Fire in the house

This chapter explains how the ceremony at Bwa Kayiman—the Vodou ceremony of August 22, 1791, that set the Haitian revolution into motion—was able to come about. The ruling class of powerful landowners and French commissioners was theoretically unified; the class of free people—whether white, mixed race or black—was supposed to be in their fold so that their profiteering would churn on undisturbed. The revolution exploded when the ruling class could no longer balance competing interests and when the lower classes refused to participate in the conspiracy any longer. Trouillot traces the roots of discontent in Saint-Domingue to the class struggles between the French aristocracy, bourgeoisie and workers in eighteenth century enlightenment France. He also sheds light on the reverberations that French class conflicts had in Saint-Domingue. In the late 1780s, the local landowners began clamoring for free market control over where their products could be sold. France had exclusive purchasing privileges over the colony’s output. By 1790, this major rift emerged between French commissioners and the local landowners. At the same time, a deep rupture appeared between whites and free people of mixed race when racist whites rejected Ogé and Chavannes’s demands of greater equality for mixed race people. Instead of cultivating their coalition with mixed race people, the ruling class sent 1,500 white soldiers and 3,000 black recruits to crush the movement of the people of mixed race. The ruling class’s traditional coalition was severed in various places. The leaders of the enslaved population saw the power they had when properly armed; they detected the conflict among the whites and the whites versus mixed race people; and they received and transmitted the exciting news of equality proclaimed by the rising French revolutionaries. Underneath this political quicksand, the enslaved population had established the cornerstones of an indigenous culture: farming, Vodou religion and the Creole language. The small plots that enslaved people were encouraged to cultivate for food and the small income they generated created a passion for agrarian independence. Vodou gave enslaved people the conviction they needed to fight, as well as a means of organization and cultural preservation. The Creole language provided a foundation for a common culture. The chapter closes with an analysis of the maroon culture of runaways and rebels and why it was unable to secure widespread independence. Finally, it introduces the geographic and demographic realities that favored an uprising in the northern plains of Haiti.

The Effectiveness of the i2Flex Methodology and the CoI in Addressing Complex Instructional Design Needs in High School Language Classes

In this chapter, the goal is to describe the effectiveness of the implementation of the i2Flex in two different courses in the past five consecutive academic years in an attempt to meet more effectively the educational needs of the new educational framework. Starting with the description of the i2Flex methodology in a Greek class and in an online French class, the author presents the instructional (re-)design of the Moodle shell to reflect the new teaching methodology, and the need to evaluate this via an appropriate framework. It is obvious that the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is in two different educational frames. At the same time, the use of community of inquiry (CoI) is taken in consideration to evaluate this educational process. Finally, the new role of the teacher, face to face and virtually, is observed to prove the progress of the educational environment.

Greening the information desert

Parents and prospective parents who speak a language other than English in New Zealand are in something of an information desert when it comes to how and why they might go about raising their children bilingually. While the official languages, Te Reo Māori and New Zealand Sign Language, have special status among the languages of New Zealand, other languages are viewed very much as the responsibility of ethnolinguistic communities. To support the intergenerational transmission of minority languages in New Zealand, research-informed material has been created for dissemination in a website, an associated Facebook page and a series of lecture-workshops for parents and professionals which have been made available in digital form in this website. Workshops continue to be offered to professionals such as speech-language therapists, early childhood educators, midwives, doctors, and nurses who work with families with young children. Questions asked during these workshops help to select the myths about multilingualism we need to address in this outreach to irrigate and green the information desert. Already, a bilingual French class and a Swedish playgroup have been set up as direct results of the parents’ workshop events. Individual parents have reported feeling empowered to persevere in their efforts to raise their children as speakers of their language. Invitations to contribute to education programs for the professionals who work close to young children are beginning to arrive.

