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Radost z vícejazyčnosti

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Hoffmannová J.
Slovo a slovesnost: časopis pro otázky teorie a kultury jazyka (Slovo a slovesnost: A journal for the theory of language and language cultivation)
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2013
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vol. 74
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issue 3
211-221
EN
The phenomenon of multilingualism can currently be observed and analyzed from various perspectives which are identified and summarized in this article. Multilingualism is of interest for psycholinguistics, sociolinguistics, neurolinguistics, conversation analysis and discourse analysis, as well as for researchers working with language management, and phenomena including bilingualism, diglossia and code-switching are the objects of research. This article emphasizes the approaches used in two recent publications: Život s více jazyky (Life with Multiple Languages, 2011) by Ivo Vasiljev and Nejen jazykem českým: Studie o vícejazyčnosti v literatuře (Not Just in Czech: Studies on Multilingualism in Literature, 2011) by Petr Mareš. Ivo Vasiljev’s book is a language autobiography, yet it cannot be considered a mere personal testimony, because the biographic method is established in the social sciences as an important qualitative research method. Petr Mareš, for whom the use of more than one language in Czech literature has been a major long-term research topic, views multilingualism as the bearer of the aesthetic function and as a means of achieving heterogeneity in text structure. Though the perspectives guiding the two books differ greatly, the two authors share a common quest for connections between Czech and other languages (including various varieties of Czech and its overall stratification).
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Les récits littéraires d’apprentissage : un corpus pour la didactique du FLE

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Berthu-Courtivron M.-F., Bourvon M.-F., Richard É.
Neofilolog
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2022
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issue 59/1
143-157
EN
If language biography „is based on the individual’s ability to recount the constituent elements of his or her experience in the linguistic and cultural domains” (Molinié, 2006: 1), we argue that this ability to recount is exemplary among allophone authors who have become writers in French and that their language (auto)biographies constitute a corpus that should be promoted for the teaching of literature in FLE. Each author is in fact an autobiographer who, text after text, continues to „reappropriate his or her own language history as it has been constituted over time” (Perregaux, 2002: 83). The works, written by learners who have already become authors, all recount the hazards of learning French, whether in an institutional or informal context, and the difficulty of the in-between languages and cultures (Alcoba, Alexakis, Cheng, Djavann, Huston, Kang, Svit, Wei-Wei...). These works are all marked by doubling and interlocution, and even when French has been known for a long time, by the omnipresence of reflection on language. For the learner who has become a writer, language is no longer just a tool but becomes a theme. The problem of writing in French thus continues to underlie the works explicitly: whether it is a question of the authors asserting their linguistic expertise in creation or showing the way to otherness.  
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