03370 am 2200553 n 450 991071961600332120210607979-1-03-620436-410.4000/books.enseditions.30753(CKB)4330000000409029(FrMaCLE)OB-enseditions-30753(PPN)268465606(EXLCZ)99433000000040902920230202j|||||||| ||| 0freuu||||||m||||Normes endogènes et plurilinguisme Aires francophones, aires créoles /Claudine Bavoux, Lambert-Félix Prudent, Sylvie WhartonLyon ENS Éditions20211 online resource (200 p.) Les linguistes spécialistes de l’espace francophone usent depuis plus d’une vingtaine d’années du concept de norme(s) endogène(s) élaboré initialement à partir de situations africaines. La question est de savoir si ce concept peut être étendu à d’autres situations de plurilinguisme, et à quelles conditions. Elle est posée depuis les aires franco-créolophones que sont les DOM, dans une démarche de confrontation avec d’autres situations de francophonie (Wallonie romane, Côte d’Ivoire, Louisiane, Maghreb). L’observation attentive de ces situations de contact révèle une permanente activité de brouillage et de négociation des lignes frontières antérieurement posées. Partant, les auteurs de cet ouvrage avancent que l’heure est davantage aux appartenances multiples qu’à une allégeance à une norme unique ; mais aussi, que la langue doit s’appréhender en termes de projet négociable, et non plus d’objet préconstruit, c’est-à-dire d’essence. La question des normes endogènes ou plus exactement du processus de leur production s’actualise alors non pas à partir d’une langue artificiellement coupée de son milieu écologique, mais à partir de ce qui se parle, un vernaculaire marqué par le plurilinguisme, même si les valeurs assignées aux différentes formes linguistiques demeurent, quant à elles, inscrites dans une sémiotique résolument discrète et socio-historiquement marquée.Normes endogènes et plurilinguisme Normes endogènes et plurilinguisme Creole dialects, FrenchCongressesFrench languageForeign countriesMultilingualismCongressesLanguages in contactCongressesCreole dialects, FrenchFrench languageMultilingualismLanguages in contactAkissi Boutin Béatrice1363843Bavoux Claudine325458Benzakour Fouzia1363844Francard Michel1363845Hambye Philippe1120996Klinkenberg Jean-Marie179035Lebon-Eyquem Mylène1363846Prudent Lambert-Félix435409Souprayen-Cavery Logambal1363847Valdman Albert192746Wharton Sylvie325461Bavoux Claudine325458Prudent Lambert-Félix435409Wharton Sylvie325461FR-FrMaCLEBOOK9910719616003321Normes endogènes et plurilinguisme3385009UNINA04684nam 22007333u 450 991077912560332120230207231733.01-4522-6252-7(CKB)2550000000105604(EBL)996466(OCoLC)819566921(SSID)ssj0000675542(PQKBManifestationID)12243760(PQKBTitleCode)TC0000675542(PQKBWorkID)10670289(PQKB)11645262(MiAaPQ)EBC996466(EXLCZ)99255000000010560420131216d1998|||| u|| |engur|n|---|||||txtccrDistance Learning[electronic resource] The Essential GuideThousand Oaks SAGE Publications19981 online resource (258 p.)Description based upon print version of record.1-322-41631-1 0-7619-1441-2 Cover; Title Page; Copyright; Contents; Acknowledgments; Introduction; Background and Audience; Overview of the Contents; Our Companion Web Site; Chapter 1 - Distance Education: What Is It? And Why Is It Expanding So Rapidly?; Impacts of Technology on Distance Education; The Prevalence of Distance Education in the United States; Societal Changes Contributing to the Growth of Distance Education; The Impact of Distance Education on Traditional Instruction; Criticisms of Distance Education; Conclusion; Chapter 2 - Attracting Students to Distance LearningHow to Assess the Need and Demand for a Distance ProgramTarget Audience; Instructional Design and Mode of Delivery; Strategies for Marketing Distance Courses and Programs; Specific Ideas for Promoting and Marketing Distance Programs; Conclusion; Chapter 3 - Good Practices in Distance Education: How to Promote Student Learning and Development; The Good Practices; Summary Tips; Chapter 4 - The Syllabus for Distance Learning Courses; What Is a Syllabus?; More Than a List; Outline for a Syllabus: Putting It Together; Other Issues; Summary Tips; Chapter 5 - Delivery Methods for Distance EducationSynchronous or Asynchronous?Synchronous Delivery Methods; Asynchronous Delivery Methods; Conclusion; Chapter 6 - Selecting Delivery Methods; Fundamental Principles to Observe in Selecting Delivery Methods; A Decision Tree Approach to Selecting a Delivery Method; Conclusion; Chapter 7 - Support Services; Support Services Prior to Enrollment; Support Services for Enrolled Students; Support Services After Course or Program Completion; Summary; Chapter 8 - Ensuring High Completion Rates; The Problem of Retention; Retention in Distance Education Programs; Strategies for Improving Completion RatesSummary TipsChapter 9 - Assessing Learning Outcomes; Guiding Principles; Methods of Assessment; Conclusion; Summary Tips; Chapter 10 - Program Evaluation; Evaluating Program Inputs; Program Processes; Assessing Outcomes; Analysis of Costs and Outcomes; Conclusion; Summary Tips; Chapter 11 - Accreditation; Guidelines for Distance Learning; Providing Evidence Regarding the Program's Effectiveness in Meeting the Guidelines; Conclusion; Summary Tips; Conclusion; Author Index; Subject Index; About the AuthorsDistance Learning is an ideal introduction to the world of new educational technologies. Filled with case studies, and built on an intuitive set of `How Do I ...' questions, it provides a strong foundation for teachers who need to know more about open and distance learning, across any academic discipline.Distance educationDistance education -- United StatesOpen learningTelecommunication in educationDistance educationUnited StatesTelecommunication in educationEducationHILCCSocial SciencesHILCCEducation, Special TopicsHILCCDistance education.Distance education -- United States.Open learning.Telecommunication in education.Distance educationTelecommunication in educationEducationSocial SciencesEducation, Special Topics371.35Williams Marcia L1524344Paprock Kenneth1524345Covington Barbara G1524346AU-PeELAU-PeELAU-PeELBOOK9910779125603321Distance Learning3765131UNINA