French-speaking Research Articles

Efficacy of surgical treatments for the management of solitary rectal ulcer syndrome: a network meta-analysis.

Solitary rectal ulcer syndrome (SRUS) is a benign and poorly understood disorder with complex management. Typical symptoms include straining during defaecation, rectal bleeding, tenesmus, mucoid secretion, anal pain and a sense of incomplete evacuation. Diagnosis is based on characteristic clinical symptoms and endoscopic/histological findings. Several treatments have been reported in the literature with variable ulcer healing rates. This study aimed to evaluate the efficacy of different treatments for SRUS. A systematic review and network meta-analysis were performed according to the PRISMA guidelines. Studies in English, French and Spanish languages were included. Papers written in other languages were excluded. Other exclusion criteria were reviews, case reports or clinical series enrolling less than five patients, study duplications, no clinical data of interest and no article available. A systematic literature search was conducted from January 2000 to March 2024 using the following databases: PubMed/MEDLINE, Cochrane Central Register of Controlled Trials, the Cochrane Database of Systematic Reviews, and Scopus. The biases of the studies were assessed using the Newcastle-Ottawa scale or the Jadad scale when appropriate. Types of treatment and their efficacy for the cure of SRUS were collected and critically assessed. The study's primary outcome was to estimate the rate of patients with ulcer healing. A total of 22 studies with 911 patients (men 361, women 550) diagnosed with SRUS were analysed in the final meta-analysis. The pooled effect estimates of treatment efficacy revealed that surgery showed the highest ulcer healing rate (70.5%; 95% CI 0.57-0.83). Surgery was superior in the cure of ulcers with respect to medical therapies and biofeedback (OR 0.09 and OR 0.14). Solitary rectal ulcer syndrome is a challenging clinical entity to manage. Proficient results have been reported with the surgical approach, suggesting its positive role in cases refractory to medical and biofeedback therapy. Further studies in homogeneous populations are required to evaluate the efficacy of surgery in this setting. (PROSPERO registration number CRD42022331422).

P-010 Impact of paternal occupational exposures on fetal loss in the female partner: a systematic review

Abstract Study question Are paternal occupational exposures associated with a higher risk of fetal loss in the unexposed female partner? Summary answer Significant positive associations between paternal occupational exposures and fetal loss were retrieved, for chemical and physical agents and for several occupations. What is known already Adverse pregnancy outcomes are frequent and, in its recently updated guidelines, the ESHRE reinforced the interest of exploring the father’s exposures. Nevertheless, causes of fetal loss are still most often investigated only in mothers. Paternal risk factors for fetal loss have been scarcely explored, particularly occupational exposures. Though, males appear to be more exposed to occupational reprotoxic agents than females and are not always aware or sufficiently informed of these exposures. Reprotoxic mechanisms of father’s occupational exposures may include sperm nucleus alteration, seminal fluid contamination and/or indirect exposure of the mother to paternal occupational environment (via linen, dust…). Study design, size, duration A systematic review of the literature using PRISMA 2020 methodology was performed for full text English and French language articles in the Pubmed MEDLINE, Google Scholar, Web of Science and Embase databases. Participants/materials, setting, methods We included only original studies published until December 2022, performed in humans, including a control group and performing a multivariate analysis. The fetal losses analysed were early and/or late and we did not exclude studies analysing stillbirths. We excluded studies in which the female partner was also occupationally exposed. The dose-response relationship and mechanisms of action were noted where described. Main results and the role of chance The 33 studies included analysed a total of 540,246 pregnancies from 8,183 couples or 114,093 exposed male workers, and were classified into 3 groups according to the occupational hazards studied. Regarding chemical agents, the risk of miscarriage was significantly increased in cases of paternal occupational exposure to Thiocarbamate(OR = 1.9, 95% CI 1.1-3.3), Carbaryl (OR = 1.9, 95% CI 1.9-3.1), Dichloro-Diphenyl-Trichloroethane (OR = 1.57, 95% CI 1.13-2.18), printing solvents (OR = 5.5, 95% CI 1.8-17.2), ethylene oxide (OR = 4.7, 95% CI 1.2-18.4), petroleum refinery solvents (OR = 2.2, 95% CI 1.3-3.8) and stainless steel welding fumes (RR = 3.5, 95% CI 1.3-9.1). Regarding physical agents, the risk of stillbirth or perinatal mortality was significantly increased with exposure to ionising (OR = 1.86, 95% CI 1.21-2.76) and nonionising radiation (RR = 2.23, 95% CI 1.08-4.62). Regarding the type of occupation, the risk of miscarriage or stillbirth was significantly increased among crushers, grinders and calenders (OR = 2.20, 95% CI 1.13-4.30), to seamstresses (OR = 2.54, 95% CI 1.29-5), sheet metal workers and commercial aircrew (OR = 2.85, 95% CI 1.30-6.23). The dose-response relationships showed divergent results. The mechanisms of action hypothesized were mainly germ cell mutations. Limitations, reasons for caution The publications selected were mostly published before 2010 and showed high variation in the population sizes, types of male occupational exposure, and in the nature and number of confounding factors used for the multivariate statistical analysis. Due to the various nature of exposures analysed, no meta-analysis could be performed. Wider implications of the findings Men should be made more aware of male-mediated occupational reproductive risks. Occupational health professionals should participate in the investigation of the causes of foetal loss and act on male occupational exposures that may impact pregnancy outcomes. Further high-powered prospective studies are needed, which should include paternal current occupational exposures. Trial registration number not applicable

