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Variation, plurilinguisme et évaluation en français langue étrangère

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Edited By Laurent Gajo, Jean-Marc Luscher, Isabelle Racine and Francoise Zay

En articulant les questions de variation, de plurilinguisme, d’évaluation et d’authenticité, cet ouvrage nourrit des débats actuels en français langue étrangère (FLE) et en didactique des langues. Pour le FLE en particulier, l’enjeu consiste à envisager la langue en contexte et en contact, la francophonie se présentant comme un espace d’appropriation du français marqué par la variation et le plurilinguisme, qu’il s’agit de didactiser. Le processus de didactisation interpelle alors les modalités d’évaluation et, en amont, la constitution même du corpus à enseigner et son rapport avec une certaine authenticité. Cet ouvrage intéressera les linguistes, les didacticiens et les enseignants, qui y trouveront des éclairages théoriques originaux et des propositions innovantes pour le travail en classe.

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Partie III : FLE et évaluation

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Abstract: Evaluation has long been considered a sanction, but it is nowadays a part of the language teaching/learning process. It is a useful tool to identify goals (forward-looking assessment), but also to regulate classroom activities (formative evaluation) and to certify knowledge and skills acquisition (summative/certificative tests). Communicative approaches split up the evaluation process and require specific testing: reception versus production, oral skills versus written skills, knowledge versus know-how. In most cases, these operations provide an accurate evaluation of the learner’s strengths and weaknesses when interacting in an authentic context with expert (native) speakers. However, we still believe it is fundamental to question not only the validity of this type of assessment, but also its accuracy and reliability. As a matter of fact, multiple choices tests never happen in real life and assessing a production, be it oral or written, always implies a part of subjectivity.

In order to ensure consistent and trustworthy assessments results, reliable criteria must be applied in a fair and ethical manner.

The researchers who contributed to this chapter share this concern for efficiency in equity.

De Pietro refers to the FREPA (framework of reference for pluralistic approaches to languages and culture, in French CARAP). This framework leaves out the “compartementalised” conception of assessment of communicative approaches and considers the practice of foreign languages as implying the user’s plurilingual and intercultural competence(s). De Pietro questions the social dimension of evaluation and shows why this skill can hardly be...

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