PERBANDINGAN ANTARA REGISTER GURU DALAM KOMIK BERBAHASA PRANCIS DAN REGISTER GURU BAHASA PRANCIS DI INDONESIA

Penelitian ini mengkaji register guru dalam komik Les Profs Tome 1 karya Pica dan Erroc dengan rumusan masalah (1) klasifikasi istilah register guru dalam komik Les Profs Tome 1 menurut Halliday dan (2) perbandingan istilah register guru dalam komik Les Profs Tome 1 dengan istilah register guru bahasa Prancis di Indonesia. Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan sumber data komik Les Profs Tome 1 dan data amatan di kelas mata pelajaran bahasa Prancis di SMAN 1 Sumberpucung. Hasil penelitian ini menunjukkan bahwa perbandingan register guru dalam komik Les Profs dengan register guru Bahasa Prancis di Indonesia menghasilkan data, 1. Register guru dalam komik dengan register guru di Indonesia memiliki tujuan yang sama, perbedaannya adalah dalam komik kata-kata yang digunakan lebih lengkap, sedangkan pada guru bahasa Prancis di Indonesia masih ada percampuran bahasa. 2. Adanya perbedaan budaya antar keduanya, yaitu guru dalam komik menganggap murid sebagai teman atau kolega mereka sedangkan pada guru bahasa Prancis di Indonesia lebih menjaga jarak dengan muridnya. Selain itu, dalam percakapan guru bahasa Prancis di Indonesia terdapat alih bahasa (code switching) karena mereka tidak sepenuhnya berbicara dalam bahasa Prancis. Penulis menyarankan peneliti selanjutnya untuk mengkaji register dengan sumber data penelitian yang lain, misalnya majalah, film, drama, dan sebagainya.(Comparison between Teacher Registers in the French Comic with French Teacher Registers in Indonesia)This research studies about teacher register in comic Les Profs Tome 1 by Pica and Erroc. The problems of this study are (1) how is the classification of teacher register term in comic Les Profs Tome 1 according to register classification by Halliday and (2) how is the comparison of teacher register term in the comic with French teacher register term in Indonesia. This research is a qualitative study and the data taken from comic Les Profs Tome 1. Meanwhile, the result data is taken by following French class in SMAN 1 Sumberpucung. The result of this study shows that the comparison of teacher register in comic Les Profs Tome 1 with the French teacher register in Indonesia, produce the data, 1. The teacher register in the comic with the teacher register in Indonesia has the same goal, the difference is the words in the comic more thoroughly, whereas in French teacher register in Indonesia there is a mixture of languages. 2. There a culture difference between both, the teachers in the comic regard the students as their friends or colleagues while the French teachers in Indonesia are more distant from their students. In addition, the writer found that in a conversation with a French teacher in Indonesia code-switching is used because they do not speak French intensively dan fluently. The writer suggests the next researcher conduct the study of the register in magazine, film or drama

Le français chez les étudiants indonésiens en France : leur représentation de la langue, de la formation initiale, et de la pratique linguistique

RÉSUMÉ. Cette recherche présente une étude des représentations de 20 étudiants indonésiens de Master 2 et de doctorat, qui sont en programme de collaboration entre une indonésienne et une université française. Nous nous sommes intéressés à leurs représentations de la pratique de la langue française et leur perception des interactions avec des locuteurs natifs et dans l’environnement exolingue. Les données sont collectées de l’enquête distribuée par courriel. L’analyse des données est basée sur les théories de représentation sociale des langues et de l’apprentissage. Le résultat montre que les compétences et les connaissances linguistiques du public de cette recherche se développent grâce à l’interaction exolingue. Pour ce public, il est nécessaire de rajouter le nombre d’heures pour l’apprentissage et la pratique linguistique dans la formation initiale de FLE car la classe de FLE est l’endroit principal où ils communiquent avec leur enseignant qui est, pour eux, un interlocuteur compétent de langue cible. Mots-clés : connaissance et compétence linguistique, interaction, langue, représentations, se développer. ABSTRACT. This study discusses the use of French language among 20 Indonesian master students and PhD students who join the collaboration program between a university in Indonesia and in France. The study aims to describe their representations in using French language, and their perception on interacting with native speakers and with “exoling” environment as well. The data is collected by distributing questionnaire via email. The data analysis is formulated using the theories of social representation of languages and learning. The result shows that the students’ language skills and knowledge develop through the “exoling” interaction. For this students, it is necessary to add the number of hours of French class (FLE training) and to increase the frequency of linguistic practice during the class, since it appears to be the main place where they communicate with their teacher, who is, for them, a competent interlocutor of the target language. Keywords: interaction, language, linguistics knowledge’s and skills, representations, develop.

L’IMAGINAIRE DANS LES ÉCRITS DES APPRENANTS : ENJEUX ET DÉMARCHES DIDACTIQUES EN CLASSE DE FRANÇAIS

RÉSUMÉ. Cet article s’inscrit dans la lignée des travaux de recherche contemporains en didactique de l’écrit, dont ceux consacrés notamment à la question du sujet lecteur-scripteur. L’objectif est de poser les jalons à la fois théoriques et méthodologiques d’un dispositif qui peut remédier aux difficultés motivationnelles des apprenants en classe de français langue étrangère, en considérant amplement l’apport de l’imaginaire dans leurs propres écrits. L’article s’accotera alors sur l’analyse d’un corpus d’écrit élaboré par des apprenants, suivi par ricochet d’une démarche de réécriture visant à proposer une interprétation des stratégies d’investissement par le sujet-apprenant. Les résultats ont montré que l’on a réussi alors à intégrer totalement le plan de l’imagination et de la créativité au sein des écrits rédigés par les apprenants, mais on a constaté aussi une appréciation de presque 40% pour ce qui est de l’aspect formel et structurel propre à la langue française. Mots-clés : didactique de l’écrit, écriture d’invention, sujet lecteur-scripteur, réécriture, transposition didactique ABSTRACT. This article is a part of contemporary researches in didactics of writing, especially those who are based on the question of reader-writer subject. The study aims to overcome, theoretically and methodologically speaking, students’ motivation difficulties in French class as a foreign language, by taking into didactic account the part of imagination in writing, beside its strictly linguistic or technical dimensions. This study investigates the corpus of students’ writing productions, also it will examine the effects of a rewriting phase on investment strategies of subjects in their writings. The study shows that we have integrated the plan of imagination and creativity into the writings prepared by the learners, but also we have recorded an improvement of nearly 40% in terms of formal and structural aspect of the French language. Keywords : didactics of writing, invention writing, reader-writer subject, rewriting, didactical transposition