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La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion

Abstract : Our thesis falls within the field of linguistics applied to the question of teaching. It deals with the study of the teaching of reading in a bilingual Creole context in Réunion. It is a reflection on the fight against illiteracy in Reunion Island, reflection resulting from various observations but also our experience in the classroom: our objective is to participate in this fight by proposing, among other things, a Creole-French co-literacy for the school success. For many years, Reunion Island has experienced a high rate of illiteracy but also poor results in national assessments on reading. Despite many solutions put in place, the figures remain high. We then took an interest in this problem by changing the cursor: what if the problem was linguistic? Indeed, literacy, as in any French department, is done in French. However, in Reunion, a very large majority of pupils entering kindergarten are Creolophone. Creole and French are two different languages typologically: Creole is largely analytical while French is largely inflectional. Our research work consists of analyzing the gaps between the grammar of writing in French and the grammar of speaking in Creole in order to bring out the obstacles encountered by the student when entering reading, obstacles that could be bypassed in a bilingual Creole-French literacy.
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Submitted on : Friday, March 4, 2022 - 2:01:12 PM
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  • HAL Id : tel-03597708, version 1

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Laurence Daleau-Gauvin. La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion. Linguistique. Université de la Réunion, 2021. Français. ⟨NNT : 2021LARE0035⟩. ⟨tel-03597708⟩

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