Tesi sul tema "Teachers of non-Linguistic disciplines"

De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle place pour la L2 dans les pratiques des enseignants de DdNL ? Cette question de recherche a été posée à 60 acteurs éducatifs variés de trois écoles religieuses bilingues français-arabe en Egypte. Le corpus est constitué de séquences filmées de cours de sciences et de mathématiques en français, d’entretiens audios des différents acteurs et de matériel pédagogique. Cela a permis de procéder à une analyse quantitative et qualitative, contextualisée, des pratiques observées. Les résultats montrent que les enseignants mettent tous en œuvre des gestes de médiation et des gestes discursifs en cours de DdNL, qu’il existe des gestes de médiation plus spécifiquement disciplinaires, que l’alternance codique est utilisée par tous, et que les enseignants utilisent la dimension métalangagière et métalinguistique pour expliquer le fonctionnement de la L2 tout en constituant un registre discursif disciplinaire. Ceci permet de conclure que les enseignants de DdNL ont aussi pour objet d’enseignement certaines dimensions de la L2. Toutefois, l’existence de ces pratiques ne suffit pas à les légitimer, ni auprès des enseignants de DdNL, ni auprès des autres acteurs éducatifs. Ce paradoxe entre pratiques et représentations induit une zone d’incertitude sur ce que doivent être les gestes de métiers des enseignants de DdNL. La finalité de notre étude tente de lever cette ambiguïté en observant, en relevant, en définissant et en catégorisant les gestes professionnels traitant de la L2 en cours de DdNL et en convoquant l’état de la recherche dans le domaine de la didactique des DdNL<br>How 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

L’objectif de la thèse est d’identifier et de caractériser les ajustements dans l’activité enseignante en classe des enseignants débutants des disciplines non linguistiques (DNL) au Maroc, notamment à partir de la compréhension de leurs difficultés situées, avec une visée de formation. Comment ces enseignants débutants font-ils face au défi d’enseigner les sciences en langue française, alors que ce n’est pas leur langue maternelle ? Comment gèrent-ils leurs difficultés dans ce contexte ? Comment répondent-ils au caractère imprévisible des situations d’enseignement-apprentissage pour venir satisfaire les besoins d’apprentissage de leurs élèves ? Comment s’ajustent-ils à tout cela pour faire cours ? Ce travail interroge donc l’activité d’un public d’enseignants non formés, mais qui s’évertuent à mobiliser, en situation, des ressources variées pour affronter des situations d’enseignement-apprentissage caractérisées par leur forte imprévision et par un grand décalage entre les prescriptions institutionnelles et le réel de l’exercice du métier. Un tel enseignement (DNL) porte simultanément sur deux types de savoirs ; l’enseignement d’un savoir scientifique associé à l'enseignement d'un savoir linguistique.Le contexte de la thèse est marqué par deux éléments majeurs : le recrutement massif des enseignants du cycle secondaire et la refrancisation des matières scientifiques au Maroc. Sur le plan théorique, la thèse mobilise principalement les apports de la psychologie ergonomique, les notions de geste professionnel et d’ajustement dans l’activité enseignante en, ainsi que des éclairages de la linguistique interactionniste (pour mieux comprendre les ajustements langagiers).Deux hypothèses structurent la recherche : la première concerne la caractérisation des difficultés éprouvées par les enseignants débutants dans le cadre de l’enseignement des DNL ; la seconde se rapporte aux stratégies d’ajustement mobilisées pour dispenser des savoirs disciplinaires et langagiers aux apprenants. Une enquête empirique et compréhensive s’appuie, pour la méthodologie, sur des observations filmées suivies d’entretiens d’auto confrontation ainsi que sur des documents institutionnels et de préparation des enseignants débutants.Les résultats de l’analyse fine et rationnelle des données donnent lieu à une typologie d’ajustements de l’activité enseignante qui ouvre sur la dimension réflexive des enseignants concernés<br>The 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

This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast and continuously evolving, and largely built on issues of validity, reliability, and bias. The findings have varied considerably over the years, largely due to the institutional-uniqueness of the instruments being used, the differing methodologies used to analyze the data, and disagreement on how to interpret the findings. These issues have allowed SET to continue to be one of the most widely studied and debated topics found in the educational literature. Findings from this study provide further evidence that SET data should not be used to make broad comparative judgments, but are more appropriate as a measure to inform individual instructors. Significant differences were detected from all nine background variables, with meaningful differences observed at the departmental level. While some of the variance in ratings detected can be logically tied to evidence of effective teaching practices, others indicate potential unfair biases that could be harmful if precautions are not taken in how the data are distributed and used.

