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Статті в журналах з теми "Français (langue) – Étude et enseignement (préscolaire)":
Chartier, Mariette, Joanne Dumaine, and Edmée Sabourin. "Vivre en français pendant la petite enfance et apprendre à l’école française, y a-t-il un lien ?" Articles, essais 23, no. 1-2 (July 16, 2013): 3–61. http://dx.doi.org/10.7202/1017258ar.
Catania, Matteo Michele. "Réalité et identité régionales. Analyse des discours épilinguistiques sur le français et l’occitan dans la province toulousaine : le cas de Gaillac." SHS Web of Conferences 191 (2024): 02013. http://dx.doi.org/10.1051/shsconf/202419102013.
Guertin, Monelle. "Variation sociophonétique dialectale et stylistique : quelle est la langue cible en français langue seconde à Montréal ?1." Arborescences, no. 7 (August 22, 2018): 67–89. http://dx.doi.org/10.7202/1050969ar.
Robillard, Marika, and Pascal Lefebvre. "Analyse de contenu d’un programme d’intervention en français visant le développement de la conscience phonologique : une étude pilote." Actes de la Journée des Sciences et Savoirs, no. 24 (March 22, 2019): 71–85. http://dx.doi.org/10.28984/actes_acfas.v0i24.308.
Moulvino Nsimba Luanzambi Vuvulau, Moulvino. "Importance des matériels complémentaires sonores pour enseignement/apprentissage de l’oral dans le manuel scolaire." Revue du Centre de Recherche Interdisciplinaire de l'Université Pédagogique Nationale 96, no. 1 (June 3, 2023): 87–103. http://dx.doi.org/10.62362/xibm6457.
Guerrouache, Céline, and Jacques David. "Approcher l’écriture du français au préscolaire en développant des procédures linguistiques efficientes." SHS Web of Conferences 138 (2022): 06003. http://dx.doi.org/10.1051/shsconf/202213806003.
Jezak, Monika, and Russell de Haan. "Enseignement par tâche en milieu d’immigration francophone au Canada : pratiques déclarées et perceptions des enseignants de français langue seconde." La Revue de l’AQEFLS 33, no. 1 (September 16, 2021): 28–34. http://dx.doi.org/10.7202/1081267ar.
Guimarães, Felipe Furtado. "L’INTERCOMPRÉHENSION POUR LA PROMOTION DE LA LANGUE FRANÇAISE DANS L’INTERNATIONALISATION DES UNIVERSITÉS BRÉSILIENNES." Trabalhos em Linguística Aplicada 60, no. 1 (April 2021): 203–16. http://dx.doi.org/10.1590/010318138270211520201103.
García Fernández, Antonio. "enseignement des structures préfabriquées en français langue étrangère à travers une approche actionnelle." Anales de Filología Francesa, no. 29 (November 24, 2021): 249–65. http://dx.doi.org/10.6018/analesff.481991.
Joan Casademont, Anna. "Types d’erreurs chez des francophones qui apprennent le catalan dans un examen du niveau B1 (Seuil)." Íkala 25, no. 2 (February 5, 2020): 417–33. http://dx.doi.org/10.17533/udea.ikala.v25n02a11.
Дисертації з теми "Français (langue) – Étude et enseignement (préscolaire)":
Sarraf, Scarlet. "L'apprentissage de la lecture-écriture en langue française chez les enfants libanais." Paris 5, 1999. http://www.theses.fr/1999PA05H024.
The control of the written language is a primary condition for school improvement. This study concerns the Lebanese children at the first school grades, when they learn French language: mainly the problems thuy meet between maternelle and ce2 concerning the grapho-phonological and metacognitive levels, the consciousness of phonology and text understanding. The appropriate followed analysis will be a developmental and cognitive one. It deals with the cognitive processes that take place during the reading activity and writing. It helps us to determine Lebanese childrens competences and to define their "sensible zone": when Lebanese children first approach reading and writing, wath is their strategy? Which relationship has this strategy in french with general development? Does this strategy depend or not on the child operationnal ability? On the one hand, our research aims at to providing some arguments about the activities involved in learning French. We will describe different and successive strategies that Lebanese children adopt in the progressive control of such learning. We will try to value their competences and conceptions of oral and written french. On the other hand, this ressearch aims to gather within the same framework, different pedagogical concerns linked to on another with learnig french as a second language in Lebanon
Simonin, Marie-Claire. "Rôle de la langue première dans l'apprentissage du français à l'école maternelle." Electronic Thesis or Diss., Université de Lille (2022-....), 2024. http://www.theses.fr/2024ULILH014.