Lyrical Perspectives on Lady Bryon’s I Talk Black and Simone Lagrand’s Nous sommes des rivières

The comparative study that I propose through the present article is not only a structured overview – of I Talk Black, written and spoken by the artist Lady Brion, from Maryland, in 2018, and Nous sommes des rivières, written and spoken by the artist Simone Lagrand, from Martinique, in 2014 – but a clear statement on the lyrical situation in the Americas. This paper comprehends various insights on an African-American woman’s musicality and a Franco-Creole-Caribbean woman’s orality. Taken together, these Black women’s pieces of work call for demonstrative freedom and compelling peace. If Brion says that, “This slang is semantic resistance” (I Talk) and Lagrand affirms that, “Il est dit que toutes les rivières descendent à la mer” (Nous sommes) therefore, where do their narratives meet each other? What’s the link between Brion’s “cornbread accent” and Lagrand’s “voyage vers nous-même”? To what extent do the selected authors’ prevailing rhetorical strategies echo one another? I will address how English, French and Creole languages evoke the creative process that nourishes the artists that I have met in person and interviewed in the context of my Ph.D. research on oral literatures such as Slam Poetry and Spoken Word in the Americas.

French language abstracts

French language abstracts

Intercultural Awareness Through Indonesian Gastronomy with European Flavours in The Midst of Plurilingualism Political Framework

In the midst of a multicultural society, cultivating intercultural awareness is a part of the political framework of plurilingualism, as European linguistic policy is based on a multilingual phenomenon. Plurilingualism is a renewal of the individual's ability to communicate on paralinguistic and paratextual aspects and develop intercultural skills, likely their cultural roots. This political hegemony unwittingly developed massively before the infiltration of French language in Indonesia through flavour contact in the form of gastro diplomacy. Starting with the European cookery heritage in Indonesia, this study aims to explore the presence of European flavours in culinary development to set up the attitudes of respect and understanding of the uniqueness of language culture based on French language learners. In addition to intercultural communication skills, this term contains nationalism as a political goal of plurilingualism, which ideally can eliminate cultural contestation. Therefore, the research methods are document studies, observations, and questionnaires, which aim to explore the existence of intercultural flavours as a form of cultural contact, authenticate cultural knowledge, build intercultural awareness, and diplomatic efforts from French language didactic. The result is a significant change, increasing interest in learning French, and also the development of national identity through knowledge, skills and behaviour as a part of intercultural awareness with authentic language materials.