<p>South Africa has undergone major transformation after the election of the first democratic government in 1994. The acceptance of a humane constitution as well as equal rights for all its citizens necessitated the banning of corporal punishment in all schools under the South African Schools Act 84 of 1996. Accordingly, this change in the education policy as well as a change in society regarding equal rights for all citizens required teachers to adjust and improve their practices related to classroom management and discipline. The abolition of corporal punishment in 1996 (South African Schools Act 84 of 1996) can thus be regarded as such a changed aspect which required teachers to find alternative ways of keeping discipline in schools. It is expected from teachers to manage learning in classrooms, while at the same time practise and promote a critical, committed and ethical attitude towards the development of a sense of respect and responsibility amongst learners. It is with this in mind that one should remember that classroom locations and environments are complex as well as dynamic. Learners can now use their rights in a court of law while at the same time become more unruly, disruptive and at times even violent. Teachers on the other hand are left with limited alternative procedures or guidelines to manage unruly learners. As such, teachers now rely on their own informal learning in order to deal with such learners since alternatives to manage ill-disciplined learners are not included in formative teacher training courses. This study therefore concerns itself with the way teachers acquire classroom management skills in the absence of corporal punishment and learn how to deal with behavioural problems in order to carry on with day-to-day classroom activities. This is essentially viewed as informal learning. Because of the absence of much-needed training and support from educational authorities, teachers adjust and improve their practice, relying on hands-on experience in classrooms since they only incidentally receive opportunities to engage in ongoing formal professional development. This study explores the nature and content of informal/incidental as well as nonformal (courses not leading to formal accreditation) teachers&rsquo<br>learning related to managing classroom discipline in the absence of corporal punishment and investigates how skills, to manage classroom discipline, impact on the learning and teaching enterprise. A qualitative approach within the interpretive paradigm was followed throughout this study. Unstructured interviews were used to gather data which resulted in the gaining of rich detailed descriptions of participants&rsquo<br>responses to acquiring classroom management skills. This qualitative investigation included a literature review that explored and analysed different perspectives on the learning process. This study confirms that teachers acquire classroom management and discipline skills through workplace learning, initiated by themselves as well as collaboratively through interaction with colleagues and learners. Learning within the workplace was possible due to the opportunities they were afforded within the working context they found themselves in.</p>

This study aims to identify the perceptions that teachers have regarding the nonimplementation of the Alternatives to Corporal Punishment Policy (ATCP). Using a qualitative research approach, data was collected from teachers in a high school in Mdantsane that is still using corporal punishment. The main tools of data collection used were semi-structured interviews and document analysis. The findings from this study revealed a range of factors that influence teachers not to implement the alternatives to corporal punishment policy. These include: culture, religion, lack of parental involvement, violence in schools and lack of capacitation in teachers on the policy. Moreover the findings of this study revealed that if new policies are imposed on implementers there is bound to be resistance. This study therefore recommends that new policies need to be discussed and agreed upon by both the policy makers and policy implementers. The study also recommends that teachers need capacity building workshops so that they understand the need and the benefits of implementing the ATCP.

Violence against children is a widespread problem with devastating consequences, and corporal punishment is a risk factor for more serious forms of physical abuse. One reason for the persistence of corporal punishment may be lack of awareness of positive disciplinary alternatives. At the other extreme, lack of awareness of positive options may lead to permissive parenting, which also has negative outcomes for children. The primary objective of this research was to find, and explore the state of the science on, individual non-violent interventions for challenging behavior, in so doing forming a “toolkit” for use by caregivers and teachers. To meet this objective, a systematic overview of systematic reviews was conducted. In the course of the overview, aside from information on the individual discipline tools, data relevant to attunement was collected and explored. Attunement describes sensitive responsiveness of caregivers towards their children, understanding and matching the child's needs and signals with appropriate responses. Results of the overview show that a wide range of evidence-supported interventions exist, many of which have been found effective with severely challenging behavior. Further, evidence was found suggesting the importance of attunement in optimal use of these discipline tools. Practical implications of these findings are discussed and gaps in the research highlighted.

