Circulation, déambulation et textes hétérogènes
On se propose ici de montrer quelques aspects de la manière dont les élèves établissent – ou non – une certaine continuité entre des éléments hétérogènes, au cours d’activités de lecture de textes composites (Bautier et al., 2012), donc non linéaires, plurisémiotisés ou présentant des énoncés de sta...
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| Veröffentlicht in: | Recherches en éducation Jg. 25 |
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| Hauptverfasser: | , |
| Format: | Journal Article |
| Sprache: | Englisch Französisch |
| Veröffentlicht: |
Nantes Université
01.03.2016
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| ISSN: | 1954-3077, 1954-3077 |
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| Abstract | On se propose ici de montrer quelques aspects de la manière dont les élèves établissent – ou non – une certaine continuité entre des éléments hétérogènes, au cours d’activités de lecture de textes composites (Bautier et al., 2012), donc non linéaires, plurisémiotisés ou présentant des énoncés de statuts variés. Il s’agit notamment de mettre en évidence la labilité de certains élèves – mais aussi la difficulté des autres – à établir une continuité entre des éléments divers issus de ces supports, mais aussi entre les éléments évoqués et d’autres éléments issus de leur expérience propre. Le rôle de l’enseignant dans ce contexte, et plus particulièrement la manière dont il contribue – ou non – à l’élaboration de cette continuité, sera également questionné, à plusieurs niveaux : le choix du support ; le choix (conception et/ou mise en œuvre) du dispositif mis en place ; l’arbitrage des interactions langagières avec les élèves et entre élèves ; la nature de la prise en compte de l’expérience propre des élèves.
In this study, we aim to highlight some ways in which students manage or fail to establish connections (between heterogeneous elements when reading composite – therefore non-linear – texts (Bautier et al., 2012), and when using multiple semiotic systems or verbal statements with various targets. In particular, we want to show that some students’ are able to establish continuity between the various elements coming from these materials, while others find it more difficult. We also examine their ability to link various elements coming from these materials or other elements from their own experience. In this context, the teacher’s role will be studied, especially the way he/she helps students make connections. We will analyse:the choice of material; the choice of educational devices (implementation, development); the arbitration during the students’ verbal exchanges; the way each student’s personal experience is taken into account. |
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| AbstractList | In this study, we aim to highlight some ways in which students manage or fail to establish connections (between heterogeneous elements when reading composite – therefore non-linear – texts (Bautier et al., 2012), and when using multiple semiotic systems or verbal statements with various targets. In particular, we want to show that some students’ are able to establish continuity between the various elements coming from these materials, while others find it more difficult. We also examine their ability to link various elements coming from these materials or other elements from their own experience. In this context, the teacher’s role will be studied, especially the way he/she helps students make connections. We will analyse:the choice of material; the choice of educational devices (implementation, development); the arbitration during the students’ verbal exchanges; the way each student’s personal experience is taken into account. On se propose ici de montrer quelques aspects de la manière dont les élèves établissent – ou non – une certaine continuité entre des éléments hétérogènes, au cours d’activités de lecture de textes composites (Bautier et al., 2012), donc non linéaires, plurisémiotisés ou présentant des énoncés de statuts variés. Il s’agit notamment de mettre en évidence la labilité de certains élèves – mais aussi la difficulté des autres – à établir une continuité entre des éléments divers issus de ces supports, mais aussi entre les éléments évoqués et d’autres éléments issus de leur expérience propre. Le rôle de l’enseignant dans ce contexte, et plus particulièrement la manière dont il contribue – ou non – à l’élaboration de cette continuité, sera également questionné, à plusieurs niveaux : le choix du support ; le choix (conception et/ou mise en œuvre) du dispositif mis en place ; l’arbitrage des interactions langagières avec les élèves et entre élèves ; la nature de la prise en compte de l’expérience propre des élèves. In this study, we aim to highlight some ways in which students manage or fail to establish connections (between heterogeneous elements when reading composite – therefore non-linear – texts (Bautier et al., 2012), and when using multiple semiotic systems or verbal statements with various targets. In particular, we want to show that some students’ are able to establish continuity between the various elements coming from these materials, while others find it more difficult. We also examine their ability to link various elements coming from these materials or other elements from their own experience. In this context, the teacher’s role will be studied, especially the way he/she helps students make connections. We will analyse:the choice of material; the choice of educational devices (implementation, development); the arbitration during the students’ verbal exchanges; the way each student’s personal experience is taken into account. |
| Author | Crinon, Jacques Delarue-Breton, Catherine |
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| Title | Circulation, déambulation et textes hétérogènes |
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