Progression intra-séquentielle et enseignement de la production écrite : analyse de pratiques en sixième et en classe d'accueil pour élèves nouvellement-arrivés en France

Marie-Pascale Hamez 1, 2
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : The objective of this article is the analysis of the progression of two sequences targeting the written production of a narrative text in lower secondary education : one in the first year (sixième) ; the other in a class for pupils newly arrived in France (classe d’accueil pour élèves nouvellement-arrivés - ENA). The analysis studies the planning, the implementation and the adequacy of the sequences to the constraints of the contexts. After a presentation of the institutional recommendations concerning the teaching of writing in secondary education, the article, based on descriptive research, studies the progression of the itineraries proposed in these two contexts. The study is organized around three axes : the professional references of the teachers ; the tools conceived and the tasks prescribed ; the operations of regulation and transformation of the route envisaged for the sequences. Using the progression as its entry point, the study of these two sequences attempts to arrive at a better understanding of the teaching practices of the same object as well as the difficulties encountered.
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Marie-Pascale Hamez. Progression intra-séquentielle et enseignement de la production écrite : analyse de pratiques en sixième et en classe d'accueil pour élèves nouvellement-arrivés en France. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2010, pp.173-200. 〈http://journals.openedition.org/reperes/295〉. 〈10.4000/reperes.295〉. 〈hal-01664478〉

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