Grammaire et vision du monde : acquisition de la langue maternelle en milieu minoritaire
Abstract
La perception est sans doute l’élément fondamental de tout apprentissage. En nous fondant sur les travaux de phénoménologues tels que Merleau-Ponty et Georges Poulet, nous tâchons de montrer que la perception du monde n’entraîne pas seulement une vision du monde mais aussi des modes d’expression distincts. Dans un deuxième temps, ces modes d’expression transmis par le monde qui nous entoure agissent sur la façon dont nous percevons celui-ci et contribuent à une restructuration de ce monde dans notre pensée. Dans ce contexte, les enfants qui grandissent en milieux bilingues risquent de pâtir du fait qu’ils subissent l’influence de deux systèmes linguistiques transmettant chacun une vision du monde différente et parfois contradictoire. Pour résoudre ce problème, nous proposons la mise en oeuvre d’un programme d’étude contrastive des deux langues parlées par ces enfants au moyen d’exercices élémentaires de traduction, exercices qui permettront aux enfants de franchir une étape de leur développement intellectuel en apprenant à classer leurs connaissances linguistiques et, ce faisant, à mieux comprendre leur monde, leurs langues, et le caractère subjectif inhérent à toute vision du monde.
Perception is certainly an essential element in learning. Based on the research of phenomenologists such as Merleau-Ponty and Georges Poulet, this paper endeavours to demonstrate that the way we perceive our world not only produces a specific "vision du monde", or world view, but also various ways of expressing it. These ways of expression also influence our intellectual restructuring of the world. In such circumstances it seems that children growing up in a bilingual setting might well suffer from the dual and sometimes contradictory influence of their two languages. As a means of solving such a problem, we would like to propose that a translation programme, based on the comparative study of the two languages spoken by the children, be established. This programme, comprising elementary translation exercises, would induce intellectual development in children by helping them classify their linguistic knowledge while gaining a deeper insight into their own world, their own languages, and the highly subjective nature of any world view.
Perception is certainly an essential element in learning. Based on the research of phenomenologists such as Merleau-Ponty and Georges Poulet, this paper endeavours to demonstrate that the way we perceive our world not only produces a specific "vision du monde", or world view, but also various ways of expressing it. These ways of expression also influence our intellectual restructuring of the world. In such circumstances it seems that children growing up in a bilingual setting might well suffer from the dual and sometimes contradictory influence of their two languages. As a means of solving such a problem, we would like to propose that a translation programme, based on the comparative study of the two languages spoken by the children, be established. This programme, comprising elementary translation exercises, would induce intellectual development in children by helping them classify their linguistic knowledge while gaining a deeper insight into their own world, their own languages, and the highly subjective nature of any world view.