Contact de langues en milieu scolaire : l’alternance codique en situation de classe de français au niveau universitaire en Ouganda
Date
2022-05
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Abstract
My research examined the phenomenon of code alternation in the classroom environment at the university level. Focus was on the teaching/learning of French as a foreign language at the intermediate level. The main objective of this study was to investigate the role of code alternation in the teaching and learning of French in the Ugandan context. The study specifically aimed to identify the languages usually used alternatingly in the French classes, with whom and for what reasons. It also aimed to analyze the students' and lecturers' perceptions and attitudes toward the use of two or more languages in the French language classroom. Additionally the study examined the impact of code alternation on the teaching/learning of French in general, and particularly on the students' communicative competence in French. The results revealed that code alternation played and still plays a major role in the teaching/learning of French in the Ugandan multilingual context as it facilitates the comprehension of the target language as well as communication between the students and their lecturers as well as among students.
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Keywords
Code alternation, Foreign language teaching, bilingualism /multilingualism, translanguaging, French as a foreign language, Uganda
Citation
Haggerty, H. (2022). Contact de langues en milieu scolaire : l’alternance codique en situation de classe de français au niveau universitaire en Ouganda (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.