<h2>Introduction</h2> <p><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Le formateur pour adultes migrants est sans cesse confront&eacute; &agrave; des questionnements li&eacute;s &agrave; l&rsquo;int&eacute;gration. La ma&icirc;trise de la langue qui semble &agrave; premi&egrave;re vue l&rsquo;objectif principal des parcours de formation doit pouvoir &ecirc;tre imm&eacute;diatement r&eacute;investie dans des situations de la vie quotidienne et dans le monde du travail dans le but de favoriser une int&eacute;gration sociale et professionnelle. On peut donc l&eacute;gitimement se questionner sur la didactique &agrave; employer pour d&eacute;velopper ces comp&eacute;tences linguistiques de mani&egrave;re efficace et p&eacute;renne. Formatrice depuis dix ans aupr&egrave;s d&rsquo;un public adulte migrant, il nous a sembl&eacute; l&eacute;gitime de nous pencher sur cette question. Notre exp&eacute;rience aupr&egrave;s de ce public nous a amen&eacute;e &agrave; consid&eacute;rer la place des lieux et sorties culturels au sein de formations linguistiques. Des travaux sur la pratique d&rsquo;ateliers artistiques ou de projets culturels men&eacute;s aupr&egrave;s de publics en difficult&eacute;s avec la langue (Pittet, 2014 ; Delavet &amp; Olivier, 2016) nous ont &eacute;galement permis d&rsquo;entamer une r&eacute;flexion sur les b&eacute;n&eacute;fices du culturel sur l&rsquo;apprentissage. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Dans cet article, nous pr&eacute;senterons un travail men&eacute; aupr&egrave;s d&rsquo;adultes migrants en formation linguistique avec lesquels nous avons mis en place une p&eacute;dagogie fond&eacute;e sur des visites de lieux culturels pour favoriser la prise de parole et par ce biais l&rsquo;acquisition d&rsquo;utilisation d&rsquo;adjectifs qualificatifs. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Les s&eacute;ances didactiques &eacute;labor&eacute;es &agrave; partir de lieux culturels ou de lieux du patrimoine peuvent-elles d&eacute;clencher la parole chez les apprenants&nbsp;? Les prises de parole peuvent-elles leur permettre d&rsquo;acqu&eacute;rir l&rsquo;utilisation de lexique sp&eacute;cifique, notamment les adjectifs ?</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Pour r&eacute;pondre &agrave; ces questionnements, nous tenterons tout d&rsquo;abord de d&eacute;crire les sp&eacute;cificit&eacute;s li&eacute;es au public adulte migrant. Dans un deuxi&egrave;me temps, nous pr&eacute;senterons des travaux sur lesquels nous nous sommes adoss&eacute;e concernant les aspects culturels. Puis, nous exposerons la m&eacute;thodologie de nos travaux de recherche. Enfin, nous pr&eacute;senterons les r&eacute;sultats de notre travail, nos conclusions et pistes didactiques.</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>1. 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Les migrants qui suivent ces formations peuvent &ecirc;tre issus de la communaut&eacute; europ&eacute;enne (Espace Schengen), peuvent &ecirc;tre arriv&eacute;s en France &agrave; la suite d&rsquo;un regroupement familial mais ils sont nombreux &eacute;galement &agrave; avoir obtenu le statut de r&eacute;fugi&eacute;. En tant qu&rsquo;accompagnants vers l&rsquo;int&eacute;gration socioprofessionnelle et face au nombre de r&eacute;fugi&eacute;s au sein des parcours de formations, les formateurs doivent prendre en compte les difficult&eacute;s qui impactent les apprentissages ainsi que la particularit&eacute; li&eacute;e au parcours d&rsquo;exil et aux exp&eacute;riences migratoires diverses. C&rsquo;est pourquoi nous souhaitons &agrave; pr&eacute;sent nous appuyer sur des &eacute;tudes men&eacute;es dans le champ de la psychologie afin de d&eacute;crire les sp&eacute;cificit&eacute;s du public migrant. Nous pr&eacute;senterons les travaux de F. Stevenin <a href="#_ftn1" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:11.0pt"><span style="line-height:150%">[1]</span></span></sup></a> et A. Touati <a href="#_ftn2" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:11.0pt"><span style="line-height:150%">[2]</span></span></sup></a><sup> </sup>(2018). Ils ont travaill&eacute; au sein d&rsquo;un dispositif d&rsquo;accompagnement vers l&rsquo;int&eacute;gration professionnelle &agrave; destination de jeunes r&eacute;fugi&eacute;s isol&eacute;s. Les r&eacute;cits des parcours migratoires recueillis par ces deux chercheuses r&eacute;v&egrave;lent des exp&eacute;riences traumatiques : s&eacute;paration d&rsquo;avec la famille, les pairs, absence d&rsquo;environnement humain protecteur, deuil d&rsquo;un proche, exposition &agrave; des s&eacute;vices, &agrave; des ch&acirc;timents corporels, &eacute;loignement d&rsquo;avec la culture et la langue d&rsquo;origine... Leur travail montre les cons&eacute;quences lourdes de ces diff&eacute;rentes situations sur l&rsquo;int&eacute;gration au sein du pays d&rsquo;accueil&nbsp;:&nbsp;impossibilit&eacute; de d&eacute;crypter et de s&rsquo;adapter &agrave; un nouvel environnement, difficult&eacute;s &agrave; se sentir et &agrave; se positionner comme individu. C. Thibaudeau, psychologue clinicienne, pr&eacute;cise &eacute;galement que ces situations <q>d&eacute;connectent le sujet de son maillage culturel&nbsp;et de ses rep&egrave;res symboliques &raquo; (&hellip;), qu&rsquo;&laquo;&nbsp;il n&rsquo;y a plus de signifiant culturel et relationnel, (&hellip;) plus le &laquo;&nbsp;travail de culture&nbsp;&raquo; qui inscrit le sujet dans un r&eacute;seau d&rsquo;identification porteur de son identit&eacute; propre et qui le met en sens </q>. 