Impact des contextes multilingues sur l'apprentissage du français chez les préscolaires Guinéens Impact of Multilingual Contexts on Learning French among Guinean Preschoolers
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ABSTRACT: This study examines the factors influencing the acquisition of French as a second language among young learners in a Guinean multilingual context, focusing on specific preschool settings, the Community Education Center (CEC) and the Petite Académie kindergarten. Through a multidimensional analysis that incorporates communicative, linguistic, and sociolinguistic/pragmatic dimensions, as well as language choices in teaching, this article seeks to understand how the multilingual environment and pedagogical practices impact French learning. The central hypothesis suggests that linguistic acquisition is facilitated by teaching methods that promote active immersion, multilingual communication, and the integration of learners' cultural and social contexts. The findings confirm the importance of sociocultural interactions, linguistic diversity, and thoughtful pedagogical practices for the linguistic development of children. This research highlights the need for inclusive educational approaches that value multilingualism and prepare young learners to navigate an interconnected world, offering essential insights for educational policies and teaching strategies in Guinea and beyond.
RÉSUMÉ : Cette étude examine les facteurs influençant l'acquisition du français comme langue seconde chez les jeunes apprenants dans un contexte multilingue guinéen, en se concentrant sur des établissements préscolaires spécifiques, le Centre d'Éducation Communautaire (CEC) et l'école maternelle la Petite Académie. À travers une analyse multidimensionnelle, intégrant les dimensions communicatives, linguistiques, et sociolinguistiques/pragmatiques, ainsi que les choix linguistiques dans l'enseignement, cet article cherche à comprendre comment l'environnement multilingue et les pratiques pédagogiques impactent l'apprentissage du français. L'hypothèse centrale suggère que l'acquisition linguistique est facilitée par des méthodes d'enseignement qui favorisent une immersion active, une communication multilingue, et l'intégration des contextes culturels et sociaux des apprenants. Les résultats confirment l'importance des interactions socioculturelles, de la diversité linguistique et des pratiques pédagogiques réfléchies pour le développement linguistique des enfants. Cette recherche met en évidence la nécessité d'approches éducatives inclusives qui valorisent le multilinguisme et préparent les jeunes apprenants à naviguer dans un monde interconnecté, offrant des perspectives essentielles pour les politiques éducatives et les stratégies d'enseignement en Guinée et au-delà.
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