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Développement du Turc et du Français en situation de bilinguisme précoce: Le cas d'enfants d'origine Turque scolarisés en maternelle

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  1. Tez No: 402330
  2. Yazar: BÜŞRA HAMURCU SÜVERDEM
  3. Danışmanlar: PROF. REGINE DELAMOTTE, PROF. MEHMET ALİ AKINCI
  4. Tez Türü: Doktora
  5. Konular: Dilbilim, Karşılaştırmalı Edebiyat, Linguistics, Comparative Literature
  6. Anahtar Kelimeler: adult-child interaction, language competences, Turkish-French bilingualism, preschool, Turkish immigration
  7. Yıl: 2015
  8. Dil: Fransızca
  9. Üniversite: Université de Rouen
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 346

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Özet (Çeviri)

Many researchers have studied the bilingualism of Turkish children from immigrant background. These studies were focused, in general, on their linguistic skills and the impact of their bilingualism on their school success. However, very few studies focus on the development of interactional and language competences, from a wider perspective. The aim of our study is to understand the role of home language practices in the interactional and language development of these Turkish-French early bilingual children from immigrant background and who are going to preschool. In a longitudinal study, we have observed the interactional and language development of Turkish-French bilingual children with an immigrant background since the first year until the end of the second year of preschool. These children are exposed to different language practices at home such as essentially Turkish (Type 1) and a mix of Turkish and French (Type 2). The corpus of data consists on verbal interactions between the adult and children. We have studied the thematic patterns in our interactions, the use of gestures, the diversity of genres, the modalities of utterances and lexical diversity. The results show that home language practices have an impact on interactional and language competences of children. Type 1 children propose more themes in their dominant language, Turkish, while Type 2 children propose more themes in French, because their home practice of French is reinforced by school. Both types of children use gestures to resolve their linguistic problems in French for Type 1 children and in Turkish for Type 2 children. Even if the adult dominates all the interactions of the corpus, this dominance is more important with Type 2 children who are more often requested by the adult during the activity in both languages. Type 1 children are more autonomous and need less the adult's requests to express themselves. However, in a developmental point of view, at the end of the second year of preschool, in French interactions, there are very few differences between the two types of children, while in Turkish ones, Type 1 children have more developed competences compared to Type 2 children, especially on lexical diversity.

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