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Ainsi, les migrants se sentent d&eacute;chir&eacute;s entre deux cultures souvent tr&egrave;s &eacute;loign&eacute;es et ne parviennent plus &agrave; se situer et &agrave; s&rsquo;investir dans un projet socioprofessionnel. 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rel&egrave;vent des sympt&ocirc;mes exprim&eacute;s lors des entretiens formels ou informels : douleurs somatiques, manifestations qui affectent la vie quotidienne, insomnie, cauchemars, crises d&rsquo;angoisse, d&eacute;pression (<i>Ibid</i>&nbsp;: 8), et dont les cons&eacute;quences impactent les activit&eacute;s de la vie quotidienne et a fortiori les apprentissages en formation. Sont constat&eacute;es notamment des difficult&eacute;s &agrave; se mobiliser, &agrave; fixer les apprentissages, &agrave; les r&eacute;investir&hellip; Ces comportements d&rsquo;apprentissage, sont expliqu&eacute;s par les chercheurs du groupe ORSPERE SAMDARRA<a name="_ftnref3">&nbsp;</a><a href="#_ftn3" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:11.0pt"><span style="line-height:150%">[3]</span></span></sup></a>&nbsp;qui ont &eacute;galement travaill&eacute; sur le sujet. L. Einhorn et A. Huurneman (2017), ont accompagn&eacute; des exil&eacute;s dans le bidonville de Calais. Les r&eacute;cits recueillis montrent que les migrants vivent de nombreuses formes de violences dans leur pays mais aussi sur le camp&nbsp;: tortures, pers&eacute;cutions, t&eacute;moins de violences sur leurs proches, violences v&eacute;cues dans les pays de transit&nbsp;: exploitation, enfermement, viol, esclavagisme&hellip; </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt;"><span style="line-height:150%;"><span new="" roman="" times="">Les r&eacute;sultats de l&rsquo;&eacute;quipe d&rsquo;ORSPERE SAMDARRA pourraient expliquer ce que nous observons en tant que formateurs&nbsp;: ils disent devoir faire face de mani&egrave;re r&eacute;currente &agrave; des probl&eacute;matiques telles que <q>&eacute;tat d&eacute;pressif, &eacute;tat de sid&eacute;ration, stress et anxi&eacute;t&eacute;</q> (&hellip;) <q>trouble du sommeil, de l&rsquo;app&eacute;tit, de l&rsquo;affectivit&eacute;, de la pens&eacute;e</q> <v:rect alt="Ancla" filled="f" 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de migrants &ndash; celles qui ne sont pas r&eacute;fugi&eacute;es &ndash; peuvent &eacute;galement &ecirc;tre confront&eacute;es &agrave; des probl&eacute;matiques similaires dans une moindre mesure, simplement par le fait de vivre l&rsquo;exil. Ce ph&eacute;nom&egrave;ne d&eacute;crit n&rsquo;est pas r&eacute;cent. G. Noiriel mentionne le <q>d&eacute;racinement</q> (Noiriel, 1988) comme une &laquo;&nbsp;pathologie urbaine&nbsp;&raquo;. Son travail montre <q>les effets destructeurs pour l&rsquo;individu d&rsquo;un passage trop brutal d&rsquo;un type de soci&eacute;t&eacute; &agrave; un autre compl&egrave;tement diff&eacute;rent o&ugrave; dominent les normes de l&rsquo;individualisme</q> (Noiriel, 1988&nbsp;: 159-160).</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Par ailleurs, l&rsquo;obligation de participer &agrave; des conversations pousse souvent les migrants &agrave; abandonner la s&eacute;curit&eacute; que peuvent offrir les interactions de <q>connivence entre pairs linguistiques et/ou sociaux</q> (Adami, 2011 : 52). 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R&eacute;ussir l&rsquo;installation dans le pays d&rsquo;accueil est pour les migrants un v&eacute;ritable enjeu. 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Et c&rsquo;est pour cette raison que nous pensons qu&rsquo;il peut &ecirc;tre pertinent de mener une r&eacute;flexion didactique sur l&rsquo;entr&eacute;e culturelle en formation. En effet, les comportements d&eacute;crits par ces chercheurs montrent qu&rsquo;il peut s&rsquo;av&eacute;rer difficile voire impossible d&rsquo;oser prendre la parole pour dire ce que l&rsquo;on pense, de se positionner comme &eacute;nonciateur. Nous pensons que l&rsquo;entr&eacute;e culturelle peut pr&eacute;senter un certain nombre de pistes pour permettre de favoriser cette comp&eacute;tence de l&rsquo;oral.