Camille Cornut                                                        tmp cropped picture 2

 

 

Doctorante - PhD Student

Laboratory SCALab, UMR CNRS 9193, team Language

 


Research interests: Developmental dysxia & Bilingualism

Supervisor: Pr. Séverine Casalis and Dr. Gwendoline Mahé

Thesis work: "The learning of English as a second language among French dyslexic middleschool and University students"

The dominant explanatory hypothesis of learning difficulties in dyslexia is a phonological deficit , with determinant disturbances of phonological awareness, verbal short-term memory and rapid automatized naming, causing an alteration in the access to the phonological representations of words, linked with poor acquisition of grapheme-phoneme correspondances. This deficit would impair reading through the phonological channel, and then compromise the implementation of the lexical pathway. However, the deficits on these procedures can be more or less marked, reflecting a certain heterogeneity in dyslexia. Some studies showed these particular difficulties. And other studies in EEG made it possible to understand the stages of treatment of the written words among expert readers, and to identify in mother-tongue the alterations of this specific treatment among dyslexic persons. But the difficulties of dyslexic people in the treatment of second languages ​​have not been systematically explored. That’s why it seems necessary to be interested in the learning of a second language among dyslexic persons, and in particular the learning of English, an opaque language known to be one of the most difficult languages ​​to acquire in children. This project is centered around this learning in the particular context of the school, characterized, despite the desire to favor the oral modality when learning second languages ​​in school context, by an important place in school learning retained by the written modality. These learning conditions are not appearing to be the most favorable or adapted to dyslexic people.

The main goal of the project is to better understand the mechanisms of lexical processing (recognition and learning of words) in English among dyslexic individuals.

In fact, it seeks to explain the particular difficulties of the treatment of second language among dyslexic people, in order to facilitate their access to the second language by optimal learning conditions. More precisely, it focuses on learning English as a second language in school context, by dyslexic students whose mother-tongue is French. 

 

Keywords: developmental dyslexia, second language learning, school context, orthographic bias.

 


Publications

 

 


Communications

 

Cornut C., Duncan L., Mahe G. & Casalis S. (September, 21th 2019). Word recognition among French late learners of English: impact of language, modality and L1 reading efficiency. Bilingualism Matters Research Symposium 2019, Edinburgh, United Kingdom, Poster.

Cornut C., Mahe G. & Casalis S. (July 2019). Modality effect in L1 and L2 word recognition among French late learners of English. 26th annual meeting of the Society for the Scientific Study of Reading, Toronto, Canada, Poster.

Cornut C., Mahe G. & Casalis S. (May 2019). Word recognition among French late learners of English: impact of language, modality and cognateness. Conférence bilinguisme et allophonie, Lille, France, Oral Communication.

Cornut C., Mahe G. & Casalis S. (April 2019). Modality and cognate effects in L2 word recognition among French late learners of English. XIV International Symposium of Psycholinguistics, Tarragona, Spain, Poster.

Cornut C., Mahe G. & Casalis S. (January 2019). Modality effect in L1 and L2 word recognition among French late learners of English. Journées d'étude annuelle du projet APPREL2, Lyon, France, Oral Communication.

Cornut C., Mahe G. & Casalis S. (2018). DYSANGL : Apprentissage de l'ANGLais langue seconde chez les collégiens et étudiants DYSlexiques. Journées d'étude annuelle du projet APPREL2, Lille, France, Oral Communication.

Cornut C., Boidein F. & Casalis S.(2018). Preschool language profile as a predictor of reading disabilities among children with language impairment. Conférence annuelle "Psycholinguistics in Flanders", Gand, Belgique, Interactive Poster.

Cornut C., Mahe G. & Casalis S. (2017). Learning English as a second language in dyslexic Secondary School and University students. International Meeting APP, Lille, France, Oral Communication.

 


Teaching, trainee tutoring and Thesis support

2019/2020:

  • Descriptive Statistics (1st year of BSs Psychology, 12h)
  • Psychometry (2nd year of BSs Psychology, 14h)
  • Initiation to research (2nd year of BSs Psychology, 18h)

2018/2019:

  • Descriptive Statistics (1st year of BSs Psychology, 24h)
  • Thesis support of a student in 3rd year of BSs MIASH

2017/2018:

  • Second language learning and dyslexia (1st year of Master in Psychology, 18h)
  • Methodology of article's reading (2nd year of BSs Psychology, 12h)
  • Trainee tutoring of a student in 2nd year of PPNSA Master

 

 


Research valorisation

  • Cabaret des sciences 2019 : Comédie musicale : Disney raconte (la galère de) la thèse appliquée (3 représentations : Université de Mons, Forum des Sciences de Villeneuve d'Ascq, Antre 2 de Lille), en collaboration avec Alicia Rassel et Florian Salomé.
  • Ateliers pédagogiques de Médiation : Décryptons la lecture et ses énigmes ! (ateliers pédagogiques à destination des élèves des écoles, collèges et lycées de la Région Hauts-de-France : du CE1 à la Terminale), en collaboration avec Alicia Rassel et le learning center de l'Université de Lille représenté par Camille De Visscher. 24 ateliers réalisés en 2018-2019 (8 classes de CE1, 4 classes de CE2, 2 classes de CM1, 1 classe de CM2, 5 classes de Sixième, 3 classes de Cinquième, 1 classe de Quatrième, 2 classes de Troisième, 1 classe de Seconde), soit 649 élèves sensibilisés.
  • Statut National d'Etudiante Entrepreneure depuis Juillet 2018 : création en cours d'une entreprise qui conçoit, fabrique et vend aux établissements et enseignants du second degré des outils pédagogiques ludiques et innovants, co-conçus par une équipe pluridisciplinaire composée d'inspecteurs et enseignants de terrain, d'enseignants-chercheurs en sciences cognitives et de designers.

 


Internships

  • Indoc Internship in Scotland, under the supervision of Dr. Lynne Duncan, at the Language and Learning Lab, University of Dundee.

       Objectives of the internship: data collection from English-native speaker, monolinguals or with French as a               second language (both at University and in secondary schools), networking, development of specific statistical         skills: Bayesian data analyses.


Collective responsabilities

  • President of the "Espace Doctorants" Association (since February, 2018): delegate of PhD students in Humanities and Social Sciences from SHS Lille North of France Doctoral School.
  • Member of the Concil of Users of the Humanities and Social Sciences Lille North of France Doctoral School.
  • Vice-President and Founding Member of the "PPNSA Alumni" Association: delegate of current and alumni students in PPNSA (Affective Sciences and Neurocognitive Processes Psychology) Master.

Contact

Camille Cornut
Laboratoire SCALab
Université Charles-de-Gaulle Lille III
Domaine universitaire du Pont de Bois
BP 149
59653 Villeneuve d'Ascq Cedex
France 
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