Abstract Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective procedures in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. One of the three participants preferred the NCR procedure, one preferred the DRO procedure and the last participant gave mixed results between the procedure she said she preferred in the surveys and the procedure she chose to implement in the final choice phase.

Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pour ce faire nous nous appuyons sur les analyses d’un corpus d’entretiens avec les enseignants et d’un corpus important de cours filmés.Nous sommes inscrits dans une démarche ethnographique en convoquant les outils de l’analyse interactionnelle. Notre analyse montre que, dans les classes observées, la transmission des connaissances disciplinaires se fait soit dans un registre monolingue L1 ou L2, soit dans un registre bilingue L1 et L2.La description détaillée que nous en faisons, montre des stratégies d’enseignement appliquées à la discipline avec une intégration de la L2 plus ou moins importante.Paradoxalement, les enseignants disposant moins de compétences langagières en L2 développent davantage un enseignement bilingue, soit un enseignement en deux langues, de leur discipline.En résumé, la gestion raisonnée de l’alternance codique est le coeur du processus de l’enseignement bilingue dont le bénéfice repose sur la maitrise de celle-ci<br>Our 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<br>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

Thesis advisor: Elizabeth Twomey<br>This phenomenological study investigated the effects of a Positive Behavior Intervention and Support (PBIS) Program on non-native speaking Hispanic students in a public middle school. The purpose of the study is to discover whether the PBIS program alleviates, intensifies or does not change the degree of bias towards minority students currently in existence through traditional discipline models. It also intends to discover whether the experience of the Hispanic students is similar to the intent of the program as determined by the implementing staff. Finally, this study will investigate whether a program that explicitly teaches values reflects the white, middle class backgrounds of the staff and whether this is detrimental to the primarily minority student population at the school. An outside researcher who had previously spent time at the school site as a principal intern conducted this qualitative, phenomenological study. The researcher used the following data collection tools: individual semi-formal interviews, focus group discussions, observations, and document analysis. The research occurred over approximately six weeks. The study concluded that the values taught through PBIS were designed to bring the students into the teachers' world, a world considered superior to the students as well as universal. This indicated that the teachers held a deficit model of culture towards the students' culture. Another finding indicated a need on the part of the staff to be aware of the students' relationship with their family as they implement any discipline program, especially one that explicitly teaches values. Finally, the study found a need for teachers to build positive relationships with all students, especially those with disciplinary issues. It was through positive relationships with the students deemed "problems" by the school and their parents that the teachers were able to reduce problem behaviors<br>Thesis (PhD) — Boston College, 2010<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education

La recherche s’inscrit dans le cadre de la didactique du français langue seconde en contexte scolaire. Elle a pour objet d’étude les textes expositifs, c’est-à-dire ceux qui synthétisent les éléments de savoirs à acquérir. A partir de l’analyse d’un corpus de textes expositifs extraits de manuels scolaires de cycle 3 d’histoire et de géographie, la recherche se propose de définir une démarche explicite de la compréhension adaptée aux compétences et aux besoins des élèves allophones nouvellement arrivés. Pour cela, les facteurs d’hétérogénéité, le contexte de la scolarisation, les caractéristiques de ces textes et le processus de compréhension en lecture en langue seconde sont explorés. La démarche envisagée se veut active et collaborative et comprend deux étapes essentielles : un enrichissement préalable des connaissances linguistiques orales des élèves puis des activités variées qui permettent des manipulations sur le texte, notamment expansion, reformulation, surlignage ou déplacement d’éléments linguistiques et développement progressif de la complexité syntaxique. Dans une troisième étape, complémentaire, le texte expositif devient un support privilégié pour initier les élèves allophones à l’étude du fonctionnement de la langue française, les apprentissages menés venant soutenir, dans un mouvement de va-et-vient la compréhension en lecture.La recherche se veut conjointement une contribution à l’étude des discours d’enseignement dans leur modalité écrite et à la réflexion méthodologique de la didactique du français langue seconde dans le système éducatif français<br>The 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

Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.

