The main goal of this paper is to analyze written texts produced by monolingual French university students, with and without dyslexia. More specifically, we were interested in the linguistic characteristics of the words used during a written production and of the type of word errors. Previous studies showed that students with dyslexia have difficulties in written production, whether in terms of the number of spelling errors, some syntactic aspects, identification of errors, confusion of monosyllabic words, omissions of words in sentences, or utilization of unexpected or inappropriate vocabulary. For this present study, students with dyslexia and control students were asked to produce written and spoken narrative and expository texts. The written texts (N = 86) were collected using Eye and Pen© software with digitizing tablets. Results reveal that students with dyslexia do not censor themselves as regards the choice of words in their written productions. They use the same types of words as the control students. Nevertheless, they make many more errors than the control students on all types of words, regardless of their linguistic characteristics (length, frequency, grammatical classes, etc.). Finally, these quantitative analyses help to target a rather unexpected subset of errors: short words, and in particular determiners and prepositions.

This study explores dual language acquisition according to three interrelated factors which have been found to account for individual differences in bilingual development. These are child-internal, proximal and distal factors. This five-year longitudinal case study investigates the complex interplay between language exposure, language skills and language and cultural identity construction in three French-English bilingual adolescents (from age 10 to 14), from three different home language backgrounds (French dominant; English dominant; both French and English), attending the same bilingual programme in France. Data were collected annually. Parent questionnaires provided information on the children’s exposure to French and English from birth, within the family and in school and other social environments. Semi-structured interviews with the children explored their current language exposure and their language practices with close family and friends, and in language-based activities, such as reading. Language skills were assessed in both languages through (1) a narrative task evaluating lexical diversity and grammatical accuracy, and (2) a standard receptive vocabulary task. Identity construction was explored through semi-structured interviews and a language portrait activity. Our findings showed, first, that higher exposure to a language at home and school did not necessarily align with higher level skills in that language. High-level skills were also observed in the language where exposure was quantitatively lower, but qualitatively rich. Secondly, despite higher exposure to one language, children sometimes identified more with the language and culture they were exposed to less. We highlight the importance of exploring children’s exposure and language biographies in depth to distinguish the sources and types of exposure received from birth. We also show the impact of children’s agency on their language investment and language development.

L’objet de cet article est l’usage des corpus en orthophonie-logopédie. Après avoir rappelé le cadre légal francophone de l’orthophonie et les dispositions relatives à la protection des patients, une triple approche thérapeutique répartie entre Langage, Communication et langue (L. C. l.) est préalablement présentée. Deux apports de la linguistique de corpus sont ensuite développés : d’une part son approche exploratoire et ouverte sur le langage atypique, d’autre part la nécessité de se référer à des bonnes pratiques afin de respecter les données personnelles confiées au thérapeute et pointer la dimension relationnelle de tout processus de soin. À partir d’une démarche en ethnographie de la communication enrichie d’une analyse conversationnelle, une étude de cas unique s’appuie sur un recueil de corpus auprès d’un adolescent atteint d’un trouble du langage sévère. Afin d’exploiter l’histoire singulière d’un patient, une véritable linguistique clinique permet de concevoir un suivi langagier à partir des conversations spontanées, et plus précisément en exploitant les thèmes émergents dans la prise de contact avec le thérapeute. En conclusion, des analyses cliniques « guidées par les corpus » permettraient aux thérapeutes du langage : (1) de dépasser une approche exclusivement normative du trouble en exploitant la richesse des données qualitatives, et (2) d’envisager la pathologie comme une source de variation, et pas seulement comme une déviance. Grâce aux nouvelles techniques informatisées, il devient possible de promouvoir des pratiques normalisées de recueil de données en langue parlée collectées en contexte orthophonique, et de soumettre ces ressources à des analyses sous forme de corpus.

Despite a keen interest in clinical research, most paramedical professionals are unwilling to play an active role. Our objective was to explore paramedical professionals’ representations of research. Using an existing database of final year paramedical students (speech therapy, occupational therapy, psychomotricity, audiometry, physiotherapy, orthoptics), we deployed a qualitative approach composed of two successive steps: (1) a free word association task, and (2) semi-structured individual interviews. Out of the 54 students who agreed to be contacted, we received 21 responses to the free word association questionnaire, and 11 interviews were conducted. The hierarchical evocation matrix revealed that the scientific representation of research is based on words defining the research and the purpose of the research. “Collaboration” was identified as being an essential part of the research process. The central core of the representation is coherent with all its components perceived as positive. The content analysis of the interviews showed a polarization around two key points: (1) participants are interested in accessing and using evidence in their practice (2) but feel less confident about and/or motivated to generate evidence themselves. This study highlights the need to develop more research-friendly environments, especially in training institutions.

The role of research in renewing practices is becoming increasingly important. In its 145th issue, Glossa explores increasingly challenging topics, such as the role of assessment in clinical practice and speech-language pathology, and the importance of clinical reasoning. Other themes include the validity and adaptation of tools, with a detailed analysis of psychometric quality, linguistic context characteristics, and tool adaptability. Additionally, the issue addresses linguistic diversity and population representativeness, emphasising both intra- and interlinguistic variability.