Contributors: Dynamique Du Langage (DDL); Université Lumière - Lyon 2 (UL2)-Centre National de la Recherche Scientifique (CNRS); Interactions, Corpus, Apprentissages, Représentations (ICAR); École normale supérieure de Lyon (ENS de Lyon)-Université Lumière - Lyon 2 (UL2)-INRP-Ecole Normale Supérieure Lettres et Sciences Humaines (ENS LSH)-Centre National de la Recherche Scientifique (CNRS); Bilkent University Ankara; The authors are grateful to the ASLAN project (ANR-10-LABX-0081) of Université de Lyon, for its financial support within the program "Investissements d'Avenir" (ANR-11-IDEX-0007) of the French government operated by the National Research Agency (ANR).; The authors are grateful to the University Lumière Lyon 2 who funded part of the analyses (Appel à Projets Pluridisciplinaire Interne APPI 2020).; ANR-10-LABX-0081,ASLAN,Advanced Studies on Language Complexity(2010); ANR-11-IDEX-0007,Avenir L.S.E.,PROJET AVENIR LYON SAINT-ETIENNE(2011)
نبذة مختصرة : International audience ; We investigate bilingual habitus and socialisation in 49 French-English bilinguals (aged 5;9-11;00) attending a French school with a bilingual programme in France, from three family profiles: two Anglophone parents (EE); one Anglophone and one Francophone parent (EF); two Francophone parents (FF). Data come from parent questionnaires and child and parent interviews. Quantitative analyses explored current declared language practices between children and mothers, fathers, siblings and peers in each profile. Qualitative analyses of one representative sample case per profile honed the socialisation trajectories from birth. Findings showed that international mobility impacted the relation between language and place in the three profiles differentially, yet all valued English maintenance. Moreover, the language which felt "natural" contrasted in EE and FF families. Using French at home felt unnatural for EE parents whilst for FF parents, using English in family interactions felt natural and necessary for family socialisation in the Anglophone host country. We analyse the factors accounting for children's bilingual habitus and question the contribution of English prestige, children's school and families' strong affective attachment to English as a heritage language or a language acquired through mobility. New insights into the complexity of bilingual habitus and socialisation are discussed within the French school system.
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