This thesis is part of linguistics of language acquisition, sociolinguistics and language education. It is a practical research that aims to understand language acquisition by emergent bilingual children from 3 to 5 years old, i.e. the simultaneous and / or consecutive acquisition of two languages, in the context of a kindergarten in priority education and whose public is multilingual (almost twenty first languages). The aim of the research is to observe how the child can rely on skills already acquired in the first language (L1) to build second language (L2) skills. The corpus is composed of several types of data: - a multilingual "corpus of work" consisting of educational tools in which audio translations are produced with the collaboration of the parents; - video recordings of child / adult interactions to observe the acquisition of the linguistic elements proposed in the supports; - recordings made throughout the process in order to highlight in what particular way students build their own language: translation sessions, interviews with parents, classroom activities.Qualitative analysis in ten case studies shows that : - in the case of children who acquire French as their L2, the use of the L1 in class forsters their engagement, as well as the comprehension and appropriation of linguistic elements from the L2 ; - in the case of children who have two L1s, including French, valuing the heritage language encourages its development
Sénéchal, Marie-François. "L'acquisition du système orthographique du français chez des enfants francophones et des enfants allophones fréquentant la maternelle en contexte québécois." Master's thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/24019.
Brosset-Eriksen, Françoise. "Prendre conscience des enjeux de la communication linguistique pour apprendre à parler juste à l'école maternelle." Paris 5, 2003. http://www.theses.fr/2003PA05H002.
We have tried to define the main aspects of oral language for nursery school children which will guarantee futur reading learning. We think that the duty of any speaker consists in considering that language is primarly meant to communicate with the Other one and to be understood by this Other one. On the other hand, we think that the speaker ought to respect the rights and duties imposed by communication and more particulary the respect of truth and the poursuit of linguistic probity. Through the analysis of linguistic situation, in the first years of nursery school, we will show that on the one hand, children learn to talk, when they become aware that choosing the right word which allows them to fill the distance between the speaker and the adressee. On the other hand, the analysis of linguistic exchanges within the context of scientific activities in the later year, show that such activities prepare the child for truthful speech
Grah-Gasso, Béatrice. "Relation entre les attitudes des parents et des enseignantes envers le français et les langues nationales ivoiriennes, et la compétence en français des enfants d'âge préscolaire en Côte d'Ivoire." Master's thesis, Université Laval, 1986. http://hdl.handle.net/20.500.11794/29229.
Nelson, Laury. "Contact de langues et enseignements : apprentissage du français en milieu scolaire guyanais." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2016/document.
Our research deals with the problem of the contact of languages in the teaching and learning of french, in this case in the Guyanese school environment. Thus, the objective of our research work is to understand how the phenomena of contact of languages that occur in learning situations of exolingual type, that is to say where the young learner is doing the experience of learning a non-maternal language from the pre-school level on the other hand, and how adults (teachers-atsem) use heterogeneous linguistic codes to communicate in the classroom. Our research work is guided by a specific problem: "What is the role of code-switching in the practices of transmission of knowledge, linguistic and extra-linguistic? ". This question represents the backbone of our research and it gives rise to several guidelines on how alternation presents itself as a linguistic resource in didactic exchanges in exolingual contexts. This research essentially borrows from the contributions of Swiss linguistics in the work of Bernard Py (1986, 2004, 2005) on language contact, learning and interaction and Marinette Matthey (2003) on acquisition of second languages at school. Based on an ethnographic approach, we start from the observation and description of the socio-cultural realities of culturally meaningful classroom communication situations in order to describe carefully the teaching and learning practices. Our research focuses above all on a positioning of interactionist inspiration, insofar as we seek in particular to grasp an object attached to the interactions, through which knowledge and skills are negotiated and constructed during the passage of a language to the other
Brodeur, Monique. "L'apprentissage du nom des lettres de l'alphabet selon le behaviorisme paradigmatique par des enfants de classe maternelle de milieu socio-économiquement faible." Master's thesis, Université Laval, 1988. http://hdl.handle.net/20.500.11794/29352.
Sochacki, Jean luc. "La scolarité des enfants d'immigrés polonais en Normandie (Société Métallurgique de Normandie et Société des mines de Soumont) : entre cοntexte paternaliste et vοlοnté identitaire (1919-1939)". Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC019/document.
In 1919, a Franco-Polish convention aiming to encourage the dispatch of Polish workers to France was signed. In this text, nothing was mentioned as to how the Polish children of work-ers and parents were to be educated, yet the latter were asking their employers that classes be opened and held in Polish for their children. The idea that this was temporary and the hope of soon returning to their homeland then prevailed in all minds. As from the early 1920s, and facing this unconsidered educational issue, French authorities had to contend with the setting up of Polish classes, among other things under the aegis of the mining companies. The Polish State, on its part, was also looking into the situation, and, in 1924, the issue of opening Polish language and culture classes for immigrant children was raised during the Franco-Polish Con-ference that was being held in Paris. At this point in time, French authorities were refusing to legislate and institutionalise these courses. But to not upset this major Polish partner, the Central Committee of French Coal Mines, through the intermediary of Henri de Peyerimhoff, drew up a letter in which it encour-aged employers to implement this type of lesson in two ways: in private schools as in state schools. Further to this, between 1925 and 1939, five circulars were published by the French Ministry of Public Instruction to assert and specify which principles were to regulate these lessons held for foreign children, be they immigrants or born to immigrant ancestors. Studying the Polish communities who settled in the industrial and paternalistic areas based near Caen (in the Calvados department), the SMN-SMS (Metallurgical Society of Normandy – “Société des Mines de Soumont”) and the Polish classes that were instituted enables us to answer several questions. We can thus wonder, initially, what these classes for foreign chil-dren consisted in (context, organisation, funding), but most of all how these classes/school structures went against a desire to integrate. Taking an interest in the relationships the various stakeholders had with one another is also relevant. The French and Polish authorities, miners, the mining board and C.C.F.C.M. (C.C.H.F in French), and through this establish the place, the role an instructor had in a Polish community in France
Picard, Alexandra. "Évolution du portrait littéracique d'élèves inscrits à la maternelle de l'école Wahta' à Wendake." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67082.
