L’approche par compétences peut-elle être efficace sur n’importe quel terrain ?
This article does not discuss convergence and divergences in competence-based approaches (Roegiers, 2008), but rather proposes to examine the effectiveness of such an approach in teaching French as a second language in lower- and upper-secondary school in Senegal. It offers a critical analysis of th...
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| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Les éditions de la Maison des sciences de l’Homme
2017-09-01
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| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
| Online Access: | https://journals.openedition.org/cres/3037 |
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| Summary: | This article does not discuss convergence and divergences in competence-based approaches (Roegiers, 2008), but rather proposes to examine the effectiveness of such an approach in teaching French as a second language in lower- and upper-secondary school in Senegal. It offers a critical analysis of the place of a competence-based approach in the curriculum and its implementation on the ground, particularly within classrooms. Developing competences presupposes three conditions: Are teachers trained in this approach? Do over-crowded classes permit the class to carry out the tasks, activities and actions necessary to acquire competences? Are the teaching materials in use appropriate? We propose that the effectiveness of a pedagogical method depends on its adequacy within its linguistic, cultural and educational context. Drawing on analysis of official documents, a questionnaire, and class observation, our study questions the links between the prescribed approach, classroom practices, and their consequences for learners. |
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| ISSN: | 1635-3544 2265-7762 |