ItemLes politiques linguistiques de l’Algérie post-indépendante : Comment l’arabisation a semé la division(2023-03-01) Matsuzaki, Kanase Joy; Dugas, LarissaAfter 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. ItemEntre les murs : l'appartenance, l'identité et la citoyenneté pour des élèves migrants(2022-11-01) Ibarra, Juan; Sanogo, ManfaI 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. ItemUne Analyse de la Situation Linguistique en Martinique(2022-11-01) Brown, Shanon; Dugas, LarissaIn 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 ItemTraduire I'Asile: Une enquete sur le systeme d'asile(2017-01-01) Wickline, Elijah; Smith, Kathleen White, 1945-2023Traduire 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). Item«La Guerre est notre passe» Une analyse quantitative de la memoire collective du Jour J en France et aux Etats-Unis(2016-03-01) Swearer, Mira A.; Smith, Kathleen White, 1945-2023Inspired by a visit to Omaha Beach, following in the footsteps of her grandfather, the author develops a twelve question survey of 125 individuals to compare and contrast the collective memory of both French and Americans. The aim of this study is to explore the collective memory of D Day and how it manifests itself in the relationship between France and the United States. The following three questions are addressed: 1. “Does the collective memory of WWII and D-Day change with nationality between France and the United States?" 2. "Do people think that the events of the Second World War World influence the world today?" 3. “Are French and American citizens aware of the political relationship between France and the United States (D-Day was also shared with other events) and does the collective memory of these events speak to the relationship between the two countries?"