LA MAITRISE DE LA LANGUE FRANÇAISE DANS ET PAR LES DISCIPLINES SCOLAIRES Les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive Approche comparative

Abstract : This research deals with the way learning different school subjects is likely to help middleschool students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time. But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties due to deficiencies accumulated in their school years; others will deal with language-related problems due to their recent integration into the French school system. What is meant by “French language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach? We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students in understanding instructions, elaborating personal opinions and voicing them. We argue that teaching French language proficiency requires the students to understand both a schooling language with its instructions, questions, rephrasing and metalanguage, and a subject language with its own lexicon, whose meaning can sometimes be transferred to other subjects. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them. Finally, we argue that the way teachers put language in use, just like their educational choices, influence the way they interact with their students, and the contents of the students’ responses. The central argument of this thesis deals with “offering educational suggestions suitable for all middle-school students in order to improve their schooling language proficiency”. This research does not specifically mean to suggest educational actions aimed at improving language proficiency, but rather to develop original comparisons between the ways various students evolved in their proficiency of the French language.
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https://hal.archives-ouvertes.fr/tel-02098740
Contributor : Patrick Hussain-Carnus <>
Submitted on : Saturday, April 13, 2019 - 3:33:29 AM
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Patrick Hussain-Carnus. LA MAITRISE DE LA LANGUE FRANÇAISE DANS ET PAR LES DISCIPLINES SCOLAIRES Les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive Approche comparative. Sciences de l'Homme et Société. ADEF, 2017. Français. ⟨tel-02098740⟩

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