Risques d’inégalités liés à certaines caractéristiques des manuels contemporains de langues modernes en Belgique francophone
Le manuel est un des supports essentiels du cours de langues en Belgique francophone, du moins aux niveaux élémentaire et intermédiaire. Les manuels contemporains se caractérisent par l’adoption de l’approche communicative articulée autour des quatre macro-compétences langagières. Certains manuels,...
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| Veröffentlicht in: | Recherches en éducation Jg. 25 |
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| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch Französisch |
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Nantes Université
01.03.2016
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| ISSN: | 1954-3077, 1954-3077 |
| Online-Zugang: | Volltext |
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| Abstract | Le manuel est un des supports essentiels du cours de langues en Belgique francophone, du moins aux niveaux élémentaire et intermédiaire. Les manuels contemporains se caractérisent par l’adoption de l’approche communicative articulée autour des quatre macro-compétences langagières. Certains manuels, plus récents, adoptent l’approche actionnelle recommandée par le Cadre Européen Commun de Référence pour les Langues (CECRL) qui est basée, entre autres, sur la réalisation de tâches. Si ces manuels possèdent de nombreuses qualités, dont la richesse des inputs langagiers et la variété des activités, ils présentent aussi certaines caractéristiques qui peuvent conduire à des inégalités dans l’apprentissage. Dans cet article, trois manuels (allemand, anglais, espagnol) sont examinés à l’aune de cette problématique des risques d’inégalités. Les premiers éléments d’analyse permettent d’isoler des caractéristiques communes à ces trois manuels contemporains : la langue de rédaction, la longueur et la densité des unités, leur nature composite et fragmentée, l’approche inductive et « spiralaire » de la présentation des nouvelles structures grammaticales, le manque fréquent d’exercices d’application ouverts précédant la tâche finale, quand cette dernière existe. L’enseignant peut réduire les risques d’inégalités d’apprentissage liés à certaines caractéristiques de ces manuels contemporains par l’usage qu’il en fait, en classe, avec ses élèves. Cette démarche présuppose que l’enseignant ait conscience des faiblesses de ces supports et des dérives qu’ils peuvent engendrer.
French-speaking Belgian teachers often use textbooks in their foreign language classes, especially at elementary and intermediate levels. Most modern textbooks follow the communicative approach which is based on four skills (reading, listening, speaking and writing). A few more recent textbooks adopt the action-oriented approach recommended by the Common European Framework of Reference for Languages, based on tasks that have to be fulfilled in a given set of circumstances. These textbooks have lots of qualities such as the richness of the language input and the variety of learning activities; nevertheless, they also share some features that can lead to unequal learning. This is especially true when students use the textbooks at home. In this article, three textbooks (English, German, and Spanish) are examined in the light of learning (in)equality. Results show that they share the following features: the drafting language of the textbook, the length and density of the units, the units’ heterogeneous and composite nature, the inductive and “spiral” approach to grammar explanations, the lack of open-ended exercises preparing students for the complex final task, to name a few. Teachers may reduce these risks through their use of the textbooks in class provided they are aware of these characteristics and of their possible impact on unequal learning. |
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| AbstractList | French-speaking Belgian teachers often use textbooks in their foreign language classes, especially at elementary and intermediate levels. Most modern textbooks follow the communicative approach which is based on four skills (reading, listening, speaking and writing). A few more recent textbooks adopt the action-oriented approach recommended by the Common European Framework of Reference for Languages, based on tasks that have to be fulfilled in a given set of circumstances. These textbooks have lots of qualities such as the richness of the language input and the variety of learning activities; nevertheless, they also share some features that can lead to unequal learning. This is especially true when students use the textbooks at home. In this article, three textbooks (English, German, and Spanish) are examined in the light of learning (in)equality. Results show that they share the following features: the drafting language of the textbook, the length and density of the units, the units’ heterogeneous and composite nature, the inductive and “spiral” approach to grammar explanations, the lack of open-ended exercises preparing students for the complex final task, to name a few. Teachers may reduce these risks through their use of the textbooks in class provided they are aware of these characteristics and of their possible impact on unequal learning. Le manuel est un des supports essentiels du cours de langues en Belgique francophone, du moins aux niveaux élémentaire et intermédiaire. Les manuels contemporains se caractérisent par l’adoption de l’approche communicative articulée autour des quatre macro-compétences langagières. Certains manuels, plus récents, adoptent l’approche actionnelle recommandée par le Cadre Européen Commun de Référence pour les Langues (CECRL) qui est basée, entre autres, sur la réalisation de tâches. Si ces manuels possèdent de nombreuses qualités, dont la richesse des inputs langagiers et la variété des activités, ils présentent aussi certaines caractéristiques qui peuvent conduire à des inégalités dans l’apprentissage. Dans cet article, trois manuels (allemand, anglais, espagnol) sont examinés à l’aune de cette problématique des risques d’inégalités. Les premiers éléments d’analyse permettent d’isoler des caractéristiques communes à ces trois manuels contemporains : la langue de rédaction, la longueur et la densité des unités, leur nature composite et fragmentée, l’approche inductive et « spiralaire » de la présentation des nouvelles structures grammaticales, le manque fréquent d’exercices d’application ouverts précédant la tâche finale, quand cette dernière existe. L’enseignant peut réduire les risques d’inégalités d’apprentissage liés à certaines caractéristiques de ces manuels contemporains par l’usage qu’il en fait, en classe, avec ses élèves. Cette démarche présuppose que l’enseignant ait conscience des faiblesses de ces supports et des dérives qu’ils peuvent engendrer. French-speaking Belgian teachers often use textbooks in their foreign language classes, especially at elementary and intermediate levels. Most modern textbooks follow the communicative approach which is based on four skills (reading, listening, speaking and writing). A few more recent textbooks adopt the action-oriented approach recommended by the Common European Framework of Reference for Languages, based on tasks that have to be fulfilled in a given set of circumstances. These textbooks have lots of qualities such as the richness of the language input and the variety of learning activities; nevertheless, they also share some features that can lead to unequal learning. This is especially true when students use the textbooks at home. In this article, three textbooks (English, German, and Spanish) are examined in the light of learning (in)equality. Results show that they share the following features: the drafting language of the textbook, the length and density of the units, the units’ heterogeneous and composite nature, the inductive and “spiral” approach to grammar explanations, the lack of open-ended exercises preparing students for the complex final task, to name a few. Teachers may reduce these risks through their use of the textbooks in class provided they are aware of these characteristics and of their possible impact on unequal learning. |
| Author | Hoof, Florence Van Simons, Germain Delbrassine, Daniel |
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| Title | Risques d’inégalités liés à certaines caractéristiques des manuels contemporains de langues modernes en Belgique francophone |
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