This research presents the evolution of the literacy of 11 kindergarten children at Wahta’ school, an elementary school located in the community of Wendake, in Québec. Two data collections were carried out: one at the beginning of the school year and the other at the end of the 2018-2019 school year. These data collections made it possible to determine the children's reading and writing skills. In order to assess their progress, three foundations were analyzed: the narration, the syntax and the representation of the alphabetical system. The results show that the majority of children make progress in structuring the narrative, but few achieve the level of causality necessary at the start of formal learning to read. In terms of syntax, qualitative analyzes show little progress, as children from the start of the year are generally already advanced. As for the representation of the alphabetical system, more than half of the children did not progress at the code level. At the end of kindergarten, only five children out of eleven show sufficient progress to the beginnings of decoding. This study highlights the importance of monitoring the literacy development of First Nations children and of fostering the emergence of literacy by anchoring it in interventions involving culture and child's literature of First Nations.
Trần, Đình Bình. "Enseignement du français et en français au Vietnam : approche diachronique et perspectives actuelles." Toulouse 2, 2001. http://www.theses.fr/2001TOU20044.
By the mean of an historical approach, this work gives an overview of the teaching in French and teaching of French and its perspectives in Vietnam. It will be developed in three parts. The first part deals with a traditional teaching based on the feudal China's model and its impact on the Vietnamese society during this period. This part constitutes a landmark, a comparison with the colonial educational system. The second part concerns the teaching in French and teaching of French during the colonial period (1858-1945) ; its impact on the Vietnamese society in contrast to the modernity. The third part deals with the teaching in French and teaching of French during the contemporary period (from 1945 to nowadays) and its present perspectives. The elaborated proposals and concrete solutions are based on the analyses of the elements hereunder : Vietnamese government' policy for languages teaching ; favourable factors to the development of French considered as a space of communication, space of knowledge, a privileged way to improve Vietnamese contacts with the EU ; survey and interview's results with French speaking population as well as French-Vietnamese representatives involved in this field ; learning French strategies and cognitive psychology. These proposals and solutions aim to help in setting down appropriate policy and strategy in order to define efficient learning and teaching French for the first decade of the XXIst century. The teaching in French and teaching of French has a crucial role in training Vietnamese generations which will become spokesmen for promoting French language and accelerating Vietnam's integration all over the world
Книги з теми "Français (langue) – Étude et enseignement (préscolaire)":
Education, Alberta Alberta. Programme d'éducation pour la maternelle: Français langue première. Edmonton: Alberta Education, Direction de l'éducation française, 2008.
française, Alberta Alberta Learning Direction de l'éducation. La maternelle, français langue première: Manuel à l'intention des parents. Edmonton: Alberta Learning, Direction de l'éducation française, 1999.
Gaudreau, Andrée. Émergence de l'écrit: Éducation préscolaire et premier cycle du primaire. Montréal, Qué: Chenelière éducation, 2005.
Trehearne, Miriam. L ittératie dès la maternelle: Répertoire de ressources pédagogiques. Mont-Royal, Qué: Éditions Modulo, 2005.
Gaudreau, Andrée. É mergence de l'écrit: Éducation préscolaire et premier cycle du primaire. MOntréal, Qué: Éditions de la Chenelière, 2005.
Devanne, Bernard. Lire et écrire des apprentissages culturels. Paris: Colin, 1997.
Alberta. Alberta Learning. Direction de l'éducation française. Document d'accompagnement du programme d'éducation de maternelle: Immersion. Edmonton: Alberta Learning, Direction de l'éducation française, 2001.
Education, Alberta Alberta. Programme d'éducation pour la maternelle: Immersion. Edmonton: Alberta Education, Direction de l'éducation française, 2008.
Morin, Marie-France. Approcher l'écrit à pas de loup: La littérature de jeunesse pour apprendre à lire et écrire au préscolaire et au primaire. Montréal: Chenelière éducation, 2007.
Camus, Bernard. Graphismes et calligraphie [GS-CP-CE1]: Concentration, maitrise et precision du geste, développement de la création artistique personnelle. Paris: Retz, 2002.