Enseignement-apprentissage du FLS en dispositifs UPE2A
This paper studies the problematic of singularity/plurality regarding teaching practices in French as a foreign language didactics. We analyze the behavior and linguistic strategies of teenager migrants in middle Schools of Northern Isere. A particular attention is brought to the question of heterog...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2021-09-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/9813 |
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| Summary: | This paper studies the problematic of singularity/plurality regarding teaching practices in French as a foreign language didactics. We analyze the behavior and linguistic strategies of teenager migrants in middle Schools of Northern Isere. A particular attention is brought to the question of heterogeneity and the inclusion of pupils with no, or really few, schooling habits. Our main objective is to study the tools and techniques available to the teacher in order to teach not only the target language but also rules of the school system targeting students with different profiles and backgrounds, in a wide variety of schooling contexts. We also analyze wether the heterogeneity of profiles, levels and backgrounds impacts the teaching rituals, with a special focus on the interactions. We present the UPE2A class studied, then analyze the interactions in order to understand how the teacher and students co-construct the lesson. Our hypothesis is that ethnomethods are used to manage the immediate situation, despite they do not seem to obey the interactional rules of class. The analysis brings sone questions about the ritual and variations in the class and the communicative dropouts. At last, tools to integrate the communicative dropouts in a global strategy of invisible didactics, are presented. This part leads to a final reflexion on the notions of ritual and variation in the class. |
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| ISSN: | 1958-5772 |