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Auswahl der wissenschaftlichen Literatur zum Thema „Enseignants de disciplines non linguistiques“
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Zeitschriftenartikel zum Thema "Enseignants de disciplines non linguistiques"
Kosova, Svetlana. „L’efficacité du travail en groupe dans l’enseignement secondaire des disciplines non linguistiques“. Verbum 4 (06.02.2013): 113–21. http://dx.doi.org/10.15388/verb.2013.4.4988.
Der volle Inhalt der QuelleCuervo Vázquez, Ana E., Rosa Alonso Díaz und Montserrat Sabadell González. „La formation des enseignants des disciplines non linguistiques dans les sections bilingues de Français en Castilla y León: de la réalité à l’idéal“. Çédille 8 (01.04.2012): 76. http://dx.doi.org/10.21071/ced.v8i.5482.
Der volle Inhalt der QuelleFaupin, Elisabeth. „Les marques transcodiques dans les disciplines non linguistiques“. Essais, Nr. 14 (01.06.2018): 51–65. http://dx.doi.org/10.4000/essais.315.
Der volle Inhalt der QuelleWernicke, Meike. „L’insécurité linguistique dans l’enseignement du français langue seconde : de quoi parle-t-on?“ OLBI Journal 13 (23.01.2024): 199–222. http://dx.doi.org/10.18192/olbij.v13i1.6634.
Der volle Inhalt der QuelleGécseg, Zsuzsanna, Aradi Csenge, Huber Máté und Dóra Székesi. „Enseignement monocentrique face à une réalité pluricentrique ? Étudiants africains au département de français d’une université hongroise“. SHS Web of Conferences 191 (2024): 02005. http://dx.doi.org/10.1051/shsconf/202419102005.
Der volle Inhalt der QuelleLuběnová Morales, Anna. „Migration des textes littéraires vers les classes de FLE : résultats et interprétation d'une recherche quantitative parmi les enseignants de FLE en République tchèque“. Études romanes de Brno, Nr. 2 (2024): 41–57. http://dx.doi.org/10.5817/erb2024-2-5.
Der volle Inhalt der QuelleVan Viegen, Saskia, und Sunny Man Chu Lau. „Becoming Critical Sociolinguists in TESOL Through Translanguaging and Embodied Practice“. TESL Canada Journal 38, Nr. 2 (10.03.2022): 199–213. http://dx.doi.org/10.18806/tesl.v38i2.1361.
Der volle Inhalt der QuelleTonnetti, Benoît, und Vanessa Lentillon-Kaestner. „Pourquoi l’interdisciplinarité à l’école ?“ L'Education physique en mouvement, Nr. 1 (13.12.2022): 9–13. http://dx.doi.org/10.26034/vd.epm.2019.3469.
Der volle Inhalt der QuelleGrobet, Anne, und Ivana Vuksanović. „L’élaboration conceptuelle bilingue dans des disciplines non linguistiques : analyse discursive d’un cours en interaction“. Les carnets du Cediscor, Nr. 13 (26.10.2017): 103–15. http://dx.doi.org/10.4000/cediscor.1069.
Der volle Inhalt der QuelleGaudin, François. „Champs, clôtures et domaines : des langues de spécialités à la culture scientifique“. Meta 40, Nr. 2 (30.09.2002): 229–37. http://dx.doi.org/10.7202/002821ar.
Der volle Inhalt der QuelleDissertationen zum Thema "Enseignants de disciplines non linguistiques"
Daafouz, Malika. „Analyse des ajustements dans l’activité enseignante en classe. Le cas des enseignants des disciplines nοn linguistiques au Μarοc“. Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMC013.
Der volle Inhalt der QuelleThe aim of the thesis is to identify and characterise adjustments in the classroom teaching activity of beginner teachers of non-linguistic subjects (NLS) in Morocco, in particular through an understanding of their situated difficulties, with a view to training. How do these beginning teachers cope with the challenge of teaching science in French, even though it is not their mother tongue? How do they manage their difficulties in this context? How do they respond to the unpredictable nature of teaching-learning situations in order to meet their pupils' learning needs? How do they adjust to all this in order to teach? This study therefore examines the activities of a group of untrained teachers who are striving to mobilise a variety of resources in order to deal with teaching and learning situations that are highly unpredictable, with a wide gap between institutional requirements and the realities of the job. Such teaching (DNL) deals simultaneously with two types of knowledge: the teaching of scientific knowledge combined with the teaching of linguistic knowledge.The context of the thesis is marked by two elements: on the one hand, the massive recruitment of secondary school teachers and, on the other hand, the refrancisation of scientific subjects in Morocco. Theoretically, the thesis draws mainly on the analysis of teaching practices, enriched by contributions from ergonomic psychology, the notions of professional gesture and adjustment in classroom teaching activity, as well as insights from interactionist linguistics (for a better understanding of language adjustments).The research is structured around two hypotheses: the first concerns the characterisation of the difficulties experienced by novice teachers in teaching DNLs; the second relates to the adjustment strategies used to impart disciplinary and language-related knowledge to learners. The methodology of this empirical and comprehensive study is based on filmed observations followed by self-confrontation interviews, as well as on institutional documents and the preparation of novice teachers.The results of the rational analysis of the data lead to a typology of adjustments to teaching activity which opens up the reflective dimension of the teachers concerned
Pegourie, Khellef Marjorie. „Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte“. Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20028/document.
