"Les langues au c\u0153ur de l'exil, apprentissage, repr\u00E9sentations, pratiques. L'exemple des Syriens dans le camp de Zaatari" . "Repr\u00E9sentation (linguistique)" . . . . "Cette th\u00E8se identifie les repr\u00E9sentations et les pratiques langagi\u00E8res des r\u00E9fugi\u00E9s syriens vivant dans le camp de Zaatari en Jordanie. Son objectif est de comprendre la r\u00E9alit\u00E9 sociolangagi\u00E8re telle qu\u2019elle est v\u00E9cue de l\u2019int\u00E9rieur du camp afin d\u2019\u00E9mettre des propositions didactiques adapt\u00E9es aux sp\u00E9cificit\u00E9s des besoins langagiers des r\u00E9fugi\u00E9s. Pour ce faire, j\u2019ai proc\u00E9d\u00E9 \u00E0 une \u00E9tude microsociologique des entretiens men\u00E9s aupr\u00E8s des r\u00E9fugi\u00E9s et des dessins qu\u2019ils ont produits. \u00C0 partir d\u2019une approche interdisciplinaire et d\u2019une m\u00E9thodologie ethnographique, deux niveaux d\u2019analyse sont propos\u00E9s. Le premier niveau met en avant les caract\u00E9ristiques du camp en tant que dispositif, ses paradoxes, ses toponymes et certains de ses enjeux politiques et humanitaires. Le second niveau se focalise sur le sens et le r\u00F4le de l\u2019apprentissage des langues et leur usage dans cet espace en marge. Cette perspective met en lumi\u00E8re la dynamique \u00E9volutive de l\u2019identit\u00E9 linguistique des r\u00E9fugi\u00E9s, leurs rapports \u00E0 l\u2019alt\u00E9rit\u00E9 et \u00E0 l\u2019espace du camp, leur subjectivation langagi\u00E8re et leurs diverses motivations. La th\u00E8se explore le changement de paradigme langagier dans le camp \u00E0 travers plusieurs situations quotidiennes, professionnelles et \u00E9ducatives des r\u00E9fugi\u00E9s. Elle analyse les r\u00E9percussions d\u2019un tel changement sur le rapport que les r\u00E9fugi\u00E9s entretiennent avec les langues, notamment l\u2019arabe et l\u2019anglais. Elle examine en outre les formations langagi\u00E8res propos\u00E9es par les \u00E9coles et les ONG et soutient la n\u00E9cessit\u00E9 d\u2019un programme scolaire \u00AB sur mesure \u00BB et adapt\u00E9 aux \u00E9l\u00E8ves victimes de traumatismes. Elle \u00E9value la pertinence d\u2019une approche biographique visant la r\u00E9silience scolaire et plaide enfin pour une \u00E9ducation plurilingue et interculturelle qui contribuerait \u00E0 d\u00E9velopper chez les Syriens et les travailleurs humanitaires l\u2019intersubjectivit\u00E9 et l\u2019empathie." . . 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"This dissertation identifies language practices and representations of Syrian refugees living in Zaatari camp in Jordan. Its objective is to understand the socio-language reality as it is experienced from within the camp in order to offer suggestions for an education that address the specificities of refugees\u2019 language needs. To do this, I carried out a microsociological study of the interviews I conducted with numerous refugees and the drawings they produced. Based on an interdisciplinary approach and an ethnographic methodology, two levels of analysis are proposed. The first level highlights the characteristics of the camp as an apparatus, its paradoxes, its toponyms, and some of its political and humanitarian issues. The second level focuses on the meaning and the role of language learning and its use in this marginal space. In so doing, this level sheds light on the changing dynamic of refugees\u2019 language identity, their relationship to otherness, their language subjectivation, and their diverse motivations. The dissertation explores the change of language paradigm in the camp through various refugees\u2019 everyday, professional, and educational situations. It analyzes the impact of such a change on refugees\u2019 relation to languages, particularly Arabic and English. It further examines the language lessons that are provided by schools and NGOs and supports the need for a \u201Ctailor-made\u201D school program that is appropriate for students who are survivors of trauma. The dissertation evaluates the relevance of a biographical approach aimed at reinforcing academic resilience and finally advocates for a plurilingual and intercultural education that would contribute to developing intersubjectivity and empathy among Syrian refugees and humanitarian workers." . . "Politiques \u00E9ducatives et linguistiques" . "Repr\u00E9sentations et pratiques langagi\u00E8res" . "\u0627\u0644\u0644\u063A\u0627\u062A \u0641\u064A \u0642\u0644\u0628 \u0627\u0644\u0645\u0646\u0641\u0649, \u062A\u0639\u0644\u0645\u060C \u062A\u0635\u0648\u0631\u0627\u062A\u060C \u0645\u0645\u0627\u0631\u0633\u0627\u062A. \u0627\u0644\u0633\u0648\u0631\u064A\u0648\u0646 \u0641\u064A \u0645\u062E\u064A\u0645 \u0627\u0644\u0632\u0639\u062A\u0631\u064A \u0645\u062B\u0627\u0644\u0627\u064B" . . "Enseignement/apprentissage des langues" . "R\u00E9fugi\u00E9s syriens -- Jordanie" . . "Politique linguistique" . "Th\u00E8ses et \u00E9crits acad\u00E9miques" . . "Text" . . . "2020" . "Camp de Zaatari" . . . "Langues -- \u00C9tude et enseignement" . . . . "Languages at the Heart of Exile, learning, Representations, Practices. The Case of Syrians in Zaatari Camp" . "R\u00E9silience" . "Sociolinguistique" . . . "Les langues au c\u0153ur de l'exil, apprentissage, repr\u00E9sentations, pratiques. L'exemple des Syriens dans le camp de Zaatari" .