</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>2. Entr&eacute;e culturelle en formation&nbsp;: apports et enjeux</h2> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Nous allons &agrave; pr&eacute;sent &eacute;voquer les raisons pour lesquelles il nous semble pertinent d&rsquo;adosser une p&eacute;dagogie de l&rsquo;oral sur des lieux culturels et du patrimoine urbain et pour quelles raisons le contact avec des objets culturels ou patrimoniaux peut avoir des effets b&eacute;n&eacute;fiques sur des personnes en ins&eacute;curit&eacute; langagi&egrave;re. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Le travail de Christophe Pittet <v:rect alt="Ancla" filled="f" id="Rectángulo_x0020_2" o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF 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C&rsquo;est sur ce point que sa recherche nous a sembl&eacute; int&eacute;ressante. Christophe Pittet a mis en place des ateliers de photographies qui permettraient aux jeunes de retrouver une place au sein d&rsquo;un groupe social et une reconnaissance afin de se remobiliser vers l&rsquo;acc&egrave;s &agrave; l&rsquo;emploi. Ces jeunes avaient tous v&eacute;cu un &eacute;chec dans le milieu scolaire ou des difficult&eacute;s &agrave; s&rsquo;int&eacute;grer au sein d&rsquo;un groupe social ou professionnel. 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AAAAW0NvbnRlbnRfVHlwZXNdLnhtbFBLAQItABQABgAIAAAAIQCtMD/xwQAAADIBAAALAAAAAAAA AAAAAAAAADYBAABfcmVscy8ucmVsc1BLAQItABQABgAIAAAAIQARypBV7gIAAIgGAAAfAAAAAAAA AAAAAAAAACACAABjbGlwYm9hcmQvZHJhd2luZ3MvZHJhd2luZzEueG1sUEsBAi0AFAAGAAgAAAAh AJJ9h+AdBwAASSAAABoAAAAAAAAAAAAAAAAASwUAAGNsaXBib2FyZC90aGVtZS90aGVtZTEueG1s UEsBAi0AFAAGAAgAAAAhAJxmRkG7AAAAJAEAACoAAAAAAAAAAAAAAAAAoAwAAGNsaXBib2FyZC9k cmF3aW5ncy9fcmVscy9kcmF3aW5nMS54bWwucmVsc1BLBQYAAAAABQAFAGcBAACjDQAAAAA= " stroked="f" style="width:24pt; height:24pt; v-text-anchor:top"> <o:lock aspectratio="t" v:ext="edit"> <w:wrap type="none"> <w:anchorlock> </w:anchorlock></w:wrap></o:lock></v:rect><img id="_x0000_i1026" src="" style="width:24pt; height:24pt" />(Pittet, 2014&nbsp;: 14). Le travail de Christophe Pittet est guid&eacute; par deux hypoth&egrave;ses principales. La premi&egrave;re est que chaque individu, s&rsquo;il est accompagn&eacute; dans son insertion professionnelle, peut se remobiliser, la seconde est qu&rsquo;une pratique artistique peut aider dans ce processus car elle permettrait de renforcer les liens sociaux et d&rsquo;offrir un sentiment de reconnaissance li&eacute; &agrave; la r&eacute;ussite de l&rsquo;insertion professionnelle. Il part du postulat que les ateliers de recherche d&rsquo;emploi classiques n&rsquo;ont pas montr&eacute; leur efficacit&eacute; et qu&rsquo;il est par cons&eacute;quent n&eacute;cessaire de r&eacute;fl&eacute;chir &agrave; des mani&egrave;res diff&eacute;rentes d&rsquo;aborder l&rsquo;insertion professionnelle. D&rsquo;apr&egrave;s lui, il faut s&rsquo;int&eacute;resser &agrave; la mani&egrave;re de d&eacute;velopper la reconnaissance sociale de l&rsquo;individu. <a name="ZOTERO_BREF_2gzY23VWTTp0">(Pittet, 2014&nbsp;: 38)</a>.</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Les ateliers mis en place ont permis aux jeunes d&rsquo;avoir <q>une sorte de masque qui prot&egrave;ge celui qui photographie des regards que portent les autres sur lui</q> et donc offre une libert&eacute; d&rsquo;expression notamment d&rsquo;expression de la parole <a name="ZOTERO_BREF_hFY1W7uDFFqk">(Pittet, 2014&nbsp;: 31)</a>. Nous pensons que la possibilit&eacute; de s&rsquo;exprimer peut &ecirc;tre en effet b&eacute;n&eacute;fique dans les apprentissages de toutes formes qu&rsquo;il s&rsquo;agisse de socialisation ou d&rsquo;autres apprentissages tels que la langue. Les entretiens qu&rsquo;il a men&eacute;s aupr&egrave;s des jeunes d&eacute;montrent que les pratiques artistiques d&eacute;veloppent la prise de parole, l&rsquo;affirmation et l&rsquo;estime de soi et le renforcement de la confiance&hellip; <a name="ZOTERO_BREF_oqJaJUmo6Af1">(Pittet, 2014&nbsp;: 288)</a>. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">La culture et l&rsquo;art auraient donc un <em>r&ocirc;le compl&eacute;mentaire</em> &agrave; jouer dans les parcours d&rsquo;insertion professionnelle des personnes. Selon Christophe Pittet, les activit&eacute;s qui permettent d&rsquo;avoir un lien avec la culture ou les arts sont une composante importante du parcours d&rsquo;insertion pour <q>se positionner progressivement comme acteur, au sens de pouvoir exprimer des choix et de participer &agrave; certaines d&eacute;cisions</q> <a name="ZOTERO_BREF_enJDj3r8ktUr">(Pittet, 2014&nbsp;: 31)</a> en quelques sortes, devenir acteur de son parcours, se positionner comme un &eacute;nonciateur valable. