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Literatura científica selecionada sobre o tema "Enseignement d'une matière intégré à une langue étrangère – Maroc"
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Teses / dissertações sobre o assunto "Enseignement d'une matière intégré à une langue étrangère – Maroc"
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.
Texto completo da fonteThe 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
Apostolo, Sandra. "La méthodologie CLIL-EMILE dans les classes d'histoire en Italie : évaluation, autoévaluation et co-évaluation entre pairs". Thesis, Université Côte d'Azur (ComUE), 2019. http://www.theses.fr/2019AZUR2025.
Texto completo da fonteThe purpose of our research is to study whether formative evaluation in oral performances, can be effective to the CLIL methodology when teaching History through French. This acronym refers to any learning situation that involves the integration of subject content and a foreign language as a vector. In Italy, as in most countries, CLIL courses are provided by subject teachers for whom it is not always easy to properly manage language issues. In fact CLIL represents a challenge from several points of view, but it is the oral evaluation/assessment that implies the most difficulties, in particular with regard to the language.The results of our investigation corroborate this fact and often underline the complexity of the CLIL assessment due to the double target of language and content. So how do we solve this problem? How can assessment be made less complicated for teachers and more useful so that students can become aware of their mistakes? What are the most appropriate assessment approaches for this methodology? Are there any instruments that could be useful to teachers and students?We led a two-phase survey in the CLIL Institutional History classes, where the teacher had attended the CLIL courses organized by the Ministry of Education, University and Research. Our survey was carried out in two phases and through online questionnaires addressed to both learners and their teachers. In the first phase we proposed a questionnaire on CLIL and on oral assessment. After that, we created assessment, self- and peer assessment rubrics, which participants used for several months when assessing on oral performances. Through the second-phase questionnaires we wanted to collect data, specifically on the effects of the using the rubrics. Through our research we thus want to determine whether the typical approaches of formative evaluation are relevant to the requirements of CLIL methodology, to suggest ways to reduce the complexity of oral assessment and help learners to improve their communicative skills
Paris, Annabelle. "Environnement EMI et expérience d'apprentissage à l'université : analyse de l'activité individuelle et collective d'étudiant.e.s de première année de Licence en Sciences et Techniques des Activités Physiques et Sportives". Electronic Thesis or Diss., Brest, 2024. http://www.theses.fr/2024BRES0031.
Texto completo da fonteThis thesis focuses on students’ expérience of learning an English language discipline at university. The aim is to account for the impact of the EMI environment on the individual social expérience lived by students in situations where they are learning bodily technics. The thesis is part of an activity-based approach in éducation and training sciences using the theoretical and methodological framework of the course of action (Theureau, 2015). The results of the first, exploratory study show that the linguistic disruption introduced by the EMI leads students to adapt their mode of engagement and their focus in situations and to develop an investigative activity based in particular on the indexical and iconic dimensions linked to the actions of peers. The second study, with an ethnographie dimension, emphasises that the EMI environment, which créâtes uncertainty for the students, has the following effects on the functioning and organisation of the group. This gives rise to the emergence of stories for the students, and in particular cooperative interactions. This culture of shared action proved conducive to the development of individual, academie and social constructs. Finally, the last study carried out on an EMI sports practical sequence shows the existence of a learning community which supports students' individual and social development during work situations. The EMI environment makes it possible to construct differentiated knowledge about oneself, one's peers, the teacher and the subject content, in relation to the students’ language level. This research opens up praxeological avenues to support reflective action by proposing the design of new training environments to enhance the learning of students involved in EMI courses
Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system". Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.
Texto completo da fonteThe present research examines Content and Language Integrated Learning (CLIL), an innovative language learning system in Vietnam launched by the Vietnamese Ministry of Education and Training in 2008. This exploratory, qualitative investigation was first centred on the perceptions of high school students, obtained through two questionnaires. The first one was administered at the outset of the CLIL implementation, with a view to identifying their perceptions about and motivations for English in general, English as a Foreign Language and CLIL. A second questionnaire was administered after a year and a half of CLIL practice to evaluate potential motivational changes. At the same time, the content teachers of the project who taught their speciality in English were interviewed. Data processing made it possible to cross-check students' and teachers' perceptions of CLIL, its assets and its drawbacks. The results point out the discrepancy which exists between the perceived didactic potentialities of CLIL and the many concrete impediments that hamper their full realization. In the wake of this survey, some recommendations are made to improve CLIL implementation in Vietnam, particularly with regard to the content teachers' training in the foreign language
Ciara, R. Wigham. "The interplay between nonverbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language". Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2012. http://tel.archives-ouvertes.fr/tel-00762382.