Depuis le début des années 1990, le français langue de scolarisation (FLSco) s’est peu à peu constitué en objet d’étude dans différents contextes où le français est langue d’enseignement pour des élèves allophones. La situation des enfants migrants scolarisés en France a ainsi été progressivement prise en compte dans les recherches en didactique comme dans les directives institutionnelles. Celles-ci soulignent notamment que la réussite de leur inclusion scolaire nécessite de s’intéresser à la dimension langagière dans les différentes disciplines où le français est « langue instrumentale » ; mais les solutions didactiques et pédagogiques peinent à émerger pour répondre à cette injonction. Un rapprochement méthodologique entre le français sur objectifs spécifiques (FOS) et le FLSco permet d’ouvrir des perspectives dans la définition des besoins prioritaires de ces élèves en partant d’une analyse effective des situations scolaires auxquelles ils sont confrontés dès leur arrivée à l’école. Cette recherche vise ainsi à transposer les démarches d'ingénierie du français professionnel en contexte scolaire afin de contribuer à la définition de ces besoins d’apprentissage et de permettre l’élaboration d’une formation adaptée en FLSco. Plus largement, elle ambitionne d’apporter des solutions méthodologiques et didactiques aux acteurs concernés par la scolarisation de ce public à besoins éducatifs particuliers.Nous avons établi un cadre méthodologique qui s’articule autour des grandes étapes mobilisées en FOS : l’analyse des besoins, la collecte et l’analyse de données orales et écrites dans les situations scolaires et la phase d’élaboration didactique à partir des besoins identifiés. Nous avons expérimenté cette démarche dans trois disciplines du collège : l’histoire-géographie, les Sciences de la Vie et de la Terre et les mathématiques dans des classes de sixième. Cette étude a nécessité la constitution d’un corpus multimodal composé de séances de classe filmées et de données écrites issues des manuels, des cahiers d’élèves et du tableau blanc de l’enseignant. Les besoins identifiés sont à la fois de nature langagière, culturelle, cognitive et méthodologique. Cette analyse des situations scolaires révèle également l’omniprésence de différentes représentations sémiotiques dans toutes les disciplines observées ainsi que la part grandissante de la dimension praxéologique en raison, notamment du développement des outils numériques en classe<br>The 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

La recherche envisage le français langue seconde comme langue de scolarisation à partir d’une réflexion sur la situation d’enseignement/apprentissage du français par des élèves allophones scolarisés dans le système éducatif français en classe d’accueil de collège. La notion de langue de scolarisation, utilisée à l’origine à propos de l’enseignement scolaire dans les pays de français langue seconde, est mise au cœur de l’étude et fait l’objet d’une analyse didactique et linguistique s’attachant à en identifier les composantes. A partir d’une réflexion sur les usages de la langue à l’école, la recherche tente de délimiter le champ d’application de la langue de scolarisation et suggère un recentrage sur les discours d’enseignement dont elle propose une description. Ces discours s’apparentent à des discours spécialisés que mettent en œuvre les différentes disciplines scolaires et qui nécessitent un traitement didactique spécifique pour faciliter l’intégration des élèves allophones en classe francophone. L’étude empirique porte sur un corpus d’interactions didactiques enregistrées en classe d’accueil de collège et transcrites. Elle mobilise les outils et méthodes de la linguistique des interactions verbales et s’attache à montrer les modalités de transmission des connaissances en s’intéressant aux formes d’énonciation des savoirs et à leur construction collaborative, en relation avec les supports écrits utilisés comme auxiliaires du discours de l’enseignant. La recherche se veut conjointement une contribution à l’étude des discours de transmission de connaissances et à la réflexion méthodologique de la didactique du français langue seconde dans le système éducatif français<br>This 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