Der volle Inhalt der QuelleHow teachers of non-linguistic subjects take in charge the exolingual situation of their classroom ? What space is made for L2 within the practices of these teachers ? This question was asked to 60 educational actors from three religious bilingual French-Arabic schools in Egypt. The corpus is made of sequences of footage during science and mathematics classes, of recorded interviews of various actors and of teaching material. This allows to move forward with a quantitative and qualitative analysis of the practices observed. The results show that all the teachers use mediation and discursive gestures in their lessons. Some mediation gestures are more specific to some subjects, all teachers use code switching, and metalinguistic and « metalangagière » dimension for L2 explanation, which is helping for developing discursive register for each discipline. In conclusion, non-linguistic subject teachers consider L2 as a teaching target. Nevertheless, the existence of these practices doesn’t allow legitimation by teachers themselves or by other educational actors. This paradox between practices and representations produces doubt about what should be a professional gesture for the sample of teachers in our corpus. The outcome of our study is precisely to remove this ambiguity by observing, pointing out, defining and categorizing professional gestures concerning L2 during a non- linguistic subject lesson and supporting by present research on immersion and integration, in a didactic field
Abou-Samra, Myriam. „Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère“. Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Der volle Inhalt der QuelleThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
Corny, Laurence. „Les discours d'enseignement en français langue seconde : le cas de la compréhension des textes expositifs d'histoire et de géographie par les élèves allophones nouvellement arrivés en France et scolarisé au cycle 3“. Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA095.
Der volle Inhalt der QuelleThe research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system
Beaugrand, Céline. „Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège“. Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
Der volle Inhalt der QuelleThe teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
Le, Ferrec Laurence. „Le français langue seconde comme langue de scolarisation. Théorisation, description et analyse d’interactions didactiques en classe d'accueil“. Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030152.
Der volle Inhalt der QuelleThis research examines French as a schooling language for pupils with a different mother tongue, by focusing on the way it is taught in the French educational system by students who attend French "collèges" (the first four years of secondary education) in what are known as "classes d’accueil", i. e. special classes where these students are taught French as a foreign (or second) language. The concept of a schooling language, originally used about school teaching in countries where French was not the mother tongue, is central to this study and is analyzed in both didactical and linguistic terms in order to identify and define its components. Starting with a reevaluation of the way language is used in school, this research tries to map out the field in which the schooling language is applied and suggests focusing on the teaching discourses which are then described. They are akin to specialized discourses on the various school subjects but require a specific didactic treatment, in order to facilitate the integration of classes d’accueil pupils into regular classes for French-speaking pupils. The empirical study analyses a corpus of didactical interactions recorded in "classes d’accueil" and later transcribed. It uses the tools and methodologies usually pertaining to the linguistics of verbal interaction and strives to show how knowledge is transmitted through both formal enunciation of knowledge and its co-construction, in relation with the written material used to help the teacher’s discourse. This research has a twofold aim: to contribute to the study of knowledge transmission discourses and to the methodology of French as a second language within the French system of education
Bellini, Serge. „Insécurité linguistique et alternance codique : le cas des professeurs de biologie dans les classes bilingues franco-moldaves“. Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015PA030013.
