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L’enfant, l’élève, l’apprenant en didactique du français

Bertrand Daunay 1, 2 
2 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille - ULR 4354 : EA1764
Abstract : This article questions the way didactics of French approaches the surroundings of the learner with an investigation of a few significant theoretical dimensions of the shap-ing of the field and how the theoretical relationship between ‘child’, ‘pupil’ and ‘learner’ is thought of. This question is based on the exploration of two dimensions that are general and transverse (in the sense that they are concerned with everything that is taught as well as the disciplines of French as a subject) — socio-cultural and extracurricular areas — and on the exploration of three more specific aspects of the issue at stake (the subject as a speaker, the child as a creator, the reading subject) to which these transverse ques-tions relate, but which are concerned more specifically with certain dimensions of the teaching of French (the language, writing, reading).
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Bertrand Daunay. L’enfant, l’élève, l’apprenant en didactique du français. Recherches en Didactiques, Presses universitaires du Septentrion, 2011, Enfant, élève, apprenant, pp.49-65. ⟨hal-01354229⟩



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