To begin, we review three theoretical problem areas in the field of research into phonological variation in children. Next, we present the results of a cross-sectional study of two groups of children, aged 6 to 7 years and 10 to 12 years, relating to the deletion of post-consonantal word-final /R/ in French (production and judgments of acceptability). In an experimental study, we then examine the mechanism involved in the learning of words with a variable /R/. Finally, the interpretation of the results within the framework of a cognitive conception of variation leads us to four conclusions: (i) children have a tendency to copy adult surface forms rather than to encode a variable rule; (ii) orthography causes the late encoding of certain variable /R/s; (iii) the establishment of linguistic factors precedes that of social factors; and (iv) age-related changes are not guided by the sociolinguistic value that groups consciously attribute to the variables.

International audienceEurope and now the United States are characterized by the growing presence of populist parties and leaders able to attract a significant share of the electorate. The successful strategy of populist politicians consists in proposing a series of discourses based on a differentiation between an endangered “Us” and a threatening “Them”. The protection of the “Us” community from the evil “Them” formulated by right-wing populist politicians is often expressed through the necessity of closing the national border, this measure being a key discursive resource incorporated in their speeches. However, is the border only presented by populist leaders as a boundary which has to be controlled, securitized and sealed? Based on the analysis of discourses produced by Viktor Orbán, the only long-standing European populist leader in power, the research shows that populist discourses can be based on opposed and complementary conceptions of the state border to entrench the opposition between an “Us” and “Them”

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Nous présentons ici différentes expérimentations montrant la difficulté pour des utilisateurs finaux (enseignants et apprenants) de s'approprier la malléabilité d'un dispositif numérique de formation dans un cadre réel. Cette appropriation est facilitée si l'on définit ce dispositif dans le cadre élargi du Web 2.0, comme un agglomérat de Blogs hétéroclites, euxmêmes agglomérant diverses fonctionnalités du Web 2.0. L'artefact que nous avons réalisé, le « Personal Teaching Environment » (PTE) permet l'exploitation pédagogique de cet environnement. Nous analysons cet artefact au moyen d'une enquête qualitative et en le rapprochant de la notion d'hétérotopie propre à Michel Foucault. Ce rapprochement éclaire la possibilité d'accompagner la notion de perméabilité des espaces et de porosité des sphères sociales. ABSTRACT. We present here various experiments exploring the links between malleability and pedagogical "intentions". These experiments demonstrate the difficulty of implementing really suitable digital environments for final users. The use of Web2.0 applications for educational purposes increases that suitability. It is now possible for teacher or learner to develop their own teaching environment with generic and heterogeneous Web 2.0 functionalities. In such environment the challenge for a teacher consists in being able to easily consult the media used by each learner, and exploit his pedagogical intentions. The main goal of our paper is to present an appropriate software we have implemented: the "Personal Teaching Environment" (PTE). We analyze this software through a qualitative analysis and according to Michel Foucault's concept of heterotopia. This reference clarifies how our software can promote permeable space and social sphere porosity.

Le texte a envahi nos cités ; toutes sortes de textes sur toutes sortes de supports: plaques des noms de rues, affiches publicitaires sur les murs. Textes ambulatoires : ceux des T-shirts, ceux des tatouages. Renáta Varga a pris 375 photographies d'écrits dans sa ville, Grenoble. À partir de ce corpus, elle a établi un classement des textes et de leurs supports. Une intéressante typologie.