Intervention et stratégies familiales en interculturel

Si les recherches sur les immigrants portent sur leurs liens avec les communautés ethniques d'origine, sur leurs stratégies individuelles d'adaptation au pays d'accueil ou encore sur leurs groupes élargis d'appartenance (hommes, femmes, jeunes, travailleurs...), la dynamique familiale du changement est le plus souvent passée sous silence ou a priori considérée comme un frein à l'intégration sociale. Une revue des recherches effectuées en Europe et au Québec ainsi que les résultats d'une enquête exploratoire au Québec permettent de donner un premier inventaire des stratégies familiales d'acculturation et de survie dans l'immigration. L'analyse et la conscientisation de ces stratégies forment alors les bases d'un modèle d'intervention familiale interculturelle

Knowing when to stop : the investigation of Flight 191

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2004.Vita.Includes bibliographical references (leaves 25-30).On May 25, 1979, an American Airlines DC-10 crashed just after taking off from Chicago's O'Hare Airport. It was the worst crash in U.S. history at the time, having killed all 271 people on board and two people on the ground. Arriving at the scene of a plane crash is akin to walking into a play during the third act: most of the story has already played itself out. The crash is the climax of a complex and nuanced plot with hundreds of characters and no clear beginning or end. Nevertheless, investigators from the National Transportation Safety Board are responsible for reconstructing the story from the evidence. They must study the characters and unearth the storyline and all of its twists and turns, and at the end determine the probable cause. The NTSB spent six months investigating the crash of Flight 191. This is the story of how investigators pieced together the smoldering wreckage, wrestled with questions of personal error and accountability, dodged political and financial influences, and in the end put forth a list of safety recommendations based on the flaws they uncovered along the way. The investigation of Flight 191 is one example of how investigators can take an otherwise hopeless situation and turn it into a platform for introspection and improvement.by Mara E. Vatz.S.M.in Science Writin

Les divers modèles de collaborations familles immigrantes-écoles : de l’implication assignée au partenariat

Ce texte concerne la réussite des relations entre les familles immigrantes et l’école et la compréhension des bricolages inédits qui articulent les stratégies des familles et celles du milieu scolaire. En effet, l’interdépendance entre les familles et les écoles est historique : selon les sociétés, les cultures et les politiques, elle a été instituée de diverses manières. À partir d’une recherche menée au Québec auprès de jeunes immigrants et réfugiés, l’article présente plusieurs modèles de collaborations familles-écoles favorables à la réussite scolaire des jeunes et intégrant divers acteurs, comme les jeunes, les parents, l’école avec ses intervenants et la communauté.This text focuses on the success of the relationship between immigrant families and school and seeks to understand the original patching up which articulate the families’ as well as the school’s strategies. Indeed, the interdependence between families and schools is historical : depending on societies, cultures and policies, it was instituted in various ways. Based on a research elaborated in Quebec targeting young immigrants and refugees, this article presents several models of families-schools collaborations that are favourable to the youth’s academic success and that integrate various actors, such as, the youth, the parents, the schools and their personnel, and the community.El presente texto trata del éxito de las relaciones entre las familias inmigrantes con la escuela y la comprensión de los arreglos inéditos que articulan las estrategias de las familias y las del ámbito escolar. En efecto, la interdependencia entre las familias y las escuelas es histórica : de acuerdo con las sociedades, las culturas y las políticas, fue instituida de diversas maneras. A partir de una investigación conducida en Québec con jóvenes inmigrantes y refugiados, el artículo presenta varios modelos de colaboraciones familias-escuelas favorables al éxito escolar de los jóvenes e integrando diversos actores como los jóvenes, los padres, la escuela con sus colaboradores y la comunidad