Der volle Inhalt der QuelleOur research was motivated by personal observation realized in bilingual education systems of Central and Eastern Europe. We found it, justified tobring our thoughts to the general issue of bilingual education. We chose to enter in the reflection by the descriptive way of franco-moldovian practica classes of biology, where teachers provide their discipline using French. Our observation focuses on the management of their language skills in the alteration between Romanian and French built on the analysis of the corpus of interviews with the teachers and another filmed one with the lessons.To achieve this, we entered into the ethnographic approach applying the tools of the interactional analysis. Our analysis shows that in the classes underobservation, the transmission of discipline was made either in a monolingualL1/L2 register or in bilingual L1 and L2 one. The detailed description we make shows the teaching strategies applied with more or less important integration of L2 in the discipline.Paradoxically enough, the teachers with less L2 language skills develop moreb ilingual education, meaning more instructions in two languages in their discipline.To summarize, the heart of the process of bilingual education is the rational management of code-switching and the benefit is based on the level of its mastery
Cercetarea noastră a fost motivată de observația personală pe care amputut sa o facem a sistemelor școlare de învățământ bilingv din EuropaCentrală și de Orientală. Ne pare a fi justificat de a aduce reflecţia noastrăasupra problemei generale a învățământului bilingv. Am ales să abordămreflecţia prin descriere, în cadrul dispozitivului franco-moldovenesc, orepractice a profesorilor de biologie care asigură disciplina utilizînd limbafranceză. Analiza noastră se concentrează pe gestionarea competențelorlingvistice în alternanța între limba romană și limba franceză sprijinindu-ne peanalizele unui corpus de interviuri cu profesori și a unui corpus foarteimportant, a lecţiilor filmate.Pentru a face acest lucru, noi ne-am înregistrat la o abordareetnografică convocînd instrumentele unei analize interacționale. Analizanoastră arată că în clasele observate, transmiterea de cunoștințe disciplinare seefectuiaza fie într-un registru L1 monolingv sau L2 sau într-un registru bilingvL1 și L2. Descrierea detaliată pe care noi o facem, arată strategii de predareaplicate la disciplină cu o integrare a L2 mai mult sau mai puțin importantă.În mod paradoxal, profesorii care dispun de mai puţine competențelingvistice în L2 dezvoltă un învățământ bilingv, fie un învăţămînt în douălimbi, a disciplinei lor.Pe scurt, gestionarea rațională a alternanţei codicale este centrulprocesului învăţămîntului bilingv, a cărui beneficiu se bazează pe stăpânireaacesteia
Bücher zum Thema "Enseignants de disciplines non linguistiques"
GUO, Jing, und Georges GALANES, Hrsg. L'enseignement de l'oral en classe de langue. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.9782813003669.
Der volle Inhalt der QuelleBuchteile zum Thema "Enseignants de disciplines non linguistiques"
ABU SAMRA, Myriam. „Formation des enseignants de langue de scolarisation“. In Formation linguistique des apprenants allophones et pédagogies innovantes, 9–16. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4145.
Der volle Inhalt der QuelleNdibnu-Messina Ethé, Julia, und Évariste Ntakirutimana. „Défis et perspectives de la didactique des DNL en région multilingue“. In Lexique(s) et genre(s) textuel(s) : approches sur corpus, 37–50. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.2908.
Der volle Inhalt der QuelleKasili, Joyce, und Isidore Muteba Kazadi. „Identification des actes non verbaux didactiques chez les enseignants de FLE du comté de Kakamega au Kenya“. In Aux carrefours de la langue, de la littérature, de la didactique et de la société : la recherche francophone en action, 215–30. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.agbef.2021.01.0215.
Der volle Inhalt der QuelleDetey, Sylvain. „Plurilinguisme, usages francophones et anglicisation, de l’Afrique à l’ASEAN“. In Le Japon, acteur de la Francophonie, 121–35. Editions des archives contemporaines, 2016. http://dx.doi.org/10.17184/eac.5531.
Der volle Inhalt der QuelleHasni, Abdelkrim, und Johanne Lebrun. „Les valeurs explicites et implicites dans la formation des enseignants“. In Perspectives en éducation et formation, 101–16. De Boeck Supérieur, 2008. http://dx.doi.org/10.3917/dbu.favre.2008.01.0101.
Der volle Inhalt der QuelleAdopo, Aimé Achi. „Des difficultés en expression orale en français des apprenants de zone rurale ivoirien : spécificités et remédiation“. In L’enseignement-apprentissage en/des langues européennes dans les systèmes éducatifs africains : place, fonctions, défis et perspectives, 277–96. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kouam.2020.01.0277.
Der volle Inhalt der QuelleNawel, Kherra. „Le plurilinguisme en Algérie“. In Plurilinguisme, politique et citoyenneté, 120–29. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.herre.2020.01.0120.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Enseignants de disciplines non linguistiques"
NIKITOPOULOS, Claire, und Nicolas PICARD. „Les usages des tests non rédactionnels dans l’évaluation des connaissances à distance des étudiants de Pharmacie : impact du déploiement du e-learning lors de la crise sanitaire du COVID-19“. In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.99.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Enseignants de disciplines non linguistiques"
Rousseau, Henri-Paul. Gutenberg, L’université et le défi numérique. CIRANO, Dezember 2022. http://dx.doi.org/10.54932/wodt6646.
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