Former a l’enseignement du FLE en Algerie, quels defis ?

The article examines the differences in the pre/professionalizing components of training programs between two university institutions (Sorbonne vs. Alger2), and evaluates how these programs influence the development of professional identity among French language graduates in Algeria. The results of our study are based on a survey of education professionals, as well as a comparison between two training offerings aimed at identifying shortcomings in training offerings in Algeria, which enables providing recommendations to strengthen the professionalization of French language undergraduate students in Algeria.

Postures d’étayage en classes de langues à Ngaoundéré : ajustement et dynamique d’apprentissage

To promote language learning in the classroom, teachers rely on their epistemic and didactic skills to adopt supportive postures that are beneficial to their students. The aim of this study is to analyze the supportive postures of a number of teachers, the adjustment methods they adopt to deal with unforeseen circumstances and the possible consequences for the learning activity. Based on lessons observed in a French, National Cultures and National Languages classes in a General Secondary School in Ngaoundéré, this study will analyze the support postures deployed in sequences where the teacher is in a position of expertise on the epistemic and didactic level and those observed where his mastery of the content taught seems lacking. As the present work is based solely on lessons observations, it twill be essentially qualitative.

Protocol for a Scoping Review of Traditional and Complementary Medicine Governance Across Sub-Saharan Africa

Background: Since 1978, the World Health Organization (WHO) has repeatedly called on Member States to recognize the role of traditional and complementary medicine (T&CM) in primary healthcare, improve safety, and accessibility by governing T&CM. In the 2019 Global Report on T&CM, the WHO reported that 40 out of 47 (85%) Member States from African Region had enacted governance policies, and 20 out of 47 (43%) had regulatory policies on herbal medicines. The primary barriers to implementing T&CM policy were identified as an absence of data and inadequate financial support for research. The objective of this protocol was to detail how to perform a scoping review that will examine the policy, legislative, and regulatory landscape for T&CM practitioners and products in sub-Saharan Africa.Methods: Databases will be searched (AMED, CINAHL Plus with Full Text, MEDLINE Plus with Full text, Web of Science, Scopus, PubMed, Google Scholar) for relevant articles. Searches will be limited to English, French, Portuguese, and Spanish language studies in peer-reviewed journals (1963-2023) that substantively report on legislation, bills, policies, governance approaches and regulations on T&CM (including successes and/or challenges in their design and implementation). Actual legislation, policies, and regulatory documents on T&CM and peer-reviewed studies with emphasis on integrating T&CM and biomedicine into healthcare systems will be excluded.Expected Outcomes: This protocol has formulated the objectives for a scoping review to identify, map, and synthesize evidence on the governance of T&CM in sub-Saharan Africa.

L’évolution de l’enseignement du français dans le contexte marocain : entre politique linguistique et politiques scolaires

Since gaining independence, Morocco's educational system has undergone a continuous process of modernization, reflecting both the inherent need for constant renewal and the evolving aspirations of a society embracing a globalized future. This dynamic has significantly impacted French language teaching (FLE). This works aims to explore the evolution of FLE instruction in Morocco by examining key reforms implemented over time; reforms which were marked by substantial changes, culminated in the publication of several official reference texts: the 1994 Pedagogical Recommendations, the 2002 Pedagogical Guidelines, and the 2007 Pedagogical Guidelines. Through a brief historical overview, this work sheds light on how FLE instruction has adapted to the Moroccan context, driven by evolving language and educational policies.

