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Lectures plurielles : former par la recherche à une approche plurilingue et plurilittéraciée de l’écrit à l’école

Abstract : With a view to a mutilingual education as a mean to create a beneficial link between what is practised outside and beside school language and language itself, and the way in which the development of this one also allows the opening to plurality, we are interested in teacher training and the way they have the responsibility for preparing pupils into reading. Our object deals with research education as a micro-process of change which will modify teache practice, and more specifically the procedures by which the teachers on duty are given the view of an innovating didactic approach which is founded on the principles of a multilingual and intercultural education applied to the beginning of writing in learning. These processes are analyzed, through case studies and within an original device of in situ research education where teachers and researchers have a concerted action and where reflexivity stands as a main point. In this thesis, we intend to tell our itinerary of implied researcher, who, from the classroom, has led us to a training proposal by research, up to multilingual didactics. Through the exploration o first, the ordinary practice related to writing and reading learning, of representations, beliefs, the knowledge (RCS) implicit to these practices, and second, the analysis of teaching practices, we will try to define the processes of change which support their evolution.
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Submitted on : Monday, February 24, 2014 - 3:12:12 PM
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  • HAL Id : tel-00940500, version 2


Livia Goletto. Lectures plurielles : former par la recherche à une approche plurilingue et plurilittéraciée de l’écrit à l’école. Education. Université du Maine, 2013. Français. ⟨NNT : 2013LEMA3004⟩. ⟨tel-00940500v2⟩



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