The Grammatical Mediation in Elementary School. Elements of understanding of the teaching activity.
La médiation grammaticale en école élémentaire. Éléments de compréhension de l'activité enseignante
Résumé
This research has for objective to understand the situation of grammatical learning in elementary school, in the student under the angle of the activity of the teachers, in the fault, quite particularly the tracked down episodes as significant of a gliding towards the abstract.
It tries to identify the specific characteristics of these situations of transfer, the types of schemas of gliding abstract as the operatives models and the singular strategies were developed by the actors according to the abstract structure of the situation of education / learning of the grammar in elementary school.
We tracked down two organizing concepts of this abstract structure: the abstract gliding (instanciation of a secondarisation in the grammatical learning) and the adjustment of a type of grammar at a level of class.
The research was driven in association with eighteen professors of schools. The data were collected(taken in) from video recordings of the sessions of class and autoconfrontations of the teachers.
The results bring to light the central role which play the episodes of abstract gliding, in a progressive conceptualization within a very abstract and complex notional frame for the pupils. They show that the activity of the teachers in class of grammar is characterized in the following way:
A) The learning of the grammar forms a conceptual field coherent and organized into a hierarchy with continuities and breaks towards the various connected concepts some to the others forming in fine the concept of grammatical sentence (very complex and abstract for the pupils), with types of intuitive, implicit or explicit grammar which summon(convene) an adjustment on behalf of the bosses of grammar,
B) B) This learning requires a long time of conceptualization which goes from 7 years to 10 years to elementary school and continues during the years of school, this time(weather) is subdivided into "landings" of conceptualization which go of the " temporary concept " in the established " concept " in contact with corresponding abstract types of gliding,
C) C) The episodes of abstract gliding are informers in the interactions of class of a secondarisation, a change of register of conceptualization marking the passage of the “epi” - language in the “meta” - language; they underline one moment of learning, a possible of conceptualization,
D) D) The operative model of the teacher (with all conceptions and personal experiences) influences its grammatical didactics in the choice of a sentence support (sentence problem evolving towards a model sentence of linguistic object), of a didactic process, school tasks; it is at the origin of individual strategies initiatives,
E) More the differences, it appears a common kind (genre) of grammatical learning and three essential dimensions: the standard, the game and the analysis. Without both first ones, there is no formation in the analysis. The access to the analysis is probably, easier on the language(tongue), because, the language is what lends itself most easily to the game : we play with the words. And the dimension "game" allows the access to the dimension "analyze". The grammar, a game in junior forms, before becoming in the senior forms a scientific stake... A translation in step of vocational training of the results of the research would drive to form teachers who learn to control the episodes of gliding, at the same moment to them and in the produced effect on the pupils. Thanks to debriefing, it would be advisable to allow the young teachers to analyze the way they proceeded to gliding (as underlines it Goigoux and Bautier, the teachers are little conscious of their practices of secondarisation). We could allow them notably to identify the episodes of gliding which they produced, to characterize them, to estimate their relevance in the effects produced to pupils. It would be also desirable to make to them work three dimensions of the object "grammar", which we previously described: standard, game, analysis And maybe make them become aware of their convictions and motivations, their conceptions on the grammar to be questioned. It would be drive the teachers to recognize the professional gesture of propping up that is the abstract gliding, which takes into account the objects of education in all their thickness.
It tries to identify the specific characteristics of these situations of transfer, the types of schemas of gliding abstract as the operatives models and the singular strategies were developed by the actors according to the abstract structure of the situation of education / learning of the grammar in elementary school.
We tracked down two organizing concepts of this abstract structure: the abstract gliding (instanciation of a secondarisation in the grammatical learning) and the adjustment of a type of grammar at a level of class.
The research was driven in association with eighteen professors of schools. The data were collected(taken in) from video recordings of the sessions of class and autoconfrontations of the teachers.
The results bring to light the central role which play the episodes of abstract gliding, in a progressive conceptualization within a very abstract and complex notional frame for the pupils. They show that the activity of the teachers in class of grammar is characterized in the following way:
A) The learning of the grammar forms a conceptual field coherent and organized into a hierarchy with continuities and breaks towards the various connected concepts some to the others forming in fine the concept of grammatical sentence (very complex and abstract for the pupils), with types of intuitive, implicit or explicit grammar which summon(convene) an adjustment on behalf of the bosses of grammar,
B) B) This learning requires a long time of conceptualization which goes from 7 years to 10 years to elementary school and continues during the years of school, this time(weather) is subdivided into "landings" of conceptualization which go of the " temporary concept " in the established " concept " in contact with corresponding abstract types of gliding,
C) C) The episodes of abstract gliding are informers in the interactions of class of a secondarisation, a change of register of conceptualization marking the passage of the “epi” - language in the “meta” - language; they underline one moment of learning, a possible of conceptualization,
D) D) The operative model of the teacher (with all conceptions and personal experiences) influences its grammatical didactics in the choice of a sentence support (sentence problem evolving towards a model sentence of linguistic object), of a didactic process, school tasks; it is at the origin of individual strategies initiatives,
E) More the differences, it appears a common kind (genre) of grammatical learning and three essential dimensions: the standard, the game and the analysis. Without both first ones, there is no formation in the analysis. The access to the analysis is probably, easier on the language(tongue), because, the language is what lends itself most easily to the game : we play with the words. And the dimension "game" allows the access to the dimension "analyze". The grammar, a game in junior forms, before becoming in the senior forms a scientific stake... A translation in step of vocational training of the results of the research would drive to form teachers who learn to control the episodes of gliding, at the same moment to them and in the produced effect on the pupils. Thanks to debriefing, it would be advisable to allow the young teachers to analyze the way they proceeded to gliding (as underlines it Goigoux and Bautier, the teachers are little conscious of their practices of secondarisation). We could allow them notably to identify the episodes of gliding which they produced, to characterize them, to estimate their relevance in the effects produced to pupils. It would be also desirable to make to them work three dimensions of the object "grammar", which we previously described: standard, game, analysis And maybe make them become aware of their convictions and motivations, their conceptions on the grammar to be questioned. It would be drive the teachers to recognize the professional gesture of propping up that is the abstract gliding, which takes into account the objects of education in all their thickness.
