الإزدواجية اللغوية لدى الطفل : مقاربة سيكومعرفية
The main goal of this article is to determine the aspects of development of children's aware-ness of bilingualism by approaching the nature of their representations and judgments on the components of this phenomenon, and the characteristics of its existence and utility. The results of the field study, which included a sample of 96 Moroccan children, aged between 4 and 11, all be-longing to middle social class, and pursuing their elementary and primary education, reveal the following conclusions: 1) an almost unified attitude of the subjects to the essence of bilingualism regardless of their age. 2) The practice of this bilingualism does not necessarily start at school as an acquisition of a foreign language, but it appears prior to that in the form of early activities and experiences that the child faced and manipulated at the level of reflection and judgement. 3) The child early awareness of many of these activities and experiences related to the essence of this bilingualism and its utility is the clear evidence of the positive role of these activities and awareness in the formation of this awareness that contributes in turn to its fostering and development. 4) The development of bilingualism awareness ranges between naïve and spontaneous recognition among children (4 to 7), to the unstable recognition doomed to recess among those of 8 to 9 and an almost total acceptance of the phenomenon and its usefulness among the older ones (10 to 11). (Published abstract)