Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français
Despite recommendations outlined in educational curricula over the last decade, the spoken debate form has struggled to establish itself as a standard practice in education. The use of spoken debates has suffered considerably from the contaminating effects of social practices that fail to ensure eff...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2011-10-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/8895 |
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| _version_ | 1841548373973270528 |
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| author | Marie-France Rossignol Brigitte Marin |
| author_facet | Marie-France Rossignol Brigitte Marin |
| author_sort | Marie-France Rossignol |
| collection | DOAJ |
| description | Despite recommendations outlined in educational curricula over the last decade, the spoken debate form has struggled to establish itself as a standard practice in education. The use of spoken debates has suffered considerably from the contaminating effects of social practices that fail to ensure effective learning (such as media debates). Yet the debate form has many advantages (particularly in French). Provided they are linked to subject-specific objectives, are based on more constructive social practices, and are incorporated as a standard and highly regulated practice, spoken debates foster the development of a wide range of skill-sets in a context in which differences between pupils tend to be reduced. Based on an analysis of a prototypical deliberative debate conducted in seconde (first year of lycée, or French sixth form college), this paper shows how spoken debates create a safe collaborative space of exchange and encourage lycée pupils to adopt a reflexive attitude that supports learning (particularly in dialogic and interactional areas). While the high-level cognitive activity targeted by spoken debates cannot meet the demands of all learning objectives, the debate form consolidates subject-specific and cross-disciplinary knowledge and skills on a more egalitarian basis. More specifically, spoken debates foster the development of specialized literary reading skills and broader social and civic skills that subtend the process of individual identity construction in a group class context. |
| format | Article |
| id | doaj-art-1a6b72b376d04c75b2962fe73534e04a |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2011-10-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-1a6b72b376d04c75b2962fe73534e04a2025-01-10T14:06:15ZfraNantes UniversitéRecherches en Éducation1954-30772011-10-0110.4000/ree.8895Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de françaisMarie-France RossignolBrigitte MarinDespite recommendations outlined in educational curricula over the last decade, the spoken debate form has struggled to establish itself as a standard practice in education. The use of spoken debates has suffered considerably from the contaminating effects of social practices that fail to ensure effective learning (such as media debates). Yet the debate form has many advantages (particularly in French). Provided they are linked to subject-specific objectives, are based on more constructive social practices, and are incorporated as a standard and highly regulated practice, spoken debates foster the development of a wide range of skill-sets in a context in which differences between pupils tend to be reduced. Based on an analysis of a prototypical deliberative debate conducted in seconde (first year of lycée, or French sixth form college), this paper shows how spoken debates create a safe collaborative space of exchange and encourage lycée pupils to adopt a reflexive attitude that supports learning (particularly in dialogic and interactional areas). While the high-level cognitive activity targeted by spoken debates cannot meet the demands of all learning objectives, the debate form consolidates subject-specific and cross-disciplinary knowledge and skills on a more egalitarian basis. More specifically, spoken debates foster the development of specialized literary reading skills and broader social and civic skills that subtend the process of individual identity construction in a group class context.https://journals.openedition.org/ree/8895language and interactionstudent-teacher relations and interactionswriting and readingfrench (teaching/education/relationship)pedagogy: methods and tools |
| spellingShingle | Marie-France Rossignol Brigitte Marin Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français Recherches en Éducation language and interaction student-teacher relations and interactions writing and reading french (teaching/education/relationship) pedagogy: methods and tools |
| title | Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français |
| title_full | Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français |
| title_fullStr | Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français |
| title_full_unstemmed | Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français |
| title_short | Articuler construction des savoirs, pratiques écrites et orales au lycée : le rôle du débat interprétatif délibératif en classe de français |
| title_sort | articuler construction des savoirs pratiques ecrites et orales au lycee le role du debat interpretatif deliberatif en classe de francais |
| topic | language and interaction student-teacher relations and interactions writing and reading french (teaching/education/relationship) pedagogy: methods and tools |
| url | https://journals.openedition.org/ree/8895 |
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