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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 IV: FLE, authenticité et didactisation

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Abstract: The last part of this volume provides an historical and epistemological perspective on the use of “authentic” material in teaching French as a foreign language, as well as an analysis of the notion of “authenticity” of the communicative situations in the classroom. For several years now, the definition of the content of the teaching itself (“Which French do we have to teach?”) has been influenced by the development of corpus linguistics. The access to larger and multimodal data – which include nonstandard, regional or even nonnative material – has been facilitated by recent technological progress. But one challenge still remains: this large amount of data has to be transformed into pedagogical resources. The debate around authenticity can also be enlarged if we take into account the bilingual or exolingual nature of the interactions in the classroom. Associated with the discussion around variation, this perspective challenges the standard definition of norms and social representations, in terms of accent or linguistic model that the teacher can offer.

In the first contribution, Claude Cortier sketches the major steps in the evolution of the notion of authenticity. She points out that, in the last decades, the development of corpus linguistics favored the synergy between linguists and teachers in order to create innovative material which integrates the notion of plurality in French.

The development of this sociopedagogical perspective is illustrated by the next two contributions. Virginie André shows some examples of pedagogical activities based on two oral databases, TCOF and...

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