Texto completo da fonteWigham, Ciara. "The interplay between non-verbal and verbal interaction in synthetic worlds which supports verbal participation and production in a foreign language". Thesis, Clermont-Ferrand 2, 2012. http://www.theses.fr/2012CLF20020/document.
Texto completo da fonteThis research focuses on multimodal pedagogical communication in synthetic (virtual) worlds. The study investigates the interplay between verbal and nonverbal interaction which supports verbal participation and production in a foreign language. This is analysed from a socio-semiotic perspective of multimodality within the context of a course held in the synthetic world Second Life, which adopted a Content and Language Integrated Learning (CLIL) approach. The course, entitled 'Building Fragile Spaces', formed part of the European project ARCHI21. It was designed for higher education students of Architecture whose foreign language was either French or English.The interplay between verbal and nonverbal interaction is examined from three different angles. Firstly, considering the opportunities synthetic worlds offer for the co-creation of the environment through building activities and for collaboration, the role played by the nonverbal mode during a collaborative building activity is investigated. The study questions whether the use of the nonverbal mode impacts on the participation of students in the verbal mode, and whether any interplay exists between these two modes that influences verbal production. Secondly, use of the nonverbal mode by students in inworld identity construction is addressed and considered with reference to their verbal interaction, and participation, in the foreign language. Thirdly, the research concentrates upon interplay between the audio and textchat modalities in the verbal mode. More specifically, the focus is on whether the textchat plays a role during interaction, considering it is in competition not only with the audio modality but also with several nonverbal modalities; and on whether the textchat modality can serve for feedback provision on language form.This thesis seeks to contribute to the methodological considerations to allow research to move beyond speculative and anecdotal examples of multimodal pedagogical communication in synthetic worlds. A typology of nonverbal and verbal modalities is proposed, and then drawn upon, to extend a previous methodology suggested for multimodal transcription to interactions in synthetic worlds. Considering, within the fields of Social Sciences and Language Sciences, the more general research problem to render research data used for analyses visible and publically accessible, the study adopts a LEarning and TEaching Corpus (LETEC) methodological approach. Constituting a structured corpus allows for contextual analyses of the data collected during the 'Building Fragile Spaces' course.This research offers insights into how verbal participation increases with reference to the proxemic organisation of students, the customization of students' avatar appearance and an increased use of nonverbal acts. Concerning verbal production, the study shows how avatar movement in the nonverbal mode was used as a strategy to overcome verbal miscommunication when expressing direction and orientation and also the benefits of using the textchat modality for feedback on language form in order to support learners’ productions in the audio modality. In light of these results, the study suggests some considerations concerning the design of pedagogical activities for language learning within synthetic worlds
Zougs, Muriel. "Les gestes professionnels d’adaptation linguistique en contexte multilingue : le cas des professeurs des écoles dans leur gestion de l’hétérogénéité des élèves en langue de scolarisation". Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0194.
Texto completo da fonteOur research is based on a comparative analysis of what we call the Professional Skills of Linguistic Adaptation (PSLA) in Content and Language Integrated Learning (CLIL) employed in France, and in particular, in international sections at primary school. It is aimed at understanding how primary school teachers, working in a multilingual context, adapt themselves to pupils’ heterogeneity in the language of instruction. Our study focuses on ordinary classes (classes taught in French and English section classes) and groups of French as a foreign language and English as a second language, in the nursery and elementary schools of a state-run International School in PACA. Through a comparative approach, we wish to understand how the status of the language of instruction (vernacular or vehicular), the pupils’ ages and the level of linguistic heterogeneity influence the PSLA teachers use. For each of these three factors, we compare two sessions in ordinary classes and two sessions conducted in support schemes aimed at facilitating pupils’ integration to the language of instruction, in order to illustrate also the impact of the type of teaching (ordinary or specialised) on the primary school teachers’ use of PSLA. We compare the number, category and type of PSLA used by teachers and also the forms they take through “the teachers’ concerns structuring the didactic environment” (Bucheton, 2011), the instances when teachers employ them through “the quadruplet of the structure of the teacher's action” (Sensevy & Mercier, 2007), and for what purposes through the “4 Cs” (Coyle, 2002)