Ateneo - UPO

Diatopic variation in contemporary metropolitan French: from the myth of uniqueness to the reality of plurality

Textbook to be obtained before the start of the course (for all students on the course)
- Maria Candea, Laélia Véron, "Le français est à nous !", Paris, Livre de Poche, 2021, ISBN-10 ‏ : ‎ 2348069903

Reference texts available for consultation at the Vercelli University Campus Library (detailed instructions will be provided during the course):

Isabelle Schaffner, Olivier Bertrand, "Variétés, Variations & Formes du français", Ecole Polytechnique (éditions), 2011, ISBN 978-2-7302-1586-2

- Mathieu Avanzi, « Atlas du français de nos régions », 2017, ISBN-10 ‏ : ‎ 2200620101

- Alain Rey, Mathieu Avanzi, Aurore Vincenti, « Comme on dit chez nous - Le grand livre du français de nos régions », Le Robert (15 octobre 2020), ISBN-10 ‏ : ‎ 2321014776

- Maria Candea, Laélia Véron, "Le français est à nous !", Paris, Livre de Poche, 2021, ISBN-10 ‏ : ‎ 2348069903

- Objectives - knowledge and understanding : 1.1. To know the map of French dialects in metropolitan France and the linguistic policies that have affected dialects in a diachronic perspective. 1. 2. To know the reality of the DROMs (Départements et Régions d'Outre Mer), particularly that of the French West Indies. 1. 3. Reflect on the concept of diatopic variation and the sociolinguistic phenomena linked to it in contemporary French. 1. 4. Reflect on the concept of both cultural and linguistic stereotyping and its manifestations. - Ability to apply knowledge and understanding: 2. 1. Identifying and placing the analysed linguistic phenomena in the correct descriptive typology, at phonological, morphosyntactic and lexical level. 2. 2. Give definitions of the linguistic phenomena presented and propose relevant examples. 2. 3. Analysing a corpus (oral or written) with the help of the analytical tools acquired during the course and reference dictionaries. - expression of judgements: 3. 1. Express judgements and draw personal conclusions on diatopic variation and cultural and linguistic stereotypes, also in a contrastive perspective with respect to Italian. - communication skills: 4. 1. Use the French language fluently to discuss, in the written test as well as in the oral test, issues relating to the topics covered in the course. 4. 2. Use the appropriate terminology to analyse a corpus. objectives - study skills: 5. 1. To read with profit and a critical sense the theoretical texts assigned and the documents provided. 5. 2. Use the DIR independently and consistently. 5. 3. Carry out the exercises assigned during the course, in order to independently prepare individual research for the oral examination (final task).
The educational objectives include a basic level, identified by simpler knowledge and application, with a descriptive approach to the topics covered, and an advanced level that teaches a conscious, analytical and critical approach to the issues addressed, including from a sociolinguistic perspective.

B2+ / C1 level from the Common European Framework of Reference for Languages (CEFR).

Lectures supported by audiovisual aids (lecture-based teaching: approximately 75 per cent). Interaction between students, and between students and lecturers; in-class marking of exercises (interactive teaching: approximately 25 per cent). The course’s DIR page features exercises to be completed independently, as well as supplementary and in-depth teaching materials, which form an essential complement to the activities carried out in class.

The DIR service will provide a detailed syllabus, arrangements for the written and oral examinations, instructions for compulsory research, sample examinations, teaching materials, lecture register. Students with disabilities or with Specific Learning Disorders (DSA) or Special Educational Needs (BES) may request specific services and tools dedicated to them by contacting the Career Development and Coordination Staff and Student Services and consulting the dedicated page on the University website: https://uniupo.it/it/servizi/servizi-studenti-disabili-e-dsa Students with disabilities, DSA, BES, once they have contacted the University Staff, may contact the teacher in charge of the course in relation to the declination of the examination methods, with regard to teaching aspects.

