The Acquisition of French as a Second Language: New Developmental Perspectives ed. by Christina Lindqvist, Camilla Bardel (review)

francophones d’Europe, comme l’analyse de Pulinx et Van Avermaet sur les politiques d’enseignement des langues et les opinions des professeurs sur le monolinguisme en Belgique dans la région des Flandres. Citons aussi l’article d’Extramiana qui passe en revue les diverses politiques de formation à la langue française en France, pour l’apprentissage des adultes migrants qui ont un bas niveau de qualification. L’article de Buttaro élargit le champ d’étude et analyse la situation des élèves hispaniques aux États-Unis dans cinq états du sud-ouest américain. Les témoignages suggèrent qu’un enseignement bilingue permettrait à ces étudiants de mieux s’adapter à la culture de l’école et faciliterait leur apprentissage des contenus des programmes scolaires. Chomentowski et Gohard-Radenkovic proposent une étude consacrée aux élèves migrants au sein des pays de l’OCDE, et comment, face aux faibles résultats de ces derniers, le français langue étrangère (FLE) et le français langue seconde (FLS) ont opéré un repositionnement didactique vers le français langue de la scolarisation (FLSCO). Finalement, citons l’analyse de McManus, Mitchell et Tracy-Ventura sur l’apprentissage d’une langue seconde dans le contexte d’un séjour à l’étranger et ce qu’apporte le contact de la langue étrangère et son utilisation en situation d’insertion dans différents réseaux sociaux. En somme, ce numéro rassemble une variété d’articles qui donnent un aperçu complet de la question de la langue comme facteur d’intégration et d’insertion et rend le thème accessible aux lecteurs avertis comme aux non linguistes. University of Massachusetts, Lowell Carole Salmon Lindqvist, Christina, and Camilla Bardel, eds. The Acquisition of French as a Second Language: New Developmental Perspectives. Amsterdam: John Benjamins, 2014. ISBN 978-90-272-4250-1. Pp. 168. $128. Stockholm University’s InterFra (Interlangue française—développement, interaction et variation) corpus contains recorded second language (L2) French data from a variety of Swedish informants,“from beginning learners to very advanced L2 users of French” (1), including six groups of instructed learners and three groups of Swedes who have developed their French skills living in Paris as well as four control groups of native speakers of French. Based on the recordings of the 102 late learners (who all began learning French at or after the age of puberty), compiled between 1996 and 2008, Inge Bartning and colleagues have delineated and described the stages of development of L2 French morphology and syntax among first language (L1) speakers of Swedish. In the first chapter of this collected volume, Bartning presents the corpus and explains the developmental stages, focusing in particular on the advanced stages (4–6); she additionally discusses published and ongoing research that uses the corpus data to explore L2 development in specific domains such as gender marking, negation, and dislocation. Current work is focused on very advanced or near-native L2 French, which is a level above the stages thus far delineated by the researchers. In three of the 184 FRENCH REVIEW 89.2 Reviews 185 remaining seven chapters of this volume, data from the InterFra corpus is used to explore specific aspects of French L2 acquisition, including pragmatic use of temporal adverbs (Victorine Hancock), dislocation in spoken French (Hugues Engel), and lexical formulaic sequences and lexical richness (Fanny Forsberg Lundell and Christina Lindqvist). These studies illustrate the versatility of the InterFra corpus, which offers the possibility for researchers to choose specific groups of subjects or examine production in specific tasks to pursue their lines of inquiry and explore trajectories of language development in particular domains.The remaining chapters address developmental questions in different L2 French populations. Early and advanced Anglophone learners of French are the basis of Richard Towell’s research on formulaic and proceduralized language. Comparisons of learners at the two levels are discussed in relation to the role of Universal Grammar in the process of L2 acquisition. Georges Daniel Véronique examines the use of additive scope particles in L2 French of Moroccan Arabic L1 learners; this zone of development proves challenging because of semantic, word class, and syntactic differences between...