This study aims at investigating how and which theoretical aspects of linguistics are effective for implementing a Letters course directed across the educations of Portuguese language teachers. This doctoral dissertation is anchored to a theoretical-methodological perspective of the French discourse analysis which dialogues with the History of Linguistic Ideas. Our analysis is carried out through a documental investigation of a corpus of analysis containing accounts on the Letters course, specifically at UNOCHAPECÓ a community college in Santa Catarina, Brazil. In this study we looked upon the constitution of such course considering the faculty of this institution and the disciplinary organization of the syllabuses referring to the following subjects: Portuguese language; Comprehension and written production, Linguistics and Linguistic Studies as being representatives of distinct moments of the course. Also, we established theoretical categories with the purpose of identifying the inter and intradiscourses related to these subjects as an analytical-oriented practice. By means of this documental analysis, we pointed out the following most important aspects: the foundation of higher education in the western part Santa Catarina is characterized by being supported by education foundations and in their constitution it is observed a distinguishable difference from the model of higher education if compared to the rest of the country. This course here being mentioned is legally bound to obey the common legislation of the State and in the late 1980s, taking into account the need of the local communities for qualified professionals, the faculty members in these institutions started being characterized by being locally trained. As a result of this characteristic, the syllabuses were changed in order to comply with the local market need and the current legislation. Regarding the syllabuses of the curricular subjects, we came across the following categories of analysis; (pro)fusion of knowledges, (con)fusion of knowledges, identification and confrontation of knowledges and pedagogization of knowledges. We understand that the relations among the concepts , (pro)fusion of knowledges, (con)fusion of knowledges, identification and confrontation of knowledges and pedagogization of knowledges are established at their constitutional level, referring to how the interdiscourse works while compared to what was produced and what was reproduced. Within these relations we also observed how the intradiscourse is built in the sense of articulating what was fully understood in the interdiscourse. The way these knowledge relations work together with the purpose of finding a middle-ground between the inter-winding nature of Linguistics and teaching, and how this inter-winding natures is characterized by an intradiscoursive articulation, is the only possible way to work at an interdiscoursive level, as a means of broadening the object of linguistics.<br>O presente trabalho tem por objetivo analisar como e quais os saberes da ciência linguística funcionam na constituição de um curso de Letras voltado à formação de professores de língua portuguesa. Ancoramo-nos na perspectiva teórico-metodológica da Análise de Discurso de linha francesa (AD) em diálogo com a História das Ideias Linguísticas (HIL), de modo que nosso percurso de análise se faz a partir de um arquivo documental-institucional em que tomamos como corpus de análise o discurso sobre o curso de licenciatura plena em Letras da UNOCHAPECÓ-SC. Analisamos a constituição desse curso a partir dos quadros de formação docente, da organização disciplinar das matrizes curriculares e da formulação dos ementários das disciplinas curriculares de Língua Portuguesa, Leitura e Produção Textual, Linguística e Estudos Linguísticos, representativos de diferentes momentos do curso, e neles mobilizamos as categorias teóricas de efeitos de identificação, interdiscurso e intradiscurso em nosso gesto analítico. Por meio da análise dos materiais de arquivo, pontuamos que: a fundação do ensino superior no oeste catarinense é marcada pelo processo de interiorização do ensino superior, por meio das fundações de ensino, sendo que nessa constituição há ressonâncias e deslocamentos dos modelos de ensino superior que se constituíram na história da educação brasileira; o curso de Letras tem sua constituição marcada pela necessidade de atender à legislação educacional em vigor nos anos finais da década de 1980 e, também, às necessidades da comunidade regional em relação à qualificação de profissionais para a área educacional; o quadro de professores é marcado por uma formação docente interiorizada; e as matrizes curriculares sofreram consecutivas alterações marcadas por necessidades de ordem mercadológica e de ordem legal. Em relação aos ementários das disciplinas curriculares, chegamos à constituição das seguintes categorias de análise: (pro)fusão de saberes; (con)fusão entre saberes; identificação/confronto de saberes e pedagogização/didatização de saberes. Entendemos que as relações de (pro)fusão, (con)fusão, identificação, confronto e pedagogização/didatização de saberes se fazem, no nível de constituição, pelo funcionamento do interdiscurso sobre o que já foi dito, sobre o repetível. Nessas relações, observamos também o funcionamento intradiscursivo que é do nível da formulação, na qual se realiza o trabalho de articular os sentidos dispersos no interdiscurso. Consideramos que o funcionamento dessas relações de saberes marca a constituição de um lugar de entremeio na relação Linguística e ensino e que essa relação de entremeio está marcada na articulação intradiscursiva, possível apenas porque funciona no nível interdiscursivo, marcando, assim, um alargamento do objeto da Linguística.