Andreï Makine – From Anonymity to Literary Fame

Andreï Makine – From Anonymity to Literary Fame. The aim of this article is to analyse the strategies that enabled Andreï Makine to go from being a penniless Russian immigrant living in a Parisian cemetery to becoming a celebrity in the French literary world. The first aspect to be considered is the use of pseudo-translation. Unlike another Russian writer in exile, Alexander Solzhenitsyn, who always believed that his works would be read by his compatriots and have an impact on the Russian cultural space, Makine, who settled in France in 1987, decided to write in French, mainly for a French readership. However, his first two novels were rejected by the Parisian publishers who did not believe that a Russian could write so well in French, so Makine had to create fictitious translators in order to get his texts published. Another significant factor is the way in which he exploited his biographical aspects to create a personal mythology. The third, and perhaps most important, factor that has contributed to Makine’s consecration in the French cultural space is the way he describes his country of origin (he has been accused of creating an image of Russia that would be pleasing to Western eyes) and his host country, praising both the French language and, as the title of one of his books puts it, “this France that we forget to love". Keywords: pseudo-translation, hybrid identity, personal mythology, slavophilia, francité

THE ROLE OF GREECK AND LATIN ELEMENTS IN FORMATION OF FRENCH SCIENTIFIC TERMINOLOGY

The article deals with the role of Greek and Latin elements in the formation of new words of a terminological nature in the modern French language. The author defines the main tendencies in functioning of the morphemes of foreign origin (Greek and Latin), which are characteristic of the language at the modern stage of its development. The article also reveals the main variants of word- formation, connected with the processes of lexicalization and grammaticalization.

Elements of the Linguistic Worldview in teaching French as a foreign language in the philological context

In teaching French as a foreign language in the philological context, insufficient attention is paid to the development of lexical and semantic competences, especially in relation to culture. The linguistic worldview is an ethnolinguistic concept that integrates many different lexical phenomena such as polysemy, derivation, connotation and word structures in order to show the close relationship between lexis and culture. Showing a word in a complex network of lexical-semantic-compositional relations is a tool with strong didactic potential. The aim of this study is to identify this potential in the context of teaching French vocabulary. We focus on the theoretical background of lexical and semantic competences and on the analysis of the relationship between language, culture and meaning in ethnolinguistic and cognitive terms. The empirical part explores, in a quantitative and qualitative way, the methodology of teaching lexis as it is implemented in French language textbooks. The result of our study shows that this methodology, in terms of the presentation of vocabulary and the number and types of lexical exercises, is not sufficient for learning the real meaning of words. The linguistic worldview is a tool that may meet this challenge.

The potential of the dynamic platform webtoons.com/fr in the teaching/learning of French as perceived by students of Romance philology

Reading is an important element of independent work on the language, but offering students additional reading to improve their linguistic and cultural competences is an extremely difficult task, due to the evolving tastes of young people and the variability of the media they use. Given the popularity of manga and digital comics in France, Romance philology students were asked to read a series selected from the webtoons.com/fr platform in French. A survey was then carried out to find out their views on how this tool could be used in French language learning. The results of the survey clearly indicate that the webtoons.com/fr platform can be used as an effective tool for learning French. According to the respondents, reading the selected series allowed them, above all, to develop lexical resources and was also an enjoyable pastime that increased motivation to learn the language. Students also paid attention to the combination of word and image, appreciating both the aesthetic and practical side of reading digital comics. Finally, the practicality of using the platform, its ease of use and accessibility was emphasised.

The Functioning of the English Language in the Educational, Political and Cultural Spheres of Belgium

