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Écrire au lycée professionnel : obstacles et dispositifs de réapprentissage

Abstract : This PHD research , about teaching of writing in vocational school, takes place in a ICE project leaded by the social purpose of reducing school inequities.The main purpose of this research-action project was to create an educational tool which helps improving writing skills for pupils in vocational school, especially pupils in GA ‘s classrooms. The first part of my work was to make a diagnosis by trying to identify difficulties which can be specific to this pupils (and more specifically academic difficulties linked to the “scholar capital”). We collected and analyzed pupils written pieces and we proceeded to a survey trying to identify “des compétences ignorées”(Penloup, 2007) and difficulties of the pupils. During this period of the PHD research, we also observed classroom situations trying to identify breaks and levers in teaching practices. We gave a particular attention to practices which can participate, without the knowledge of teachers, to social inequities in class, practices that can obstruct learning for some pupils (Bautier & Rayou, 2014).The second step of this work consisted in creating a new educational tool especially for the classrooms involved in this project and to offer this tool to the teachers. Starting from the premise that the difficulties in writing of these pupils were linked to their representations of writing, we decided to offer an integrative approach of writing skill which associate some linguistics and reflexives activities to written production. The main idea was that, if we wanted to help the writing skills progress of this pupils, we must work on writing abilities and relation to writing in a transversal approach of literacy skills.Data’s collected allowed us to identify pupil’s difficulties not fully investigated yet : punctuation marks, paragraphs, tacit marks in written conversation…We also discovered some interesting facts about this pupils and their teachers’ representations about writing and their consequences in teaching and learning writing at vocational school context. These data allowed to find some original perspective to get a new reflexion about teaching writing. The results of the experimentation leaded to prove that we can act positively on writing skills and writing representations in a same way. The results show that we can have a positive action on the discursive abilities of pupils considered like the “weakest” by using high degree and very reflexive writing activities. We can also see a positive effect on pupils and teachers’ representations of writing.Finally, this collaboration with the teachers of two GA classroom shows that research-action coud be a way to support professional development of teachers.
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Cindy de Amaral. Écrire au lycée professionnel : obstacles et dispositifs de réapprentissage. Linguistique. Université Grenoble Alpes, 2019. Français. ⟨NNT : 2019GREAL014⟩. ⟨tel-02484200⟩

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