Prescriptions institutionnelles et enseignement de l'écriture aux élèves nouvellement-arrivés en France : quels implicites politiques et idéologiques ? Quels enjeux didactiques ?

Marie-Pascale Hamez 1, 2
1 Théodile-CIREL
CIREL - Centre Interuniversitaire de Recherche en Education de Lille (CIREL) - EA 4354 : EA1764
Abstract : From a didactic point of view, the author examines the instruction of French in France in a particular school setting: the temporary reception arrangements put in place for newly arrived non-francophone students. The study examines the ways in which historically situated institutional prescriptions have treated the question of access to the target language-culture’s writing, and access to literacy throughout the last forty years. Organised along two major axes, the article attempts to characterise the status given to the student’s linguistic and cultural diversity during the period under study, based on an analysis of didactic and theoretical postulates upon which the prescriptions were respectively applied.
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Submitted on : Sunday, December 17, 2017 - 1:16:20 PM
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Marie-Pascale Hamez. Prescriptions institutionnelles et enseignement de l'écriture aux élèves nouvellement-arrivés en France : quels implicites politiques et idéologiques ? Quels enjeux didactiques ?. Arborescences, revue d'études françaises, Département d'études françaises - Université de Toronto, 2011, Identités linguistiques, langues identitaires : à la croisée du prescriptivisme et du patriotisme, ⟨10.7202/1001945ar⟩. ⟨hal-01665861⟩

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