De l'introduction d'un kit d'évaluation linguistique à l'Evaluation des compétences orales chez les apprenants du primaire en langue Ivoirienne pour les langues Attié, Abidji, Baoulé et Bété

Abstract

Dans les zones rurales de Côte d'Ivoire, les communautés pauvres, dépendant des productions agricoles de rente sont confrontées à l'épineux problème de l'éducation de leurs enfants dans une langue autre que la langue maternelle. Cette étude s'appuie sur la justification théorique de l'opportunité d'une éducation préalable en langue locale. En outre ; elle s'interroge sur les compétences linguistiques avérée des enfants débutants les différents grades primaires en langue maternelle. Nous présentons les résultats d'une nouvelle évaluation linguistique pour les enfants du primaire utilisant une batterie de tests adaptés à l'environnement ivoirien. Ainsi, (600) enfants (âge: 4-14 ans, M = 9.61 SD = 2.09; grades: CP1: n = 114; CE1: n = 232; CM1: n = 220) issus de 11 écoles dont 5 écoles bilingues (langue maternelle et français; n = 228) et 6 écoles primaires monolingues (Français, n = 338) ont participés à cette étude. Les test d'évaluation inspirés de EGRA et WJ III et IV sont composés des activités de conscience phonologique (PA: identification, élision initiale / finale, segmentation), de conscience tonémiques (TA: appariement), vocabulaire (synonyme, génération d'antonymes) et compréhension orale en langues Abidji, Attié et Baoulé. Les résultats obtenus ne relèvent aucune différence significative entre individu de l'échantillon excepté au niveau de l'âge (F(1,8)=37.47, Wilk's Λ=0.637, p<.001), et le grade (F(2,8)=14.739, Wilk's Λ=0.668, p<.001) . Les courbes de centiles permettent de déterminer si un enfant est à égalité avec ses pairs du même âge dans chaque sous-test.

Learning to read in environments with high risk of illiteracy: The role of bilingualism and bilingual education in supporting reading.

“…We used the Ivorian Children’s Language Assessment Toolkit for Attié, Abidji, Baoulé, and Bété (Akpé et al, in press; Jasińska et al, 2019; Jasińska et al, in press). This toolkit was developed by our team based on widely-used, standardized language assessment measures: the Early Grade Reading Assessment, the Woodcock-Johnson III Tests of Achievement, and Tonemic Awareness Task (Shu et al, 2008).…”

“…The Ivorian Children’s Language Assessment Toolkit is a translation and adaptation of the French language tasks. The French language measures were adapted, translated, and back-translated by a team of native speakers and linguists to create the local language measures used in this study (Akpé et al, in press; Jasińska et al, 2019; Jasińska et al, in press). The assessments were offered in four different local languages, each test was given by a native speaker of that language.…”

Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools

“…This developmental pathway from oral language to emergent literacy to literacy is more complicated in a second language (L2), where oral language competency, phonological processing ability, and print knowledge arise at different times and vary widely between populations (August & Shanahan, 2006;Chan & Sylva, 2015), and the relative importance of these oral and print skills in both first (L1) and second language (L2) for L2 literacy change with age (Jasińska et al, 2019). Particularly in low-income, agricultural communities like rural Côte d'Ivoire, many emergent readers are still acquiring basic oral and print L2 French in middle-and late-childhood, from a diverse set of L1s and L1 phonological abilities (Akpé et al, 2021;Jasińska et al, 2022). Therefore generalizations about the skills that underlie childhood literacy could be greatly improved by experimental paradigms that can be applied across children from many L1s and L2s, with varying exposure to print and varying ages of acquisition, i.e., non-linguistic tasks which offer insights on individual differences in linguistic outcomes (such as literacy).…”

“…We proposed a pre-registered adaptation of non-linguistic statistical learning tasks that are both deployable in settings with limited technological resources and culturally relevant for children in rural Côte d'Ivoire to widen the breadth of SLA and statistical learning research and to help inform literacy interventions in this region (Akpé et al, 2021;Madaio et al, 2019aMadaio et al, , 2019bSeri et al, 2019;Tanoh et al, 2019). Understanding the mechanisms that underlie L2 acquisition and literacy could offer insights for improving educational outcomes for children worldwide.…”

Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools

“…This developmental pathway from oral language to emergent literacy to literacy is more complicated in a L2, where oral language competency, phonological processing ability, and print knowledge arise at different times and vary widely between populations (August & Shanahan, 2006;Chan & Sylva, 2015), and the relative importance for L2 literacy of these oral and print skills in both the first language (L1) and the L2 changes with age (Jasińska et al, 2019). Particularly in low-income, agricultural communities like those of rural Côte d'Ivoire, many emergent readers are still acquiring basic oral and print L2 French in middle and late childhood, starting from a diverse set of L1s and L1 phonological abilities (Akpé et al, 2021;Ball et al, 2022;Jasińska et al, 2022). Therefore, generalizations about the skills that underlie childhood literacy could be greatly improved by experimental paradigms that can be applied across children from many L1s and L2s, with varying exposure to print and varying ages of acquisition, and that use nonlinguistic tasks to offer insights on individual differences in linguistic outcomes (such as literacy).…”