French Language and Literature Senior Integrated Projects

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This collection includes Senior Integrated Projects (SIP's, formerly known as Senior Individualized Projects) completed in French Language and Literature. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff. If you are not a current K College student, faculty, or staff member, email us at to request access to this material.


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Now showing 1 - 5 of 190
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    Educating Emergent Bilinguals : A Revision and Reimagination of Educational Approaches in Kalamazoo Public Schools
    (2023-11-01) Nonato, Joanna; Dugas, Larissa
    Throughout this paper, I focus on the educational approaches taken to educate emergent bilingual students in Kalamazoo Public Schools, an urban school district in Kalamazoo, Michigan. I first inspect the historical attitudes towards bilingualism in the United States that have influenced the educational approaches implemented, both past and present. These approaches include complete language immersion, dual-immersion programs, ESL services and transitional programs. I next offer a reimagination of these approaches within this district, based on the changing social and ideological beliefs of what it means to be bilingual today and on what continues to be theorized by academics and educators alike. I attempt to utilize student, parent, and faculty interviews to allow for contextualization of engagement with these varying educational approaches. Ultimately, in this reimagination of educating emergent bilinguals, I consider the possibilities of translanguaging methods, emphasizing intentionality within dual immersion programs, and the encouragement of intellectualizing native-language learning within the classroom in a way that is both challenging and rewarding.
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    Les politiques linguistiques de l’Algérie post-indépendante : Comment l’arabisation a semé la division
    (2023-03-01) Matsuzaki, Kanase Joy; Dugas, Larissa
    After Algeria gained independence from France in 1963, the Algerian government implemented a hasty Arabization policy in the primary education system in hopes to unify the country through the standardization of a single language. The Arabization policy that banned schooling in other languages heavily resembled the Frenchification policies under the French rule; many, especially the native Berber population, saw the Arab elites as the ‘new colons.’ Many scholars have criticized Algeria’s post-independence language policies as they did not reflect the long and complex plurilingual character of Algeria. However, in this paper, I explore the shortcomings of Algeria’s linguistic policies on assumption that Arabization was the best option for the newly independent regime. I use language policy theory to justify the choice of Standard Arabic, a language spoken by slim elite religious minorities at the time, and detail what aspects of the Arabization policy led to its decline.
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    Entre les murs : l'appartenance, l'identité et la citoyenneté pour des élèves migrants
    (2022-11-01) Ibarra, Juan; Sanogo, Manfa
    I had the chance to study in Strasbourg, a beautiful and diverse city. It was there that I landed an internship in a college in Hautepierre, 15 minutes by tram from the city center. Here are some questions I would like to address in my SIP. I will explore in the methodology of the literary and filmographic analysis of suburban education through a few examples: the film “Entrée les murs” (2008), the research of Tobias Warner and Frantz Fanon on colonial education and alienation, the novel “Kiffe Kiffe Demain” by Faïza Guène, and my personal experiences as a middle school teacher in France. Thus, we ask: What are the historical precedents that inform the ideologies that dominate the French school system? How do school language policies reflect attitudes toward immigration and immigrant students? How does the application of these policies affect the identity and esteem of young students in France? In order to understand the experiences of migrant students in the contemporary French classroom, it is important to understand the colonial history and the development of the French school. I examined the colonial educational projects that developed in Africa in the 20th century, using Tobias Warner's “Tongue Tied Imagination: Decolonizing Literary Modernity” and using “Peau Noire, Masques Blancs” by Frantz Fanon.
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    Une Analyse de la Situation Linguistique en Martinique
    (2022-11-01) Brown, Shanon; Dugas, Larissa
    In Martinique, two languages coexist. French–the standardized official language of the Lesser Antilles island–is the primary language of communication and it occupies formal domains. Martinican Creole is reserved for use with family and friends. In this Senior Integrated Project, the author discusses social attitudes towards each language using data obtained from interviews she conducted with a few residents of Martinique. She examines language planning and policy of the territory, taking into consideration its political status as an overseas region and department of France. Additionally, she compares the linguistic situation of Martinique to that of Jamaica, her home country. Keywords: language planning & policy, diglossia, creoles, French creoles, sociolinguistics
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    Traduire I'Asile: Une enquete sur le systeme d'asile
    (2017-01-01) Wickline, Elijah; Smith, Kathleen White, 1945-2023
    Traduire l'asile is a project that investigates the International Refugee Regime through the lense of translation, with the purpose of advocating for greater linguistic accessibility to documents for asylum and providing a document of reference for translators seeking to translate the document into other languages. The paper is divided into three parts: the first part focuses on establishing a preliminary understanding of refugee status, including reference to the definition of a refugee in international law and in the US legal system; the second part examines translation theory and comparative stylistics, recognizing important preliminary decisions that a translator must make before undertaking a translation, including the question of equivalence vs function and instrumentalist vs hermeneutic models of translation; and lastly, the third part examines particular difficulties that I experienced in translating the 1-589 Form, Application for Asylum and Withholding of. Removal from English to French, including specific references to the 1-589 Form with regards to equivalence, semantic range, syntax, preposition usage, gender, and the employment of articles. This paper is supplemented by an abbreviated table of terminology bases developed during the process of translation (Appendix A) and the full, translated 1-589 form (Appendix B).
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