Language Teaching

De plus en plus de recherches se basent sur l’utilisation des technologies de l’information et de la communication (TIC) dans l’enseignement des langues, maternelles et/ou étrangères. Plusieurs avantages sont alors étayés, comme par exemple, un nouveau rapport au savoir et à la langue, la construction identitaire proche de la construction du genre narratif, l’apprentissage de l’écrit facilité par l’utilisation des programmes de traitements de texte (TXT) et le développement global de la litéracie, notamment la litéracie informatique, mais aussi au niveau de la lecture et de l’écrit.

Nous nous proposons d’établir, en premier lieu, un compte-rendu des apports des recherches effectuées dans le cadre de l’enseignement des langues, plus précisément au niveau de l’apprentissage de l’écrit en classe de FLE. Nous passerons ensuite à l’analyse des instructions officielles portugaises pour l’enseignement du FLE, en ce qui concerne l’utilisation des TIC ou des TXT. Nous terminerons par une réflexion finale dans laquelle nous tisserons nos conclusions sur la place des TIC dans les Programmes de Français, en mettant en relation des deux parties précédentes.

En bref, nous pensons ainsi pouvoir contribuer à une meilleure connaissance des avantages et des inconvénients de l’utilisation des TIC et des TXT dans l’enseignement de l’écrit dans les cours de Français.

Etiquetas: Congressos, Investigação (TM), Questões de Pedagogia

Deixo aqui o resumo da comunicação que vou proferir no âmbito do congresso internacional da SIGWriting que descrevemos já num post anterior.

In Portugal, the knowledge of the teaching practices and its conceptualization by the Portuguese teachers of French as a Foreign Language (FFL) is yet scarcely studied. Actually, the studies that report theorical and methodological applications in the field of writing teaching are manly focused on the field of the Mother Tongue education and, more recently, in the area of EFL teaching. Therefore, this study acquires a special relevance since it enables us (a) to known the conceptions of the FFL teachers about their practices, and (b) to characterize the writing practices of these teachers. We also try to build the theoretical construct of best practices of teaching writing, firstly through the analysis of theoretical and methodological research in this area, and secondly asking the FFL teachers what they consider as their best practices.

We requested the collaboration of all the teachers of FFL of the schools of Third Cycle of Basic Education and Secondary Level of the Algarve region. Later, we selected a small sample through the method of the sample stratification based on representative categories.

Firstly, the collection of data proceeded through a survey questionnaire, that intended (i) to characterize the practices of teaching of writing, and (ii) to assess, through a Likert scale, a great number of writing teaching practices existing actually in schools or proposed by specialized literature as good practices to teach writing. This instrument was sent by regular mail to the schools, with detailed instructions concerning its goals and method for its reply. A total of 155 teachers replied to our request.

Secondly, we carried out 11 depth interviews to a small sample. Whit the interviews we wanted to support the characterization of teaching practices and the conceptions of the teachers concerning what they consider as their best practices.

As a study in progress, we do not have yet final results and conclusions. Therefore, we consider that we will be able to infer implications for the development of writing skills in FFL classes. Moreover, it will provide a critical reflection for the teachers of FFL concerning their writing teaching practices.

Etiquetas: Investigação (TM)

In English :
Our current research is centered in the study of the representations of French as Foreign Language (FFL) teachers about their practices in teaching writing. We appeal, for such, to quantitative and qualitative research methodology, asking for to the participation of all the teachers of FFL of the Algarve region, who teach in third Cycle of Basic Education and Secondary Education.
Data have been harvested through Questionnaires, sent to all the schools of those levels of education, and through Interviews to a small sample of the population. Data treatment included statistical analysis and content analysis.
In this study, we looked for to infer implications for the development of literacy abilities, referring to the written ability, and to contribute to the raise of critical reflection by teachers of French language concerning its writing teaching practices.


In French:
Notre recherche porte sur l'étude des représentations de professeurs de FLE au sujet de leurs pratiques d’enseignement de l’écrit par le biais d’une description et d’une caractérisation de leurs pratiques scolaires. Les procédures méthodologiques sont d’ordre quantitative (questionnaire) et qualitative (entretien) et les données recueillies sont analysées à travers des méthodes d’analyse statistique et de contenu.
Mots-clés : Didactique du FLE ; Didactique de l’écrit ; Représentations d’enseignants de langue ; Formation d’enseignant.

Etiquetas: Investigação (TM)