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Le travail de&nbsp;Thierry Delavet et Marie-Fran&ccedil;oise Olivier (2016) sur la pratique culturelle en milieu scolaire peut &eacute;galement &eacute;tayer notre hypoth&egrave;se. Dans leur d&eacute;marche d&rsquo;une approche culturelle, ils proposent de travailler sur des s&eacute;ances de peinture ou projet d&rsquo;&eacute;criture de chanson qui offrent aux &eacute;l&egrave;ves l&rsquo;opportunit&eacute; de d&eacute;velopper des comp&eacute;tences linguistiques parce qu&rsquo;elles permettent un espace de libert&eacute; plus grand face &agrave; l&rsquo;utilisation de la langue parce que l&rsquo;objet culturel permet un rapport &agrave; l&rsquo;autre et au monde qui provoque l&rsquo;envie de parler (Delavet &amp; Olivier, 2016). Ils pensent que la culture occupe une place centrale au sein des enseignements, <q>qu&rsquo;elle vient compl&eacute;ter, am&eacute;liorer, enrichir</q> (Delavet &amp; Olivier, 2016&nbsp;: 17) les autres disciplines. M&ecirc;me si les travaux et les th&eacute;ories pr&eacute;sent&eacute;s ici concernent principalement des exp&eacute;riences aupr&egrave;s de jeunes et d&rsquo;enfants, il est possible de les r&eacute;investir dans la formation pour adultes migrants.</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Nous n&rsquo;avons pas adoss&eacute; notre travail sur une pratique culturelle en tant que telle mais davantage sur ce que l&#39;on pourrait appeler&nbsp;la construction d&rsquo;un patrimoine culturel commun. Notre exp&eacute;rience de formatrice nous a permis d&rsquo;observer que lors&nbsp;des activit&eacute;s culturelles <em>hors les murs</em>, les apprenants portent en effet davantage d&rsquo;int&eacute;r&ecirc;t &agrave; l&rsquo;activit&eacute; propos&eacute;e parce qu&rsquo;ils peuvent faire un parall&egrave;le entre ce qu&rsquo;ils d&eacute;couvrent et leur propre exp&eacute;rience. En quelques sortes, ces activit&eacute;s leur permettent de d&eacute;voiler des parties de leur biographie, de partager leur culture. Les apprenants per&ccedil;oivent ainsi la formation comme lieu d&rsquo;&eacute;change o&ugrave; l&rsquo;on peut s&rsquo;exprimer &agrave; partir de la culture &agrave; d&eacute;couvrir (culture du pays d&rsquo;accueil) mais &eacute;galement &agrave; partir de sa propre culture. Il ne s&rsquo;agit pas de vouloir transmettre la culture du pays d&rsquo;accueil au sens de culture savante, ni d&rsquo;enseigner un capital culturel, mais de trouver des pr&eacute;textes pour lib&eacute;rer la parole. &Agrave; la suite de ces diff&eacute;rents chercheurs, nous pensons que ces exp&eacute;riences vont permettre d&rsquo;acqu&eacute;rir des ressources et des comp&eacute;tences compl&eacute;mentaires au contact d&rsquo;&oelig;uvres culturelles.</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>3.&nbsp;Vers l&rsquo;acquisition d&rsquo;un lexique sp&eacute;cifique&nbsp;: les adjectifs qualificatifs</h2> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Au cours de nos travaux, nous avons dirig&eacute; nos recherches sur la comp&eacute;tence de production orale et en particulier sur l&rsquo;acquisition de l&rsquo;utilisation des adjectifs qualificatifs. En partie 1, nous avons mentionn&eacute; la difficult&eacute; des adultes migrants ayant v&eacute;cu l&rsquo;exil &agrave; se positionner comme &eacute;nonciateurs. En accompagnant les adultes migrants dans l&#39;apprentissage de la langue orale et dans leur recherche d&#39;emploi, nous avons en effet observ&eacute; qu&#39;ils &eacute;prouvent des difficult&eacute;s &agrave; entrer en relation, &agrave; se positionner comme &eacute;nonciateur, ou tout simplement &agrave; d&eacute;crire des faits, des exp&eacute;riences. De mani&egrave;re g&eacute;n&eacute;rale, ils utilisent tr&egrave;s peu d&rsquo;adjectifs. Pourtant, l&rsquo;utilisation d&rsquo;adjectifs est indispensable lorsqu&rsquo;on veut se positionner comme &eacute;nonciateur (Kerbrat-Orecchioni, 1980). &Agrave; travers une large vari&eacute;t&eacute; d&rsquo;&eacute;nonc&eacute;s entre subjectivit&eacute; et objectivit&eacute;, le locuteur caract&eacute;rise, d&eacute;crit, &eacute;value. Il peut exprimer la gradation, une qualit&eacute; (Goes, 1993) une quantit&eacute;, un ordre de grandeur, une <q>r&eacute;action &eacute;motionnelle</q> ou encore &eacute;mettre un <q>jugement de valeur positif ou n&eacute;gatif</q> (Kerbrat-Orecchioni, 1980 : 98, 102). L&rsquo;adjectif est donc un outil linguistique utile dans de multiples situations du quotidien. C&rsquo;est pour cette raison qu&rsquo;il nous semble tr&egrave;s pertinent de travailler &agrave; l&rsquo;acquisition de leur emploi. </span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>4. Le protocole de recherche de notre travail</h2> <h3>4.1. Le public participant &agrave; la recherche</h3> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Comme nous l&rsquo;avons pr&eacute;cis&eacute; en introduction, nous avons mobilis&eacute; un terrain qui nous est familier, un organisme de formation pour adultes migrants qui propose des formations &agrave; temps plein sur une dur&eacute;e de quelques mois. Le travail que nous pr&eacute;sentons dans cet article a &eacute;t&eacute; men&eacute; entre en 2016 et 2017 sur trois groupes d&rsquo;adultes migrants en formation linguistiques sur la r&eacute;gion lyonnaise, soit trente-deux personnes. Les personnes &eacute;taient originaires d&rsquo;une vingtaine de pays (cit&eacute;s du plus repr&eacute;sent&eacute; au moins repr&eacute;sent&eacute;) : Arm&eacute;nie, Alg&eacute;rie, Irak, Albanie, Erythr&eacute;e, Russie, Nig&eacute;ria, Syrie, Soudan, Kosovo, Congo, Palestine et Roumanie. Les niveaux d&rsquo;&eacute;tude sont tr&egrave;s variables mais toutes ont &eacute;t&eacute; scolaris&eacute;es. Deux personnes ont &eacute;t&eacute; tr&egrave;s peu scolaris&eacute;es (niveau primaire). Seize poss&eacute;daient un niveau scolaire &eacute;quivalent &agrave; fin du coll&egrave;ge ou fin du lyc&eacute;e. Quatorze d&rsquo;entre elles avaient suivi des &eacute;tudes sup&eacute;rieures (Niveau I ou II).