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Abstract

Cette recherche franco-quebecoise vise a valider ou a corriger des situations et des demarches isolees en enseignement de l'oral qui n'ont pu faire l'objet d'une experimentation suffisamment large. Nous poursuivons l'objectif general suivant: mieux connattre les representations de certains enseignants quebecois et francais concemant l'oral et sa place dans les apprentissages comme dans la socialisation au sein de la classe quand ils mettent en place des situations innovantes du prescolaire au secondaire. Nous expliquons les differences methodologiques entre les deux pays qui nous ont quand meme permis d'etablir des convergences ainsi que des divergences importantes entre les divers ordres d'enseignement. Nous analysons egalement des extraits de corpus quebecois et francais qui demontrent que l'oral doit etre enseigne de facon systematique a l'ecole au Quebec et en France et qu'un continuum plus present doive se faire sentir dans les programmes d'etudes entre la fin du primaire et le debut du secondaire.

This French-Quebecois research aims to validate or to correct isolated situations or processes in teaching of oral skills that can't be conducted in a large scale experiment. We seek the following general objectives: to better understand some French and Quebecois teachers' representations regarding teaching oral skills and its place in learning as well as in socialization in the classroom when these teachers present innovative situations from preschool to the secondary. We explain the methodological differences from the two countries although they allow us to establish the important convergences and divergences between the various education levels. We also analyse excerpts of the Quebecois and French corpus to demonstrate that oral skills need to be taught systematically in Quebec and French schools and a more present continuum must be created in learning programmes from the end of primary to the beginning of the secondary classes.

First Page

72

Last Page

97


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