Browsing by Author "Everson, Vanessa"

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    The captives are translated, attached at the wrists' : a study of Antillean identities in the works of Édouard Glissant, Maryse Condé and Patrick Chamoiseau
    (2014) Wawn, Amy; Everson, Vanessa
    This thesis presents a study of the various interpretations of Creole identities in the French Caribbean, with reference to the literary works of three esteemed French Creole authors, namely, Édouard Glissant, Maryse Condé and Patrick Chamoiseau. Due to the horrific nature of the transatlantic slave trade as well as the arrogance of former colonising nations, the true 'voice' of the slaves and their descendants ? the foundation of Creole societies ? has been largely silenced in the official archives of France, and threatens to disappear irretrievably. The Creole authors I discuss attempt to combat these silences through a rewriting and recreation of history through literature. As a tool in analysing the ways in which these authors have interpreted the silencing and fragmentation of their histories, I present and discuss the metaphor of the transatlantic slave trade as an act of physical and metaphorical translation. More specifically, I suggest that the Middle Passage can be seen as the translation of human bodies and identities from East to West across the Atlantic Ocean, from their origins in the continent of Africa, to the Americas and to the islands of the Antilles. Secondly, I propose that a human being can be compared to a living, literary text that contains a wealth of cultural information, language and history, a text that can be subjected to translation. In order for this metaphor be complete, I introduce a possible translator in the vast system of the transatlantic slave trade, a professional that played a major role in the translation of African captives into 'slave bodies' for France. To demonstrate how these Creole authors have interpreted their past, I discuss selected theories on the translation of a literary text and compare them to the metaphorical and literal translation of a human being. I argue that the various ways in which the literary text resists or complies to a translation into another language may reveal insights into how the transatlantic slave reacted to his own translation into slavery. Secondly, I suggest that the slave's resistance towards hisor her translation into slavery may be seen to represent the resistance that Creole oral tradition displays towards a translation into the strictly linear nature of Western, written narratives. Finally, I conclude that translation can be seen as an act of resistance in itself. In translating their histories from oral tradition, myth and legend into written narrative and specifically into French literature, Creole authors display a resistance to the silencing of their histories in the oppressive narratives of the coloniser. Their literary works can thus be seen as alternative, 'conceptual' narratives that challenge the dominant, often oppressive narratives of our time.
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    Classe inversee et competence interculturelle : retours d'apprenants debutants dans un context universitaire en Afrique du Sud
    (2015) Erasmus, Mianda Elizabeth; Everson, Vanessa; Raynal-Astier, Corinne
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    Denise Brahimi 'Nadine Gordimer la femme, la politique et le roman' : traduction et activités traduisantes
    (2006) Shapiro, Cara; Everson, Vanessa
    The nature of the translation process, that is, what occurs in the translator's mind when attempting to translate thoughts and ideas from one language to another, remains an enigma. The focus of this dissertation falls within the relatively unexplored field of "process-orientated descriptive translation studies (DTS)" as defined by Holmes (1972). This dissertation aims to contribute to a greater understanding of translation by analysing a number of cultural, linguistic and other difficulties encountered by the translator while translating a French text into English.
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    Elaboration d'un cours de francais pour les professionnels du vin
    (2009) Botha, Frans; Everson, Vanessa; Le Roux, Sophie
    Elaboration d'un cours de francais pour les professionnels du vin
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    Expression orale d'un public d'adultes de niveaux B1, B2 et C1 à l'Alliance Française de Johannesburg : blocages et remédiations par le biais de l'élaboration et de la mise en oeuvre de fiches pédagogiques
    (2016) Léger-Broschart, Isabelle; Everson, Vanessa; De Oliveira, Ruth
    This research and development dissertation researches the oral expression of adults of levels B1, B2 and C1 attending conversation classes at the French Alliance of Johannesburg; it aims to identify obstacles in oral expression and to propose remediation tools. The students were questioned on their expectations, needs and difficulties, and teachers on their needs and course techniques, through questionnaires. Pedagogical worksheets were developed for the teachers, and were implemented in the researcher's own conversation classes, after which learners' satisfaction was evaluated. The pedagogical worksheets presented in this study attempt as far as possible to meet the expectations, needs and difficulties expressed by the learners, and to provide practical assistance to the teachers of conversation classes.
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    French for refugee service providers
    (2013) Whitehead, Shelley; Le Roux, Sophie; Everson, Vanessa
    This dissertation entitled French for Refugee Service Providers, aims to provide a curriculum for teaching French as a Foreign Language to those working with French-speaking refugees in South Africa. Firstly, the context of the project is thoroughly discussed, which substantiates the importance of language for the integration of refugees into the host country. Specific attention is given to the South African situation. This study then provides a review of the literature outlining the most pertinent issues with regards to the domain of teaching French as a Foreign Language (TFFL) and French for Specific Purposes (FSP). Finally, the process as well as the results of a needs analysis conducted amongst a sample of people working with refugees in Durban, South Africa are presented in detail. Based on these results, a curriculum for teaching French to refugee service providers is suggested, together with examples of three lesson plans and two evaluation activities.