&nbsp;Les participants, 8 hommes et 24 femmes, &eacute;taient &acirc;g&eacute;s de 18 &agrave; 49 ans. Quelques-uns d&rsquo;entre eux avaient d&eacute;j&agrave; travaill&eacute; &agrave; des postes peu ou pas qualifi&eacute;s mais la p&eacute;rennit&eacute; de l&rsquo;emploi semble incompatible avec leur niveau socio-langagier. Lorsqu&rsquo;ils parlent de leur emploi, ils &eacute;voquent des difficult&eacute;s &agrave; communiquer avec les coll&egrave;gues, &agrave; s&rsquo;int&eacute;grer dans les conversations informelles, &agrave; comprendre les consignes et &agrave; faire valoir leurs droits de salari&eacute;s.</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h3>4.2. D&eacute;roulement des s&eacute;ances didactiques culturelles &laquo;&nbsp;hors les murs&nbsp;&raquo;</h3> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Selon la dur&eacute;e du parcours de formation, trois ou quatre sorties culturelles ont &eacute;t&eacute; organis&eacute;es : visite et inscription &agrave; la biblioth&egrave;que municipale, d&eacute;couverte des traboules <a href="#_ftn4" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:11.0pt"><span style="line-height:150%">[4]</span></span></sup></a> du Vieux-Lyon, r&eacute;p&eacute;tition d&rsquo;orchestre &agrave; l&rsquo;auditorium, visite d&rsquo;une exposition au mus&eacute;e des Confluences, d&eacute;couverte d&rsquo;un amphith&eacute;&acirc;tre gallo-romain... Chaque s&eacute;ance culturelle a &eacute;t&eacute; introduite par une s&eacute;ance qui s&#39;est d&eacute;roul&eacute;e dans le centre de formation, certaines prises en charge par un m&eacute;diateur, d&rsquo;autres par le formateur. Les participants ont des comp&eacute;tences linguistiques vari&eacute;es en fran&ccedil;ais et les visites mobilisent du lexique sp&eacute;cifique. C&rsquo;est pourquoi certains termes ont &eacute;t&eacute; abord&eacute;s et expliqu&eacute;s en amont afin de permettre une meilleure appr&eacute;hension du lieu ou du fait culturel et de ce qu&#39;il repr&eacute;sente dans la m&eacute;tropole lyonnaise. Lorsque la s&eacute;ance est encadr&eacute;e par un m&eacute;diateur ou un guide, la visite est pr&eacute;par&eacute;e en amont avec le formateur afin de le sensibiliser &agrave; la particularit&eacute; linguistique du public. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Lors des s&eacute;ances, les participants s&rsquo;expriment spontan&eacute;ment. Chaque prise de parole est enregistr&eacute;e. La spontan&eacute;it&eacute; est privil&eacute;gi&eacute;e dans ce cadre&nbsp;: nous avons syst&eacute;matiquement veill&eacute; &agrave; ne pas brider la parole. Apr&egrave;s chaque s&eacute;quence se d&eacute;roule une s&eacute;ance collective qui s&rsquo;apparente &agrave; une sorte de <i>debriefing</i>. Des productions enregistr&eacute;es des apprenants sont &eacute;cout&eacute;es sur la base du volontariat. Ainsi, les apprenants (r&eacute;-)entendent le lexique sp&eacute;cifique utilis&eacute;s par eux-m&ecirc;mes et par les autres participants. La s&eacute;ance &eacute;labor&eacute;e &agrave; partir de faits et objets culturels est donc <q>le point de d&eacute;part et l&rsquo;objet de la structuration</q> (Dolz-Mestre &amp; Schneuwly, 1998). Sur le tableau s&rsquo;&eacute;crit ce qui est dit par les apprenants dans le but d&rsquo;&eacute;laborer une <em>banque</em> de lexique sp&eacute;cifique sous la forme d&rsquo;une carte heuristique qui permet de garder une trace des adjectifs utilis&eacute;s. </span></span></span></p> <p>&nbsp;</p> <h2>5. R&eacute;sultats de la recherche</h2> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Les r&eacute;sultats de notre recherche nous ont permis de valider l&rsquo;hypoth&egrave;se selon laquelle les prises de parole favoris&eacute;es par le contact de lieux culturels pouvaient permettre l&rsquo;acquisition d&rsquo;utilisation d&rsquo;adjectifs. Suite &agrave; l&rsquo;analyse des productions orales, nous avons relev&eacute; les adjectifs employ&eacute;s en prenant appui sur certains &eacute;l&eacute;ments comme la r&eacute;currence, l&rsquo;utilisation d&rsquo;adjectifs nouveaux, le fait de r&eacute;investir certains adjectifs au fil des s&eacute;ances&hellip;</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Nous avons constat&eacute; des r&eacute;sultats qui semblent significatifs et qui permettent de confirmer une &eacute;volution entre le d&eacute;but de la p&eacute;riode de formation et la fin. En effet, lors du premier