Cette recherche a pour objectif de comprendre la situation d'apprentissage grammatical en école élémentaire, en l'étudiant sous l'angle de l'activité des enseignants, au travers, tout particulièrement des épisodes repérés comme significatifs d'un glissement vers le conceptuel. Elle cherche à identifier les caractéristiques spécifiques de ces situations de mutation, les types de schèmes de glissements conceptuels comme les modèles opératifs et les stratégies singulières développés par les acteurs en fonction de la structure conceptuelle de la situation d'enseignement/apprentissage de la grammaire en école élémentaire. Nous avons repéré deux concepts organisateurs de cette structure conceptuelle : les glissements conceptuels (instanciation d'une secondarisation dans l'apprentissage grammatical) et l'ajustement d'un type de grammaire à un niveau de classe.La recherche a été conduite en collaboration avec dix-huit professeurs des écoles. Les données ont été recueillies à partir d'enregistrements vidéo des séances de classe et d'autoconfrontations des enseignants. Les résultats mettent en évidence le rôle central que jouent les épisodes de glissement conceptuel, dans une conceptualisation progressive au sein d'un cadre notionnel très abstrait et complexe pour les écoliers. Ils montrent que l'activité des enseignants en classe de grammaire se caractérise de la manière suivante : (a) l'apprentissage de la grammaire forme un champ conceptuel cohérent et hiérarchisé avec des continuités et ruptures au regard des différents concepts connectés les uns aux autres formant in fine le concept de phrase grammaticale (très complexe et abstrait pour les écoliers), avec des types de grammaire intuitive, implicite ou explicite qui convoquent un ajustement de la part des maîtres de grammaire, (b) cet apprentissage exige un temps de conceptualisation long qui va de 7 ans à 10 ans en école élémentaire et se poursuit pendant les années de collège, ce temps se subdivise en « paliers » de conceptualisation qui vont du « concept provisoire » au « concept institué » en liaison avec des types de glissement conceptuel correspondants, (c) les épisodes de glissement conceptuel sont les indicateurs dans les interactions de classe d'une secondarisation, d'un changement de registre de conceptualisation marquant le passage de l'épi-langage au méta–langage ; ils soulignent un moment d'apprentissage, un possible de conceptualisation, le modèle opératif de l'enseignant (avec l'ensemble de ses conceptions et expériences personnelles) influe sa didactique grammaticale dans le choix d'un support phrastique (phrase problème évoluant vers une phrase modèle d'objet linguistique), d'un procédé didactique, des tâches scolaires ; il est à l'origine de stratégies individuelles caractérisables. (e) Par delà les différences, il apparaît un genre commun d'apprentissage grammatical et trois dimensions essentielles : la norme, le jeu et l'analyse. Sans les deux premières, il n'existe pas de formation à l'analyse. L'accès à l'analyse est probablement, plus facile sur la langue, parce que, la langue est ce qui se prête le plus facilement au jeu : on joue avec les mots. Et la dimension « jeu » permet l'accès à la dimension « analyse ». La grammaire, un jeu dans les petites classes, avant de devenir dans les grandes classes un enjeu épistémique... Une traduction en démarche de formation professionnelle des résultats de la recherche conduirait à former des enseignants qui apprennent à contrôler les épisodes de glissement, à la fois chez eux et dans l'effet produit sur les élèves. Grâce à des debriefing, il conviendrait de permettre aux jeunes enseignants d'analyser la manière dont ils ont procédé à des glissements (comme le soulignent Goigoux et Bautier, les enseignants sont très peu conscients de leurs pratiques de secondarisation). On pourrait leur permettre notamment d'identifier les épisodes de glissement qu'ils ont produits, de les caractériser, d'évaluer leur pertinence dans les effets produits chez les apprenants. Il serait aussi souhaitable de leur faire travailler les trois dimensions de l'objet « grammaire », que nous avons précédemment décrites : norme, jeu, analyse et peut-être leur faire prendre conscience de leurs convictions et motivations, leurs conceptions sur la grammaire à interroger. Ce serait conduire les enseignants à reconnaître le geste professionnel d'étayage qu'est le glissement conceptuel, qui prend en compte les objets d'enseignement dans toute leur épaisseur.
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