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Master Thesis

L'acquisition de la conscience des rimes à travers les comptines, dans un contexte monolingue ou plurilingue, en moyenne section

Abstract : In order to assess the importance of linguistic environment on the development through nursery rhymes, of phonological awareness among preschool-aged pupils (from "moyenne section") pupils, we conducted a study involving 22 children from two schools in the city of Nantes. Three groups of pupils were identified : 11 monolingual pupils from a first school, 6 plurilingual pupils from another school, and finally 5 monolingual pupils from this same second school, who constitute the control sample. A learning sequence based on nursery rhymes was implemented into the classroom with all participants, preceded and followed by evaluation times. Synchronic and diachronic analyses, supplemented by the control of the “linguistic context” variable, highlights the existence of variations in the awareness of rhymes between monolingual and plurilingual pupils. These results confirm that the linguistic context plays an important part in the construction of preschool pupils’ rhyme awareness ; they also underline the need for school teachers to adapt phonology teaching while taking into account linguistic plurality.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02867920
Contributor : Bibliothèque Inspé Académie Nantes <>
Submitted on : Monday, June 15, 2020 - 10:37:55 AM
Last modification on : Monday, October 19, 2020 - 3:15:16 AM

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Camille Guilbeau, Marine Mccullough. L'acquisition de la conscience des rimes à travers les comptines, dans un contexte monolingue ou plurilingue, en moyenne section. Education. 2020. ⟨dumas-02867920⟩

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