La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare. Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL. Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali.<br>Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.

La ricerca mette a fuoco le attività formative messe in atto in Italia per dotare con urgenza le scuole secondarie di secondo grado italiane di docenti competenti in ambito CLIL e intende dimostrare l’impatto che questa metodologia ha sulla formazione e lo sviluppo professionale. Dal 2014 il CLIL è obbligatorio nelle classi terminali dei licei e degli istituti tecnici. Ciò ha generato una forte domanda di formazione da parte di istituzioni e docenti chiamati a insegnare discipline in lingua straniera. Questo lavoro esplora la possibilità di sfruttare la video-formazione per fronteggiare le preoccupazioni di quei docenti che, senza essere formati alla glottodidattica, sono chiamati ad integrare obiettivi linguistici al curriculum disciplinare. Il nostro lavoro parte dall’esame di un corpus di video-lezioni da noi raccolte ai fini di una ricerca-azione commissionata dal MIUR volta ad indagare il grado di innovazione implicata dal CLIL, per poi giungere a dimostrare l’importanza dell’auto-osservazione e dell’auto-riflessione sulla prassi didattica, fino a proporre l’introduzione dell’esercizio di microteaching nella formazione dei docenti CLIL. Una ricca riflessione sull’organizzazione concettuale della propria disciplina e sulla sua trasposizione didattica conduce i docenti a un interessate lavoro sulla mediazione della conoscenza che sviluppa le loro competenze professionali.<br>Focusing on teaching and training activities implemented in Italy to provide secondary schools with teachers able to teach in the CLIL context, our research aims at demonstrating the impact of this methodology in teacher training and professional development. Since 2014 this methodology has become compulsory for the Italian secondary terminal classes (except vocational high schools). A strong demand for training prompted from institutions and teachers, urgently required to teach disciplines in a foreign language. The MIUR has therefore set up university courses aimed at integrating languages and disciplines. Here we explore the possibility of exploiting video-training to face Italian teachers’ concerns, who are asked, without being trained in language teaching, to integrate linguistic objectives into their curriculum. We examine a corpus of video-lessons collected for a research set on behalf of the Italian Ministry of Education to investigate at what extent CLIL brought an innovation into the Italian Education. Once highlighted the importance of (self)observation and (self)reflection upon classroom practices, we propose the introduction of micro-teaching practice in CLIL teacher training. A fruitful reflection on the conceptual organization and the didactic transposition of their discipline leads teachers work on the linguistic mediation of knowledge which improves their professional skills.

For years, university faculty has complained that students come to the university unprepared to meet the demands of their content courses. In particular, they complain that students do not know how to cite or how to quote the work of others. To help students, university and content faculty have taken a series of measures which include creating a series of junior and academic writing courses, developing academic honesty policies and bringing APA or MLA handouts to class, and including in their syllabi academic honesty policies. All these measures come from a view of writing as a set of rules that can be applied across contexts, situations, and audiences. Given that students continue to struggle with issues of voice in their academic writing, it is important to review these views and practices and find other ways to help students. In the past 40 years, genre and SFL scholars have been arguing for a more situated view of writing in which writing is a social practice that varies from one context to another and from one discourse community to another. Drawing on these theories, this study explores how content faculty can more effectively help students in general, and ESL nontraditional students in particular, develop their disciplinary voices. This study examines the difficulties that a group of undergraduate Latina nontraditional students encountered while adopting a disciplinary voice and incorporating the voices of others in their texts, including the reasons for these difficulties and faculty support received. Ethnographic, Critical Language Awareness, and Systemic Functional Linguistics methods of data collection and analysis were used to explore these issues. Findings suggest that to effectively help ESL students respond to the different writing and voice demands of their disciplinary courses, content faculty need to work collaboratively with students and college ESL and writing instructors in adopting and presenting a more dynamic view of writing and voice. In this dynamic view, students are not required to memorize rules for attribution of voice applicable across disciplines, but to analyze the situation and the audience before deciding what voices to use and how to use them.