Langue et lieu dans l'univers de l'enfance
Year:
2007
Author :
Volume and number:
, 31 (1)
Journal:
, Anthropologie et Sociétés
Pages :
, 15-37
Abstract
Les voix de l’enfance, rappelées par les auteurs en exil ou de la diaspora, témoignent des liens forts et permanents qui unissent la langue, le lieu, les souvenirs et l’identité. La recherche en socialisation langagière nous offre une perspective complémentaire pour comprendre comment les enfants sont socialisés et intégrés dans des univers sociaux existants et comment ils en construisent de nouveaux à leur image. Des données ethnographiques et sociolinguistiques recueillies en Dominique (dans les Antilles orientales) et en territoire Kaluli (en Papouasie-Nouvelle-Guinée) illustrent l’importance du lieu et le rôle que jouent la ou les langues dans la négociation des relations sociales et les souvenirs qui s’y rattachent. La langue fournit aussi à l’enfant les ressources symboliques qui lui sont nécessaires pour déterminer quelle langue utiliser où, dans quelle circonstance et avec qui et pour construire ses narrations et son jeu. Puisque les activités langagières sont toujours localisées dans des lieux particuliers et portent souvent sur des lieux particuliers, les enfants qui commencent juste à parler sont déjà sensibles et initiés aux significations du lieu et aux façons de parler du lieu qui sont propres à leur culture.
Voices remembered from childhood, and retrieved by diasporic and exiled writers attest to the profound connections between language, place, memory and identity. Research on children’s language socialization provides a complementary perspective for understanding the ways in which young children are socialized into existing social worlds, as well as seeing how they create their own. Ethnographic and sociolinguistic data from two societies, Dominica (West Indies) and Kaluli (Papua New Guinea) illustrates the importance of place and the role of language(s) in mediating social relationships and remembering them, as well as providing symbolic resources for narrative, language choice and play. As speech activities are always located in particular places, and are often about particular places, even in their earliest use of language, children are sensitive to and learn culturally specific meanings of and ways of talking about place.
Voices remembered from childhood, and retrieved by diasporic and exiled writers attest to the profound connections between language, place, memory and identity. Research on children’s language socialization provides a complementary perspective for understanding the ways in which young children are socialized into existing social worlds, as well as seeing how they create their own. Ethnographic and sociolinguistic data from two societies, Dominica (West Indies) and Kaluli (Papua New Guinea) illustrates the importance of place and the role of language(s) in mediating social relationships and remembering them, as well as providing symbolic resources for narrative, language choice and play. As speech activities are always located in particular places, and are often about particular places, even in their earliest use of language, children are sensitive to and learn culturally specific meanings of and ways of talking about place.
Theme :
Social_capitalIdentityIntegrationEarly Childhood
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