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Pratiques et conceptions de l'intercompréhension en classe de cycle 3 et 4, de l'intuition à la didactisation : étude de cas d'élèves bilingues français-occitan

Abstract : At the moment, languages are still tightly tied against each other, and Ronjat's method of "one person = one language" seems to act as a law. This is contrasted with the new methods of teaching, notably with the teaching of plurilingualism, which envisages the teaching and learning of languages and cultures in a pluralistic way, and in which a particular intention is placed on the language repertoire of the learners.It is in this context that our research has been written. The aim of this study was to demonstrate empirically that French-Occitan bilingual pupils are favoured when they are learning a new language (English and / or Spanish); on the other hand, to attest that the teaching of the contact of languages could make it possible to improve and / or consolidate the competences of these bilinguals by intuition and / or awareness of synergies, ties, relationships, and so on which exist between the languages belonging to the same family (that of the Romance languages with French, Occitan and Spanish).From this study it is concluded that it is not so much the bilingual or monolingual mode of teaching that favours or not the contact of languages and its teaching, but the teaching practices. Although teachers of bilingual classes will be more accustomed to this type of contact of languages, their teaching is still relatively punctual and the intercomprehension is not operationalized.
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Élodie Lefèvre. Pratiques et conceptions de l'intercompréhension en classe de cycle 3 et 4, de l'intuition à la didactisation : étude de cas d'élèves bilingues français-occitan. Linguistique. Université Toulouse le Mirail - Toulouse II, 2017. Français. ⟨NNT : 2017TOU20112⟩. ⟨tel-02491461⟩

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