L’article met en lumière trois stratégies professionnelles utilisées par les professeur·es pour enseigner l’EPS aux élèves allophones en classe : l’observation par immersion pratique et collective, ...le guidage personnalisé par focalisation décomposée et l’affiliation à un·e élève ressource francophone. Déployée sur neuf mois dans un lycée, une enquête ethnographique couplant observation (n = 300 heures) et entretiens (n = 31), nous a permis de sonder et d’analyser les effets socialisateurs de ces stratégies sur les élèves enquêté·es. Nos résultats montrent que si les enseignant·es mettent en place, plus ou moins intuitivement, des stratégies pour accompagner les élèves allophones en EPS, ces dernier·es ne sont pas disposé·es à réagir de la même façon, au regard de leurs socialisations antérieures. Des situations de « blocage » sont parfois observées mais doivent être contextualisées avec les manières d’enseigner des professeur·es d’EPS et leur intérêt pédagogique pour intégrer ce public d’élèves.
The article highlights three professional strategies used by teachers to teach PE allophone students in the classrooms: observation through practical and collective immersion, personalized guidance through decomposed focus and affiliation with a French-speaking student. Deployed over nine months in a high school, an ethnographic survey combining observation (n = 300 hours) and interviews (n = 31), allowed us to capture and analyse the socializing effects of these strategies on the students surveyed. Our results show that although the teachers put in place, more or less intuitively, strategies to accompany allophone students in PE, this profile of students are not prepared to react in the same way, particularly with regard to their previous socialization. Situations of “blocking” are sometimes observed but must be contextualised with the ways of teaching of PE teachers and their pedagogical interest in integrating this group of pupils.
The discernment between the realistic and the unrealistic is a major mode of construction of orientation verdicts that this article proposes analyze throughout the impact on professional practices ...within the schools of public policy dynamics from inside and outside the education system. The study is based on the case of the post-third grade orientation of pupils of the UPE2A of a middle school located in a priority education zone. The analysis shows that the narrowing of school possibilities for the students makes sense in the way that professionals negotiate the tension between the institutional motto of schooling that must take place “like the others” and the real conditions of schooling that weaken its realization, from the difficult feasibility of the “inclusive” incentive to the constraints of extracurricular logics linked to the management of migrant populations outside school.
Depuis le colloque du Forum Heracles de juin 2009 « Le Français sur Objectifs Universitaires », et l’ouvrage de Jean-Marc Mangiante et Chantal Parpette de 2011 Le français sur objectif universitaire, ...le FOU ne cesse de gagner du terrain. Dans cette optique, le symposium « Le français sur objectif universitaire, entre apports théoriques et pratiques de terrain » visait à réunir des contributions répondant à la problématique de l’intégration linguistique et la réussite académique des étudiants allophones dans l’enseignement supérieur en langue française, que ce soit en France ou à l’étranger. En effet, les contraintes de la mise en pratique du FOU rendent aujourd’hui essentielle une réflexion sur les liens entre théorie et terrain, non seulement du point de vue linguistique mais aussi du point de vue didactique et ceci en contexte de français langue étrangère, langue seconde et langue maternelle.
The pronoun en is usually described in the literature as an adverbial pronoun, although the adverbial value is only one of several functions in which it can appear. It is a pronoun whose use is very ...diverse and complex, which is best seen based on numerous syntactic functions that we will present first in this paper. Then we will emphasize the analysis of examples of its use in the corpus, which includes student works divided into three stages (PI / INT / AH). Our goal is to determine to what extent this pronoun is represented in the mentioned corpus and in which syntactic functions it appears most often, i.e., to what extent students master its use. The analysis will also include those examples in which the use of this pronoun was absent as well as those in which its use is unacceptable.
L’introduction de ce numéro spécial sur la presse arménophone de France vise à mettre en perspective cette riche production périodique dans le cadre plus large des presses allophones de par le monde ...et en France afin de mieux en souligner certaines spécificités. La France a vu paraître plus de deux cents titres publiés pour tout ou partie en langue arménienne depuis 1855, dont le quotidien Haratch à la longévité exceptionnelle (1925-2009). Elle a de ce fait été de longue date un foyer majeur de publication périodique arménienne. En insistant sur les dynamiques transnationales de cette presse en France, le présent volume montre comment elle a contribué à faire de la langue arménienne un vecteur de lien communautaire à travers un espace diasporique en expansion après 1915.
To better understand the originality of the Armenian-language press of France, the introduction to this special issue situates this vast periodical output in its historical context, as well as in its natural theoretical background of allophone presses published throughout the world and in France. With its over 200 Armenian-language titles since 1855, including the exceptionally long-lasting daily Ḥaṛach (1925-2009), France has always been a central Armenian-language periodical printing hub. In correlation with articles in the issue, the introduction offers insights into its transnational dynamics. In particular, it shows how the Armenian-language press tried to cater to a plural, dispersed readership’s evolving expectations, while largely succeeding in making the Armenian language a vector of transnational identities within an always expanding diasporic space, after 1915.
To better understand the originality of the Armenian-language press of France, the introduction to this special issue situates this vast periodical output in its historical context, as well as in its ...natural theoretical background of allophone presses published throughout the world and in France. With its over 200 Armenian-language titles since 1855, including the exceptionally long-lasting daily Ḥaṛach (1925-2009), France has always been a central Armenian-language periodical printing hub. In correlation with articles in the issue, the introduction offers insights into its transnational dynamics. In particular, it shows how the Armenian-language press tried to cater to a plural, dispersed readership’s evolving expectations, while largely succeeding in making the Armenian language a vector of transnational identities within an always expanding diasporic space, after 1915.
The objective of this article is to present a selection of newspapers and magazines published in French in Spain between 1809 and 1935. Today practically forgotten, this Allophone press offers a rich ...testimony of the time in which it was written, because while it illustrates The historical and socio-cultural moment allows us to assess the use of the French language and its imprint in Spanish society.
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