Introduction. The English language continues to spread around the world, exhibiting a globalist function. The relevance of the presented research lies in the interest that follows from this fact in the positions of this language in countries where it is not a native or a state one. Belgium, as one of the important European centers from a socio-political point of view, is also a unique case due to the linguistic situation present in the country related to the Dutch and French languages. The purpose of this work is to analyze the position of the English language in Belgium in various areas and try to determine the trends in its development in the European state.Methodology and sources. The research materials include statistical data obtained as part of a study of the level of English language proficiency, recordings of speeches of the Prime Minister of Belgium at the UN, as well as information from the website of the Cannes Film Festival. Additionaly, results of the researchers Janssens and Hertogen concerning the language situation in Belgium are addressed. This work uses methods of synthesis and analysis, observational and descriptive methods, as well as a comparative method.Results and discussion. Belgium is one of the most advanced countries in terms of English language proficiency. Despite the existing ambiguous linguistic situation between the official languages of Belgium, English is not only able to make its way into this environment, but also has a fairly high influence. This is noticeable in the field of higher education, where, albeit with varying percentages by region, each of Belgium's most prestigious higher education institutions has programs in English. We can talk about a similar influence in the political sphere, since some major political figures in Belgium predominantly prefer English, even on those platforms where French is one of the languages of these platforms. However, the example of cinema shows that English is still poorly spread in the cultural sphere of life in Belgium.Conclusion. Younger generations of Belgium are accelerating their learning and mastery of English, playing a role in establishing very high levels of English proficiency. The contradictions that are reflected in the sphere of culture, partly in the sphere of higher education, as well as in the falling rates of language proficiency among older generations, ultimately do not alter those factors that allow us to say about the widespread and possible increase in the role of this language in the social language environment of Belgium.

Literary Works and Technology Aids Inclusion in Foreign Language Learning: Case of Kosovo Students’ Approach

Introduction: The research in this paper was adapted to provide insight into the expectations, prejudices, and openness of higher education students of the University of Prishtina to the inclusion of literary material in the teaching/learning of English and French as a second foreign language (FL2). Simultaneously, as the modern and technologically developed world requires, the paper deals with the opinion on the contribution of appealing teaching material and technology aids in the acceptance of literary works (LWs) in foreign language learning (FLL). Purpose: Apart from some excerpts in the course books, LW inclusion in foreign language learning (FLL) is almost non-existent in the Kosovo education system. Through this study, we concurrently aim to raise the awareness of the students of the advantages that literary works can bring into the foreign language classroom incurring learner-centred teaching/learning, progression of critical thinking and judgment skills as well as sharing experiences and opinions through non-linear and more spontaneous manner. Method: In this study, 69 respondents are freshmen at the University of Prishtina (UP), Faculty of Philology who are mainly future teachers of foreign languages and elected English and French language as their FL2. The method used in this paper consists of quantitative and qualitative approaches aiming for a more thorough analysis through the SPSS statistical computer program and descriptive statistics. Conclusion: The findings revealed that the students have a positive approach to the merge of LWs and foreign language learning, less through printed LWs and more through digitized literature. Hence, applying the merging of literature with language, in the new pedagogical practices and English/French language curricula can be optimistic expectations. Significance: The significance of the study lies in the fact that this under-investigated issue can help in creating insight into the current condition in FL classrooms and help FL curriculum changes in the Kosovo middle and upper high schools as well as higher education FL course curriculum. This study raises hope for merging language and literature in FL classrooms.

Application of Blended Learning in French Teaching Reform

This paper explores the application of blended learning in the reform of French teaching, aiming to address the challenges and issues existing in French language education. Firstly, it provides an overview of the definition, characteristics, and prevalence of blended learning in the field of education. Then, it analyzes the limitations of traditional French teaching models and emphasizes the necessity of reform. Through the introduction of application cases of blended learning in French teaching, it discusses the combination of online teaching tools and offline classroom practices, as well as the effects of blended learning on various language skills. Furthermore, it discusses teaching design and methods, evaluation, and reflection under the blended learning model. Finally, it summarizes the application effects of blended learning in French teaching and prospects for future development directions and challenges.