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    Introduction de cours de français à l'Université de Fort Hare : étude de faisabilité
    (2009) Hanslo, Shelley; Everson, Vanessa; Le Roux, Sophie
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    L'élaboration d'un curriculum de français pour les chefs de mission sud-africains
    (2016) Burger, Marali; Everson, Vanessa; Schmid, Karin
    This study aims to develop a French curriculum that is responsive to the specific needs of South African Heads of Mission. Firstly, the context highlights the role of Heads of Mission in the implementation of South Africa's foreign policy against the backdrop of the history of diplomacy and South Africa's international relations under the auspices of the Department of International Relations and Cooperation (DIRCO). Taking into account South Africa's representation in a total of 31 French-speaking countries, the importance of having knowledge of the French language is highlighted. The subsequent theoretical framework outlines issues related to the teaching of French (including teaching French as a Foreign Language – TFFL), the notion of French for Specific Purposes (FSP), as well as the methodology that inform the practical aspect of this project. The final section presents the results of the needs analysis, the data collection, and the development of teaching material from the collected data. These steps culminate in the development of a curriculum that addresses the needs of South African Heads of Mission. Two lesson plans and an evaluation activity based on the curriculum are also suggested.
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    L'enseignement/apprentissage du frangais au Zimbabwe : vers la professionalization d'un metier pour la revalorisation du francais dans le pays
    (2016) Mbariro, Mavis; Everson, Vanessa; Raynard, Corinne; Schmid, Karin
    Our study aims to review the state of the teaching/learning of FLE in Zimbabwe and draw up the profile the FLE teacher to lead to the creation of an association for French studies in the interest not only 'professionalising' the craft of the FLE teacher in Zimbabwe but also to ensure the sustainability of the offer of French language instruction in all schools in the country. The association would serve as a platform for exchange and professional development for current and future teachers of FLE. It would work to build professional, educational, language and cultural skills for teachers or refresh these skills so as to ensure the increased quality of teaching French in the country. In the face of new and diverse audiences and challenges, the teacher of FLE Zimbabwe needs to continuously keep abreast with these evolutions. It is therefore imperative to develop the right set of skills in order to better handle new professional situations both at the individual and group level.
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    L'Integration des TICE dans le cours de français des affaires a l'Université du Cap
    (2009) Gondayi, Mzite; Everson, Vanessa; Le Roux, Sophie
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    L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation
    (2016) Botha, Mia-Louise; Everson, Vanessa; De Oliveira, Ruth
    The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as a foreign language, and then discovering whether a specific audience, the new generation, prefer working on computers or cell phones when it comes to their oral skills. To achieve this objective, we created a series of activites using a cellphone application and a specific computer program. These activities were presented to the students of the North-West University (NWU) on the Potchefstroom campus. We administered questionnaires both before and after the activites to discover students' preferences in working on the two different platforms. From the results we came to the conclusion that students, or more specifically, the new generation, prefer working on their cellphones. Furthermore, we presented recommendations to those who wish to continue research or create and implement activities using a cellphone in language learning.
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    La didactique du Francais sur objectif specifique: vers la conception dún cours de francais du tourisme et de l'hotellerie pour l'Universite de Mzuzu/Malawi
    (2014) Sefu, Christina; Everson, Vanessa; Raynal-Astier, Corrine; Le Roux, Sophie
    L'enseignement des langues étrangères est indispensable, surtout de nos jours comme le monde se transforme de plus en plus en village planétaire sous l'effet de la mondialisation. Voilà l'une des raisons pour lesquelles divers programmes ont été élaborés pour satisfaire les besoins de communication entre les gens de pays différents. Parmi ces programmes, certains visent des besoins professionnels et permettent aux individus de travailler et de communiquer en utilisant une langue étrangère. L'enseignement du Français sur Objectif Spécifique (FOS), une branche de l'enseignement du Français Langue Etrangère (FLE), est conçu pour de tels besoins. Notons avec Martin que "le FOS se différencie du FLE par son public, sa langue, ses objectifs, sa démarche et le statut des enseignants". En ce qui concerne le public, Mangiante et Parpette expliquent que ce public est souvent composé d'adultes, professionnels ou universitaires "sans formation en français ou avec une formation à perfectionner". Il peut s'agir également des apprenants en cours de formation pour une profession particulière. Quant à la langue, celle enseignée en FLE est pour la communication en général alors qu'en FOS, la langue est celle d'un groupe ou d'une profession en particulier. L'enseignement du FOS se distingue encore de celui du FLE en ce que ce dernier est considéré comme général et extensif alors que le premier est dit spécifique et enseigné de manière intensive dans le but "de répondre précisément à des besoins dûment identifiés" du public. Ainsi, les objectifs du FOS sont spécifiques et sont fonction des besoins d'un groupe ou d'une profession donnés. Mentionnons que le statut de l'enseignant de FOS est différent de celui qui enseigne le FLE en ce que le premier n'est pas formé pour enseigner un public avec des besoins spécifiques. L'élaboration d'un programme de FOS implique plusieurs étapes pour répondre aux besoins du public. Ce projet de recherche s'intéresse aux étapes à suivre dans la conception d'un cours de Français de l'hôtellerie et du tourisme de l'Université de Mzuzu au Malawi.
