Transferts d'apprentissage et domaines de connaissances dans les écoles bilingues dioula-français au Burkina Faso : les mathématiques au primaire

Abstract : Learning transfers and knowledges areas in Dioula / French bilingual schools in Burkina Faso: mathematics in primary Students experience difficulties in using their language skills to learn mathematics, and this is reflected in their motivation and academic performance. Coming from a plurilingual environment, the Burkinabè child comes to school with his share of knowledge, representations, sum of his experiences. Strengthened by this "already there", it must not be a "head to fill", but rather to "nourish" and to support so that it builds its own knowledge. This implies that the student is placed at the center of learning processes. All learning is difficult and we have chosen to study mathematics learners in order to propose solutions for the teaching / learning of mathematics in Dioula and French in bilingual schools. Despite references to the theories of didactic situations, our thesis does not exclusively concern the didactics of mathematics. The objective is primarily linguistic because the description of the corpus emphasizes the analysis of verbal exchanges during sequences of mathematics in bilingual classes. Indeed, our work has had as support class sequences filmed and transcribed according to the software CLAN in the bilingual school of Lafiabougou "B", in Burkina Faso. With regard to the analysis of class sequences, it emerges the need for the teacher to forge a representation of the functioning of oral and written in L1 on the one hand and oral and written In L2, on the other hand, giving importance to the oral and written. It must establish bridges between L1 and L2 at the different levels of organization of the sequence of mathematics and one of the conditions is that the teacher conducts his activity so that the student, in the face of knowledge, builds metacognition, Should consider transferring learning to metacognition. Learning a language requires a sum of linguistic skills; So it is important to discern the levels of language skills and to look at their impact on learning. This calls for metalinguistic behaviors based on L1-L2 comparison. One of the difficulties encountered by the student lies in the language behavior of teachers, precisely their propensity not to reformulate or to reformulate (Noyau, 2010). On the basis of these analyzes, we end up with a set of recommendations on didactic reformulations between L1 and L2 for the training of teachers in bilingual schools.
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Oumar Lingani. Transferts d'apprentissage et domaines de connaissances dans les écoles bilingues dioula-français au Burkina Faso : les mathématiques au primaire. Sciences de l'Homme et Société. Université Paris Ouest Nanterre La Défense, 2015. Français. ⟨tel-01228927⟩

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