Integration of Ukrainian refugees in Belgium thanks to learning French

This paper considers the integration of Ukrainian refugees in Belgium – French Language assistance in the province of Walloon Brabant in Belgium. The learning of the local language is essential to enable them to orientate themselves, communicate and integrate into French-speaking society. Learning of French plays an essential role in the integration of these refugees in Belgium. It facilitates social interactions, access to employment and understanding of local culture. Initiatives such as the Reception and Schooling Scheme for Newly Arriving and Assimilated Students, the French Language of Education support system, the Local Integration Initiative as well as the applications and sites: Wallangues, “Bonjour Belgique”, First Aid Communication Tool, Alpha French Foreign Language Portal were developed to help Ukrainian refugees learn French, thus promoting their integration into French-speaking Belgian society. Also, several systems and structures studied to teach French quickly and effectively to Ukrainian refugees who arrive in Belgium. As a result of the study, it was found that the level and speed of progression in learning depend on the initial notions of French previously received, the personal motivation and the commitment of Ukrainian learners.

A cross-cultural study of the Montreal Cognitive Assessment for people with hearing impairment.

Cognitive screening tools enable the detection of cognitive impairment, facilitate timely intervention, inform clinical care, and allow long-term planning. The Montreal Cognitive Assessment for people with hearing impairment (MoCA-H) was developed as a reliable cognitive screening tool for people with hearing loss. Using the same methodology across four languages, this study examined whether cultural or linguistic factors affect the performance of the MoCA-H. The current study investigated the performance of the MoCA-H across English, German, French, and Greek language groups (n = 385) controlling for demographic factors known to affect the performance of the MoCA-H. In a multiple regression model accounting for age, sex, and education, cultural-linguistic group accounted for 6.89% of variance in the total MoCA-H score. Differences between languages in mean score of up to 2.6 points were observed. Cultural or linguistic factors have a clinically significant impact on the performance of the MoCA-H such that optimal performance cut points for identification of cognitive impairment derived in English-speaking populations are likely inappropriate for use in non-English speaking populations. To ensure reliable identification of cognitive impairment, it is essential that locally appropriate performance cut points are established for each translation of the MoCA-H.

Does a mismatch on the accentual pattern of French words affect the magnitude of the repetition priming effect? An ERP investigation

ABSTRACT Primes that mismatch the targets on a phoneme (/ka'di/-/ka'do/) should produce responses intermediate between repeated (/ka'do/-/ka'do/) and unrelated (/bebe/-/ka'do/) primes. But what about primes and targets that mismatch on accentual cues (/kado/-/ ka'do/)? A repetition priming effect was observed on the N400 component with repeated primes eliciting less negativity than unrelated primes. A partial repetition priming effect was observed when the primes and targets mismatched on a phoneme. Phonemic mismatch primes elicited less negativity than unrelated primes, and more negativity than repeated primes. In contrast, no difference was observed between the repeated and the accentual mismatch primes. Hence, contrary to a mismatch on phonemic cues, a mismatch on accentual cues has no consequence on the magnitude of the repetition priming effect. This finding reinforces the view of an abstract lexicon in which acoustic details irrelevant for identification are stripped away before making contact with lexical representations.

Student–teacher gender congruence and student performance: The role of context

AbstractStudent–teacher gender congruence is suggested to be related to increased student performance, but little is known about the contexts in which these effects occur. Based on literature on gender stereotypes this study hypothesizes different effects of student–teacher gender congruence for male and female students across school subjects and in different educational contexts. Using administrative data of secondary schools in The Netherlands (N > 50,000), this study examined to what extent student–teacher gender congruence is associated with male and female students’ performance in the subjects math, physics, Dutch language, and French language. Further this study explored the role of students’ educational level, schools’ religiousness, and schools’ location in these relations. As expected, we found that gender congruence was positively related to female students’ performance in math and physics and to male students’ performance in Dutch language and French language. However, the role of educational context differed for male and female students across subjects and lacked a clear pattern that corresponded to the gender stereotypes hypotheses. This study emphasizes that effects of student–teacher gender congruence can differ in magnitude and direction in different contexts, encouraging future research to use qualitative methods to examine how context influences the role of gender in education.