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    La Litterature beure en classe de fle pour les enfants de troisieme culture
    (2015) Sosso-Alaoui, Hasna; Everson, Vanessa; Raynal-Astier, Corrine
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    Les Médias sociaux dans la classe de FLE: une (r)évolution pédagogique ?
    (2014) Merrick, LukeAndrew; Everson, Vanessa; Le Roux, Sophie; Raynal-Astier, Corinne
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    Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT)
    (2013) Ngaliema, Pierre; Everson, Vanessa; Le Roux, Sophie
    The aim of our study is to expose the obstacles that impede oral expression in the French as a foreign language classroom in the context of the courses taught at the University of Cape Town (UCT). To achieve this aim, we questioned the first year students of French who constituted the main thrust of our research. After carrying out some investigations, we realised that there are four main obstacles hindering oral expression at UCT: pedagogical obstacles, linguistic, psychological and sociocultural ones. From these results, we tried to make suggestions and to formulate recommendations. In the formulation of these recommendations, we have tried to adhere as closely as possible to the students’s suggestions.
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    Memoire : formation des enseignants de FLE dans les ecoles secondaires de Mutare au Zimbabwe : analyse des besoins et plan de formation
    (2011) Mzite, Martha; Everson, Vanessa; Le Roux, Sophie
    Ce mémoire est un des requis des études de Masters TFFL (Teaching French as a Foreign Language) à UCT (University of Cape Town) dont le but est de montrer l’acquisition des compétences par la mise en place d’une recherche-développement. Il porte sur la formation des enseignants de FLE (Français Langue Etrangère) dans notre pays, le Zimbabwe, et présente un plan de formation. Nous croyons que la mise en place d’un plan de formation va aider à répondre aux besoins de formation et à améliorer les compétences actuelles des enseignants de FLE au Zimbabwe.
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    Promotion de l enseignement et de l apprentissage du français langue étrangère dans les écoles secondaires au Lesotho
    (2016) Mokhele, Itumeleng; Everson, Vanessa; Schmid, Karin
    En 2010, le gouvernement lesothan a démarré le projet pilote sur l'introduction du français dans les onze établissements secondaires. Notamment, cette étude vise à promouvoir l'enseignement et l'apprentissage de français dans les écoles secondaires au Lesotho. Elle cherche également à trouver les raisons pour lesquelles le gouvernement lesothan a choisi le français parmi d'autre langue du monde. De plus, cette recherche consiste en une évaluation du projet pilote sur l'introduction du français dans le curriculum des écoles secondaires du pays. Est-ce que l'introduction de la langue française dans les écoles secondaires au Lesotho peut-elle aider le pays à améliorer son économie, surtout l'employabilité des candidats lesothans au marché de l'emploi local et international ? Pour mener à bien cette étude, l'approche qualitative et quantitative sont employées. Huit entretiens semi-guidé ont été élaborés pour récolter les données qualitative auprès des personnes ressources au seine du Ministère de l'Education lesothan alors que les questionnaires ont été administrés auprès les sept professeurs de français qui ont participé dans cette enquête. Les résultats montrent qu'en 2015, il y avait 4396 apprenants de français dans les écoles qui pilotent son enseignement et son apprentissage. Ensuite, ce même projet a crée plus de 30 poste de travail pour les professeurs de français au Lesotho. Cela révèle l'importance du français pour le développement économique du Lesotho. D'ailleurs, les effectifs des apprenants de français dans les établissements secondaires décèlent que la langue française a un nouveau basin au Lesotho. Pour conclure, les répondants préconisent l'introduction de la langue française dans d'autres établissements qui ne font pas partie des écoles pilotes et cela contribuera à la promotion de l'enseignement et de l'apprentissage de français au Lesotho ainsi qu'à l'augmentation de la population qui apprend le français en Afrique Australe et dans le monde entier.
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