enregistrement, douze apprenants utilisent le m&ecirc;me adjectif &agrave; plusieurs reprises (jusqu&rsquo;&agrave; 4 fois). &Agrave; ce stade de la formation, les participants manquent vraisemblablement de lexique pour caract&eacute;riser, d&eacute;crire, &eacute;valuer. Nos r&eacute;sultats d&eacute;montrent par exemple que lors de la premi&egrave;re sortie, les quatre adjectifs les plus utilis&eacute;s sont&nbsp;<i>ancien</i> (10 fois), <i>int&eacute;ressant</i> (8 fois), <i>joli</i> (7 fois), <i>beau</i> (7 fois) alors qu&rsquo;au cours de la derni&egrave;re s&eacute;ance, les quatre adjectifs qui reviennent le plus souvent sont&nbsp;: <i>magnifique </i>(10 fois), <i>joli</i> (9 fois), <i>moderne</i> (7 fois), <i>g&eacute;nial</i> (6 fois). Ces r&eacute;sultats d&eacute;montrent que le r&eacute;pertoire lexical a chang&eacute; chez les apprenants (hormis pour l&rsquo;adjectif <i>joli</i> qui reste souvent utilis&eacute;).</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Pour corroborer ces r&eacute;sultats, nous ajouterons que le nombre d&rsquo;adjectifs employ&eacute;s au cours de l&rsquo;exp&eacute;rimentation augmente consid&eacute;rablement pour la plupart des participants&nbsp;: les apprenants utilisent en moyenne 2,8 adjectifs qualificatifs lors du premier enregistrement contre 4,4 lors de la derni&egrave;re s&eacute;ance. Par ailleurs, si on compare le nombre d&rsquo;adjectifs utilis&eacute;s par la totalit&eacute; des participants, on note que 22 adjectifs diff&eacute;rents sont employ&eacute;s lors de la premi&egrave;re sortie contre 53 adjectifs diff&eacute;rents lors de la derni&egrave;re sortie. Ce qui signifie que les apprenants utilisent davantage d&rsquo;adjectifs. On peut penser qu&rsquo;ils les ont appris au cours de la formation. Une autre hypoth&egrave;se serait qu&rsquo;ils ont acquis une certaine confiance dans la prise de parole qui fait qu&rsquo;ils sont davantage enclins &agrave; utiliser du lexique d&eacute;j&agrave; connu. Dans les deux cas, il s&rsquo;av&egrave;re que la prise de parole sollicit&eacute;e par les s&eacute;ances culturelles favorise l&rsquo;apprentissage de l&rsquo;oral. Les r&eacute;sultats de nos analyses permettent &eacute;galement de relever au fil des s&eacute;ances l&rsquo;acquisition de termes plus pr&eacute;cis pour&nbsp;d&eacute;crire les lieux ou les b&acirc;timents visit&eacute;s&nbsp;: <i>haut</i>, <i>strat&eacute;gique</i>, <i>historique</i>, <i>pittoresque</i>, <i>moderne</i>, <i>arrondi</i>, <i>vitr&eacute;</i>, <i>lumineux</i> ou pour exprimer des impressions ou des &eacute;motions&nbsp;: <i>agr&eacute;able</i>, <i>impressionn&eacute;</i>, <i>g&eacute;nial</i>, <i>&eacute;motionnel</i>&hellip;</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>Conclusion et pistes didactiques</h2> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Nous avons fond&eacute; notre travail sur une analyse quantitative des donn&eacute;es qui a mis en exergue l&rsquo;utilisation d&rsquo;adjectifs chez les adultes migrants qui ont particip&eacute; &agrave; des s&eacute;ances culturelles. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Tout d&rsquo;abord, nous avons observ&eacute; que le fait de s&rsquo;appuyer sur des activit&eacute;s culturelles favorisait la prise de parole. Nous avons not&eacute; par exemple, que le fait que l&rsquo;apprenant puisse faire un parall&egrave;le entre ce qu&rsquo;il d&eacute;couvre en s&eacute;ance culturelle et ce qu&rsquo;il conna&icirc;t d&eacute;j&agrave;, l&rsquo;incite &agrave; s&rsquo;exprimer. Il &eacute;prouve alors le besoin d&rsquo;utiliser un certain nombre d&rsquo;&eacute;l&eacute;ments linguistiques et notamment les adjectifs pour d&eacute;crire ce qu&rsquo;il voit et le comparer &agrave; ce qu&rsquo;il conna&icirc;t ailleurs. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">L&rsquo;analyse des r&eacute;sultats d&eacute;montre que les personnes qui ont v&eacute;cu cette exp&eacute;rimentation utilisaient en moyenne tr&egrave;s peu d&rsquo;adjectifs lors de la premi&egrave;re s&eacute;ance mais en utilisaient de plus en plus au fil des s&eacute;ances. Les causes peuvent &ecirc;tre vari&eacute;es mais nous avons essay&eacute; d&rsquo;en d&eacute;terminer certaines en analysant les enregistrements des productions orales. Concernant certains participants, nous pouvons pr&eacute;supposer que, compte tenu de leur parcours d&rsquo;exil, deux facteurs ont &eacute;t&eacute; d&eacute;terminants. Tout d&rsquo;abord, nous savons qu&rsquo;il est compliqu&eacute; pour ces personnes d&rsquo;accorder leur confiance, d&rsquo;autant plus lorsqu&rsquo;il s&rsquo;agit d&rsquo;&ecirc;tre enregistr&eacute; (puisqu&rsquo;une trace est conserv&eacute;e de tout ce qui est dit). C&rsquo;est pourquoi ils ont commenc&eacute; &agrave; s&rsquo;exprimer seulement apr&egrave;s avoir appris &agrave; conna&icirc;tre la personne qui enregistrait et apr&egrave;s avoir acquis la certitude de la bienveillance de ce projet. Par ailleurs, pour quelques-uns, se sentir &agrave; l&rsquo;aise au sein d&rsquo;un groupe demande du temps. Leur histoire les a conduits &agrave; se m&eacute;fier, &agrave; ne pas d&eacute;voiler qui ils sont, ce qu&rsquo;ils savent et connaissent. