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Le chinois dans l’enseignement français, la construction d’une discipline : une approche historico-épistémologique

Abstract : This thesis focuses on the pedagogy and didactics of the Chinese language from a historical and epistemological perspective. Using the concept of “disciplinarisation” as its main focus, it explores two main aspects: the history of the teaching of Chinese and the epistemology of the knowledge to be transmitted. It analyzes the conditions that have made it possible for the Chinese language to become a subject taught in the French educational system. It addresses both the external conditions - economical, political and social conditions - that have made the emergence and institutionalization of the teaching of Chinese in France possible, but also - and more importantly - the internal conditions: the construction of teachable content, didactic transposition, the epistemological continuum and epistemological ruptures as well as the inner workings of the French educational system. This investigation focuses on a period that ranges from the beginning of the nineteenth century to today. It focuses on four different institutions in which teaching Chinese gradually appeared: the Collège de France, the National Institute of Oriental Languages and Civilizations, French universities and finally French primary and secondary schools. The goal objective of this research is to show that Chinese, as a foreign language, is not a fixed object but rather an object that was constructed and is still being constructed according to various pedagogical and didactic goals. Thus, Chinese as a subject taught in primary and secondary school is fundamentally different from Chinese as a university discipline in that the former is more normalized and more homogenous. Indeed, the pioneering role played by France’s national education system in establishing “Chinese as a foreign language” as a school subject can be attributed in large part to its long-held traditions of centralization and academic planning.
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Submitted on : Tuesday, January 23, 2018 - 10:59:13 AM
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Ying Zhang. Le chinois dans l’enseignement français, la construction d’une discipline : une approche historico-épistémologique. Linguistique. Université Grenoble Alpes, 2016. Français. ⟨NNT : 2016GREAL017⟩. ⟨tel-01690564⟩



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