A written test and an oral test. The oral exam may be taken in a different session from the written exam. Structure of the written test The written test consists of three parts: a first part deals with notions covered during the course (10 open-ended questions assessed on 10 marks): It tests knowledge and understanding (1.1 and 1.2); the ability to apply knowledge and understanding: 2. 1 and 2.2). A second part consists of the analysis of a critical text (assessed out of 10 points). It tests the expression of judgements (3. 1). A third part consists of an argumentation question in the form of an essay (two tracks of your choice) on topics relevant to the programme (assessed out of 10 marks). It tests knowledge and understanding (1.3 and 1.4); expression of judgements (3. 1); communication skills (4. 1 and 4.2). Success in the written test is linked to study skills (5.1 and 5.2). The minimum mark obtained in the written test for admission to the oral test is 18/30 (mark expressed in thirtieths). Mode of the oral test: discussion of the written paper and presentation of individual research (final task of approximately 7 pages, Word or PowerPoint format), handed in to the lecturer at least one week before the oral test. The research concerns a diatopic variation (of your choice) in metropolitan France or the DROMs, and involves the perusal of a corpus with the support of the lexicographic tools provided during the course. In addition to the competences already demonstrated in the written test, the oral test is used to test the expression of judgements (3. 1), communication skills (4. 1 and 4.2) and study skills (5.4). The assessment parameters for the oral test are defined as follows: Will be judged i) insufficient a test that demonstrates serious gaps in training, inadequate use of specific terminology; ii) sufficient a test that demonstrates limited knowledge of the topics covered, not always adequate use of specific terminology, limited ability to apply theoretical knowledge; iii) fair a paper demonstrating good knowledge of the topics covered in the course, adequate use of terminology, good ability to apply theoretical knowledge to the conduct of research; iv) excellent a paper demonstrating excellent knowledge of the topics, consistently adequate use of terminology, excellent ability to apply theoretical knowledge, fluency of presentation. The final mark consists of the average of the mark for the written test and the mark for the oral test. Communication of assessments: the final mark, the result of the sum of the written test and the oral test, will be communicated via the ‘Esse3 - Computer Services’ IT platform. The final grade for Specialised French Linguistics A, for students enrolled in the LCT, constitutes the partial grade for the integrated examination of Specialised French Language A (12 credits).

After a preliminary focus on some fundamental metalinguistic concepts, the course will offer food for thought on both the notion of linguistic identity and what might contrast with the ideal of a single, homogeneous language, a vision also promoted by institutions. In this perspective, after investigating the fate of dialects on the French territory, the diatopic variation will be examined, both at a phonological and morphosyntactic level, as well as at a lexical level, in metropolitan France (zone d'Oïl and zone d'Oc, francoprovençal zone). In addition to corpora of various kinds (song lyrics, excerpts from novels, interviews, reportages), parts of the film ‘Bienvenue chez les ch'tis’ by Dany Boon, and of ‘Le château de ma mère’ by director Yves Robert, based on the novel of the same name by Marcel Pagnol, will make it possible to illustrate certain regional varieties of French and to analyse the linguistic and cultural stereotypes associated with them. Finally, the question of diglossia in the context of the DROMs (Départements et régions d'Outre-mer) will be addressed with the analysis of excerpts from the second volume of Patrick Chamoiseau's autobiographical trilogy, ‘Une enfance créole ’ (Chemin d'école). Bachelor 49 students will be given tools to integrate the issue of diatopic variation in the design of a tourist route in metropolitan France or the French West Indies. Concise programme Reminders : - Linguistic variation and diatopic variation. - Neologisms in meaning and form, borrowings, archaisms, regionalisms. - Reference French: treatment of schwa, nasal vowels, liaisons, prosody, syntax. - Forming and classifying idioms. - Accent and pronunciation. - Cultural and linguistic stereotypes, autostereotypes, heterostereotypes. 1. French in diachrony: - Langue d'Oïl / Langue d'Oc. - The dialects of France. - The fate of regional languages. - Romance and non-Romance dialects. - Dialects vs regionalisms. 2. Francoprovençal: elements of synthesis (lexical, semantic, morphosyntactic, phonetic and phonological variety). - Lyonnais. 3. Southern French, summary elements. - Provençal and Mistral's Félibrige. - Analysis of the short story Mistral by Alphonse Daudet (from the collection Les Lettres de mon moulin). - First part of the play Cigalon by Marcel Pagnol. - Full viewing (individual) of the film Le château de ma mère by Yves Robert, based on the novel of the same name by Marcel Pagnol. 4. Le Ch’timi: summary. - Full screening (for individuals) of the film *Bienvenue chez les ch'tis* and excerpts from the film *La Ch'tite famille* (Dany Boon) 5. The DROMs and the French of the Antilles (Martinique). Conclusion.

Knowledge and understanding:
Awareness of the various manifestations of diatopic variation and its socio-cultural implications. Critical ability to address the issue of diversity and heterogeneity in the French language, as well as cultural and linguistic stereotypes.
Ability to apply knowledge and understanding:
Acquisition of a method for analysing various types of corpora. Proficient use of the reference dictionaries presented during the course (ATILF, databases on the Lexilogos website, Le dictionnaire des régionalismes de France, le Dictionnaire des Francophones, la Base de données lexicographiques panfrancophone).
Ability to apply the skills acquired in individual research: in-depth study of a regional variation of French through the examination and analysis of a corpus, to be presented with the support of a PowerPoint presentation, with the aid of appropriate general and specialised dictionaries;
The expected learning outcomes include a basic level, corresponding to a more mnemonic and simple knowledge and application of the topics, albeit analysed correctly from a terminological point of view, and an advanced level corresponding to a conscious, analytical and critical approach to the issues addressed, through the use of flexible language, capable of accounting for all their nuances.