaches, giving an initial typology of contextualisation process. It then emerges the idea that these processes are constrained by resistances. We retain the following three: epistemological, social and educational. As these constraints are expressed in different ways according to disciplines, the data suggest the existence of disciplinary contextualization profiles. All these three approaches (network implementation, degree of contextualization, disciplinary profiles) are three tools for analyzing contextual phenomena which remain to test the robustness and operational character for the training analysis context.
Biennial Conference of Caribbean Academy of Sciences
Barbados, Barbados

hal-01539482
https://hal.univ-antilles.fr/hal-01539482

Éditeur(s) : HAL CCSD
Résumé : National audience
This article deals with language switching as a strategy for teaching physical education and sports in a bilingual context. Our assertions are based on a close analysis of classes and exchanges with teachers in Guadeloupe and Haïti. The present analysis of the facts registered, shows s the importance of code-switching from French to Creole as a strategy among teachers as well as among school children, during such a class. During a sports and physical education class, code-switching favors motor development and contributes to improve partnership between the teacher and the school-children
Cet article étudie l'alternance des langues comme stratégie d'enseignement en Éducation Physique et Sportive (EPS) en contexte bilingue à travers l'observation de séances et la passation d'entretiens avec des enseignants en Guadeloupe et en Haïti. L'analyse des résultats met en évidence différents types d'alternance codique français/créole au cours des séances d'EPS, tant chez les enseignants que chez les élèves, comme stratégie d'enseignement et de communication en vue d'améliorer respectivement les apprentissages moteurs et la relation pédagogique.
Recherches et Ressources en Éducation et Formation

Droits : info:eu-repo/semantics/OpenAccess
hal-00441962
https://hal.archives-ouvertes.fr/hal-00441962
https://hal.archives-ouvertes.fr/hal-00441962/document
https://hal.archives-ouvertes.fr/hal-00441962/file/Anciaux_2008_RREF.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
This article aims to explore the bilingual practices (English and French) used by students from St Martin in a collaborative situation, in order to enrich the debate on languages and knowledge. This research is based on two corpora consisting of interactions between high school pupils during their educational support sessions, and which are studied using conversational analysis; the study uses this combination of collaborative methods and bilingual education to model the management of linguistic resources with regard to the factual knowledge and practical skills brought into play during the interaction. The challenge of this study is therefore to establish what is involved, and under which conditions and through which mechanisms the interactions between two languages (English and French) may contribute to the construction of cognitive learning skills.
Francisola : : revue indonésienne de la langue et de la littérature françaises

hal-01532983
https://hal.archives-ouvertes.fr/hal-01532983

Éditeur(s) : HAL CCSD Riveneuve éditions
Résumé : International audience
Dans cet article qui se veut aussi un hommage au Prof. Jean-Claude Beacco, nous présentons et analysons les choix didactiques qui ont conduit à l'élaboration dans un premier temps de Threshold Level (1975), puis du Niveau-Seuil (1976), puis dans un deuxième temps au projet de Description des Niveaux de référence, DNR, du Conseil de l'Europe, avec pour le français la publication des "référentiels pour le français", du niveau A1.1 au niveau B2, auquel P. Riba a été largement associé.
Education aux langues, contextes et perspectives. Mélanges.

Droits : info:eu-repo/semantics/OpenAccess
ISBN : 978-2-36013-169-3
halshs-01395807
https://halshs.archives-ouvertes.fr/halshs-01395807
https://halshs.archives-ouvertes.fr/halshs-01395807/document
https://halshs.archives-ouvertes.fr/halshs-01395807/file/La_description_des_niveaux_de_reference.pdf

Éditeur(s) : HAL CCSD GERFLINT
Résumé : International audience
The evolution of Official French Certifications in French for Foreigners, DELF and DALF, offers an interesting statistical reference to understand, at least, on one side, the situation of French in Mexico. Among norms and social representations, DELF and DALF bring us a special look about the status of this language, from social aspirations to the impact they create on the learning and on the teaching process.
La evolución de las certificaciones oficiales del ministerio francés de Educación en francés como lengua extranjera, el DELF y el DALF, constituyen una referencia estadística interesante para entender, al menos en parte, la situación del francés en México. Entre tendencias normativas y valorización social, estas certificaciones permiten arrojar una mirada original sobre el estatus de esta lengua, desde las demandas sociales que motivan hasta el impacto que implican sobre el proceso de aprendizaje y enseñanza.
L’évolution des certifications officielles du ministère français de l’Éducation nationale en français langue étrangère, le DELF et le DALF, constitue une référence statistique intéressante pour appréhender, du moins en partie, la situation du français au Mexique. Entre tendances normatives et valorisation sociale, ces certifications permettent de dégager un regard original sur le statut de cette langue, des demandes sociales qui en motivent l’apprentissage à l’impact qu’elles induisent sur le processus d’apprentissage enseignement.
ISSN: 20074654