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">L&rsquo;analyse des enregistrements a permis d&rsquo;&eacute;valuer le nombre d&rsquo;adjectifs utilis&eacute;s en fin de formation. Il s&rsquo;av&egrave;re que les participants ont utilis&eacute; plus de quatre adjectifs en moyenne et jusqu&rsquo;&agrave; dix pour certains apprenants. Les adjectifs utilis&eacute;s &eacute;taient &eacute;galement plus &eacute;labor&eacute;s, plus pr&eacute;cis et d&eacute;crivaient davantage des &eacute;motions et impressions subjectives en fin de formation tandis qu&rsquo;ils servaient davantage &agrave; d&eacute;crire de mani&egrave;re factuelle &ndash; par l&rsquo;usage d&rsquo;adjectifs simples et courants &ndash; lors des premi&egrave;res s&eacute;ances. On peut donc supposer que ces activit&eacute;s auront permis aux participants non seulement d&rsquo;acqu&eacute;rir un lexique pr&eacute;cis pour caract&eacute;riser, d&eacute;crire, &eacute;valuer, d&rsquo;en faire un usage adapt&eacute; et pertinent mais &eacute;galement d&rsquo;exprimer un point de vue personnel, en am&eacute;liorant ainsi leurs comp&eacute;tences en tant que locuteur.</span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Cependant, si notre travail souligne l&rsquo;importance d&rsquo;une d&eacute;marche quantitative, nous pensons qu&#39;elle est loin de mettre en valeur tous les b&eacute;n&eacute;fices potentiels d&rsquo;une p&eacute;dagogie ax&eacute;e sur les s&eacute;ances en lien avec des lieux et objets culturels. En effet, les transcriptions de l&rsquo;enregistrement montrent &eacute;galement une autre incidence directe. En nous appuyant sur une analyse qualitative des donn&eacute;es, nous pouvons observer, sous un angle moins linguistique, que les sorties culturelles ont &eacute;galement permis aux apprenants de se sentir valoriser &agrave; travers la possibilit&eacute; de parler d&rsquo;une exp&eacute;rience ant&eacute;rieure ayant un lien direct avec la s&eacute;ance. Par exemple, nombreux sont les participants qui ont pu comparer un lieu d&eacute;couvert en formation avec un site patrimonial de leur pays. Ils ont &eacute;galement souvent formul&eacute; l&rsquo;envie, la volont&eacute; de partager le lieu culturel d&eacute;couvert, l&rsquo;exp&eacute;rience v&eacute;cue en formation en revenant avec des proches. De mani&egrave;re g&eacute;n&eacute;rale, ils ont exprim&eacute; une certaine fiert&eacute; d&rsquo;avoir visit&eacute; ces lieux (mus&eacute;e, biblioth&egrave;que, lieux de patrimoines) o&ugrave; certains n&rsquo;avaient pas os&eacute; venir auparavant. Pour finir, ils ont tous &eacute;prouv&eacute; la sensation de mieux conna&icirc;tre leur ville. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">En tant que professionnelle de la formation, nous estimons que nous nous devons de participer &agrave; la mise en place de formations adapt&eacute;es et efficaces, en proposant aux adultes migrants d&rsquo;acqu&eacute;rir ou de renforcer leurs comp&eacute;tences langagi&egrave;res. Mais il nous semble &eacute;galement n&eacute;cessaire de favoriser en formation la sociabilisation et l&rsquo;&eacute;panouissement personnel des personnes. </span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Envisager la question d&rsquo;une didactique adoss&eacute;e &agrave; des sorties culturelles serait &agrave; notre sens, l&rsquo;une des pistes &agrave; privil&eacute;gier afin de conduire &agrave; une int&eacute;gration socioprofessionnelle parall&egrave;lement &agrave; l&rsquo;apprentissage de la langue.</span></span></span></p> <p style="text-align:justify">&nbsp;</p> <h2>Bibliographie</h2> <p class="MsoBibliographyCxSpFirst" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Adami, Herv&eacute;, (2011), </span></span></span></span>&laquo; <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Parcours migratoires et int&eacute;gration langagi&egrave;re </span></span></span></span>&nbsp;&raquo;<span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">, dans Mangiante Jean-Marc (Dir.) (&Eacute;ds.), <i>L&rsquo;int&eacute;gration et la formation linguistique des migrants : &eacute;tat des lieux et perspectives,</i> Arras, Artois presses universit&eacute;, pp. 37</span>‑54. </span></span></span></p> <p class="MsoBibliographyCxSpLast" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Adami Herv&eacute;, (2012), <i>La formation linguistique des adultes migrants, </i>Paris, L&rsquo;Harmattan.</span></span></span></span></p> <p class="MsoBibliographyCxSpFirst" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Delavet, Thierry et Olivier, Marie-Fran&ccedil;oise, (2016), <i>La culture au c&oelig;ur des apprentissages: un nouveau projet pour l&rsquo;&eacute;cole : strat&eacute;gie culturelle et territoire apprenant</i>, Issy-les-Moulineaux, ESF &eacute;diteur.