Familles et réussite scolaire d’élèves immigrants du secondaire

L’article rend compte des résultats d’une recherche sur les trajectoires de réussite scolaire d’élèves immigrants à Montréal et Sherbrooke. Pour la majorité, il s’agit d’élèves passés par une classe d’accueil. À la suite d’entrevues, les chercheuses ont procédé par étude de cas en croisant les regards d’un élève, de son parent et d’un enseignant sur le vécu scolaire de l’élève. Ainsi, 24 cas ont fait ressortir différents niveaux de mobilisation qui concourent à chaque trajectoire de réussite scolaire. Également, nous avons modélisé une typologie des situations de réussite, selon le profil familial, qui comporte trois catégories : réussite-continuité, réussite-promotion, réussite pour la famille. Enfin, des aspects transversaux à la typologie sont présentés.The article presents the results of a research on the trajectories of immigrant students’ academic success in Montreal and Sherbrooke. The majority of these students attended a welcoming class. Using interviews as the chosen research method, case studies were conducted to analyze the point of view of the student, parent, and teacher on a student’s school experiences. Thus, twenty-four cases emphasized various levels of mobilization contributing to each trajectory of academic success. Furthermore, a typology of success situations according to family profiles was modeled in three categories : success-continuity, success-promotion, family success. Transversal aspects of the typology are presented.El artículo da cuenta de los resultados de una investigación sobre las trayectorias de éxito escolar de alumnos inmigrantes en Montreal y Sherbrooke. Por la mayoría, se trata de alumnos que pasaron por una clase de acogida. A raíz de unas entrevistas, los investigadores partieron de estudio de casos, cruzando las miradas de un alumno, de uno de sus padres y de un maestro sobre la vivencia escolar del alumno. Así, 24 casos hicieron resaltar diferentes niveles de movilización que corresponden a cada trayectoria de éxito escolar. Asimismo, hemos modelizado una tipología de las situaciones de éxito, según el perfil familiar, que cuenta con tres categorías : éxito-continuidad, éxito-promoción, éxito para la familia. Por terminar, presentamos algunos aspectos transversales a la tipología

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes

Grammatical Gender Representation and Processing in Advanced Second Language Learners of French

One of the most difficult challenges of learning French as a foreign language is mastering the gender system. Although there are theories that account for how French native speakers (NSs) master their gender system, it is not fully understood why second language (L2) learners are unable to do the same. The goal of the present study was to investigate this difference in ability between French NSs and non-native speakers (NNSs), specifically, how L2 learners of French store grammatical gender knowledge, and how their storage system relates to processing of grammatical gender in terms of the ability to realize accurate gender agreement throughout a sentence. First, a gender priming task investigated whether advanced L2 learners have developed a gender-nodal system in which gender information is stored as an inherent property of a noun. Second, an online grammaticality judgment task addressed L2 learners' gender agreement ability during processing, while taking into account (a) the role of gender cues available to the participant, and (b) non-linguistic processing constraints such as working memory (WM) through manipulating the distance of an adjective from the noun with which it must agree. In order to investigate the role of a learner's native language (L1) in gender representation and processing, participants included learners of French from three L1 groups: Spanish, whose gender system is congruent to that of French; Dutch, whose gender system is incongruent to that of French; and English, whose gender system is minimal, relative to French. A group of NS controls also participated. Results from the gender priming task indicate that the NNSs in the current study have not developed a native-like gender-nodal system, regardless of L1-L2 gender-system similarity. At-chance accuracy on the grammaticality judgment task indicates L2 gender agreement is far from native-like, even for advanced learners. Whereas the presence of gender cues was beneficial, neither WM nor L1-L2 similarity facilitated performance. The results from this study confirm previous findings on the difficulty of L2 gender agreement, and shed light on the nature of L2 gender representation as a possible explanation for this processing difficulty

A practical approach to adult-onset white matter diseases, with illustrative cases

Aim. To evaluate five illustrative cases and perform a literature review to identify and describe a working approach to adult-onset white matter diseases (WMD).State of the art. Inherited WMD are a group of disorders often seen in childhood. In adulthood, progressive WMDs are rare, apart from the common nonspecific causes of hypertension and other cerebrovascular diseases. The pattern of WMDs on neuroimaging can be an important clue to the final diagnosis. Due to the adoption of a combined clinical-imaging-laboratory approach, WMD is becoming better recognised, in addition to the rapidly evolving field of genomics in this area.Clinical implications. While paediatric WMDs have a well-defined and literature-based clinical-laboratory approach to diagnosis, adult-onset WMDs remain an important, pathologically diverse, radiographic phenotype, with different and distinct neuropathologies among the various subtypes of WMD. Adult-onset WMDs comprise a wide collection of both acquired and inherited aetiologies. While severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) neurological complications are emerging, we are as yet unaware of it causing WMD outside of post-anoxic changes. It is important to recognise WMD as a potentially undefined acquired or genetic syndrome, even when extensive full genome testing reveals variants of unknown significance.Future directions. We propose a combined clinical-imaging-laboratory approach to WMD and continued exploration of acquired and genetic factors. Adult-onset WMD, even given this approach, can be challenging because hypertension is often comorbid. Therefore, we propose that undiagnosed patients with WMD be entered into multicentre National Organisation for Rare Diseases registries to help researchers worldwide make new discoveries that will hopefully translate into future cures