Droits : info:eu-repo/semantics/OpenAccess
halshs-01400353
https://halshs.archives-ouvertes.fr/halshs-01400353
https://halshs.archives-ouvertes.fr/halshs-01400353/document
https://halshs.archives-ouvertes.fr/halshs-01400353/file/Lenseignement_du_FLE_qu_Mexique_un_regar.pdf

Éditeur(s) : HAL CCSD
Résumé : Cette thèse a été publiée dans une version remaniée et adaptée sous le titre "Niveaux C1 et C2 pour le français du Cadre européen commun de référence pour les langues, éléments pour un référentiel", Riba, P., (2016), Didier éd, Paris
This thesis sets out to examine the problems of description and specification pertaining to the C levels of the Common European Reference Framework for Languages , known as the experienced–user levels (C1 - Autonomy and C2 - Mastery), for French. It forms part of the efforts to establish yardsticks suggested by the Council of Europe and undertaken in various European countries, including France, whereby the A and B levels have already been described (J.C. Beacco, S. Bouquet, R. Porquier, 2004 ; J.C. Beacco, R. Porquier, 2007 ; J.C. Beacco, S. Lepage, R. Porquier, P. Riba, 2008 ; J.C. Beacco, B. Blin, E. Houles, S. Lepage, P. Riba, pending publication). The notional and functional components, discourse genres, functions, notions, morphosyntactic categories, phonetic content and cultural competencies and learner strategies pertaing to levels C1 and C2 have been described based on three methodological approaches that are respectively intuitive, experimental and based on the creation of standards. The thesis focuses on researching the cut-off points between levels B2, C1 and C2, which are of use to designers of teaching methods and curricula, examination writers and teachers, and it proposes the establishment of a C2+ level, which is didactically compatible with the contradictory notions of “final language level˝ and lifelong learning.
Cette thèse a pour objet la problématique de la description et la spécification des niveaux C duCadre européen commun de référence pour les langues, dits niveaux de l’utilisateurexpérimenté (C1 autonome, C2 maîtrise) pour le français. Elle s’inscrit dans la dynamique deréférentialisation souhaitée par le Conseil de l’Europe et engagée dans plusieurs payseuropéens, y compris en France, où les niveaux A et B ont déjà été décrits : B2, (J.C. Beacco,S. Bouquet, R. Porquier, (2004), A1, J.C. Beacco, R. Porquier, (2007), A2, J.C. Beacco, S.Lepage, R. Porquier, P. Riba, (2008), B1, J.C. Beacco, B. Blin, E. Houles, S. Lepage, P. Riba,(2010).La description des éléments notionnels et fonctionnels des niveaux C1 et C2, genresdiscursifs, fonctions, notions, catégories morphosyntaxiques, matière phonique, matièregraphique, compétences culturelles et stratégies d’apprentissage, a été établie en suivant troisvoies méthodologiques, intuitive, expérimentale et d’étalonnage.Elle se focalise sur la recherche des points de césure entre B2, C1 et C2 utiles pour les auteursde méthodes ou de curriculums, les concepteurs d’examens et les enseignants et elle proposeune spécification d’un niveau C2+, didactiquement compatible avec les notions paradoxalesde « dernier niveau de langue » et d’apprentissage tout au long de la vie.
https://halshs.archives-ouvertes.fr/tel-01395794

Droits : info:eu-repo/semantics/OpenAccess
NNT : 2010PA030062
tel-01395794
https://halshs.archives-ouvertes.fr/tel-01395794
https://halshs.archives-ouvertes.fr/tel-01395794/document
https://halshs.archives-ouvertes.fr/tel-01395794/file/these%20Patrick%20RIBA%20finale.pdf