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Enjeux langagiers et métacognitifs d'une séquence de lecture dans une classe bilingue dioula/français

Abstract : In spite of the increasingly large place that occupy the TIC, the reading remains the most important means of culture, the richest information source scientists. It is usual to hear that to the elementary school all the disciplines contribute to the integral training of the child. But, of all these disciplines, one occupies a cardinal place in the practices of class: reading. Among the methods and the processes used in teaching, the reading represents one of the cognitive techniques which aim at facilitating the comprehension of a text. Its control offers, thus, with the child of better pledges of academic success, and beyond, of success in the social life. Our study reveals difficulties of various orders which negatively mark out the sequence of reading and to which it is quite as pressing to bring solutions. We propose mainly to show the challenges of the sequence of reading through interactions that work we put in there to build knowledge; and finally, the reflexive postures necessary for an understanding of what is at stake in the classroom. To do this, the sequence of reading has been filmed to be transcribed by the subsequently treated according to the codification of principles (CLAN and CHAT) that helped bring the text into sound or video. The study noted that despite the creation of an environment of cognitive and metacognitive strategies, teaching should be by gradual construction of knowledge and linking of previous knowledge and news.
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Contributor : Oumar Lingani <>
Submitted on : Monday, October 8, 2018 - 2:13:55 AM
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Oumar Lingani. Enjeux langagiers et métacognitifs d'une séquence de lecture dans une classe bilingue dioula/français. Lɔŋgbowu, Faculté des Lettres et Sciences Humaines de l’Université de Kara, 2017. ⟨hal-01889784⟩



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