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Dolz-Mestre, Joaquim et Schneuwly, Bernard, (1998), <i>Pour un enseignement de l&rsquo;oral: Initiation aux genres formels &agrave; l&rsquo;&eacute;cole,</i> Paris, ESF &eacute;diteur.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Einhorn, Lou et Huurneman, Anna, (2017), </span></span></span></span>&laquo; <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Intervention psychosociale aupr&egrave;s des exil&eacute;.e.s sur le bidonville de Calais&nbsp;</span></span></span></span>&raquo;<span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">, dans <i>ORSPERE SAMDARRA - Les Cahiers de Rhizome : Cliniques et migration</i>, p. 97.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Goes, Jan, (1993), </span></span></span></span>&laquo; <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">&Agrave; la recherche d&rsquo;une d&eacute;finition de l&rsquo;adjectif </span></span></span></span>&raquo;<span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">, dans <i>L&rsquo;information grammaticale</i>, <i>58 </i>(1), pp. 11</span>‑14. </span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Kerbrat-Orecchioni, Catherine, (1980), <i>L&rsquo;&eacute;nonciation. De la subjectivit&eacute; dans le langage,</i> Paris, Armand Colin.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Mangiante, Jean-Marc, (2011), <i>L&rsquo;int&eacute;gration linguistique des migrants : &eacute;tat des lieux et perspectives</i>, Arras, Artois Presses Universit&eacute;.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Noiriel, G&eacute;rard, (1988), <i>Le creuset fran&ccedil;ais : histoire de l&rsquo;immigration : XIXe-XXe si&egrave;cles,</i> Paris, &Eacute;ditions du Seuil.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Pittet, Christophe, (2014), <i>Les pratiques artistiques dans le champ de l&rsquo;insertion professionnelle comme support de construction identitaire dans le passage &agrave; la vie adulte</i> (Th&egrave;se de doctorat), Strasbourg, Universit&eacute; de Strasbourg.</span></span></span></span></p> <p class="MsoBibliographyCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">St&eacute;venin, Fr&eacute;d&eacute;rique, Touati, Ana&iuml;s et Guegan, L&eacute;na&iuml;g, (2018), </span></span></span></span>&laquo; <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">La prise en compte du trauma dans la pratique professionnelle aupr&egrave;s des jeunes &eacute;trangers isol&eacute;s </span></span></span></span>&raquo;<span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">, dans <i>VST - Vie sociale et traitements</i>, (138), p. 5</span>‑12. </span></span></span></p> <p class="MsoBibliographyCxSpLast" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Thibaudeau, Caroline, (2006), </span></span></span></span>&laquo; <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">Mineurs &eacute;trangers isol&eacute;s : exp&eacute;rience brutale de la s&eacute;paration</span></span></span></span> &raquo;<span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span new="" roman="" style="font-family:" times="">, dans <i>La lettre de l&rsquo;enfance et de l&rsquo;adolescence</i>, <i>64</i>(2), p. 97</span>‑104. </span></span></span></p> <p class="CxSpFirst">&nbsp;</p> <div class="CxSpLast"> <hr align="left" size="1" width="33%" /></div> <p class="MsoFootnoteTextCxSpFirst" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><a href="#_ftnref1" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:10.0pt"><span style="line-height:150%">[1]</span></span></sup></a><span style="font-size:10.0pt"><span style="line-height:150%"> Chef de service, CHRS Le lieu-dit et dispositif lyc&eacute;ens, association Aurore, Paris</span></span></span></span></span></p> <p class="MsoFootnoteTextCxSpMiddle" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><a href="#_ftnref2" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:10.0pt"><span style="line-height:150%">[2]</span></span></sup></a><span style="font-size:10.0pt"><span style="line-height:150%"> Psychologue clinicienne, dispositif lyc&eacute;ens, association Aurore, Paris</span></span></span></span></span></p> <p class="MsoFootnoteTextCxSpLast" style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><a href="#_ftnref3" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:10.0pt"><span style="line-height:150%">[3]</span></span></sup></a><span style="font-size:10.0pt"><span style="line-height:150%"> Centre Hospitalier Le Vinatier, Lyon</span></span></span></span></span></p> <p style="text-align:justify"><span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><a href="#_ftnref4" style="color:blue; text-decoration:underline"><sup><span lang="FR" style="font-size:11.0pt"><span style="line-height:150%">[4]</span></span></sup></a><span lang="FR" style="font-size:10.0pt"><span style="line-height:150%"> Traboules lyonnaises&nbsp;: couloirs de cours d&#39;immeuble joignant deux rues tr&egrave;s typiques de la r&eacute;gion lyonnaise</span></span></span></span></span></p>