Enjeux de la formation des enseignants de FLE : le rôle d’intermédiaire de l’enseignant et l’interculturalité dans la classe
| Autor: | ISHIKAWA, Fumiya |
|---|---|
| Přispěvatelé: | DILTEC - Didactique des langues, des textes et des cultures - EA 2288 (DILTEC), Université Sorbonne Nouvelle - Paris 3, recherche effectuée à l’aide du Fonds pour la Recherche Scientifique (Fonds pour la Recherche Exploratoire) du Ministère de l’Éducation, de la Culture, des Sports, de la Recherche et de la Technologie en 2016 (no. de recherche : 26370745), GLAT (Groupe de Linguistique Appliquée des Télécommunications), ISHIKAWA, Fumiya |
| Jazyk: | francouzština |
| Rok vydání: | 2017 |
| Předmět: |
conglomerate of cultures
praxeological polyphony pedagogical cognitive repertoire [SHS.EDU]Humanities and Social Sciences/Education [SHS.EDU] Humanities and Social Sciences/Education French as a foreign language teacher training interculturality [SHS.LANGUE]Humanities and Social Sciences/Linguistics [SHS.LANGUE] Humanities and Social Sciences/Linguistics cognitive polyphony |
| Zdroj: | Acteurs et formes de médiation pour le dialogue interculturel GLAT (Groupe de Linguistique Appliquée des Télécommunications). Acteurs et formes de médiation pour le dialogue interculturel, GLAT (Groupe de Linguistique Appliquée des Télécommunications), pp.297-304, 2017 |
| Popis: | Actes du Colloque GLAT-PADOVA : « Acteurs et formes de médiation pour le dialogue interculturel », organisé à l’Università degli Studi di Padova (Padoue) par le GLAT, 17-19 mai 2016; International audience; Training for language teachers aims to develop the trainee teacher’s cognitive repertoire, which he/she makes use of to play an intermediary role in learners’ language learning. As this study shows, the trainer refers to or requests that trainee teachers refer to verbal and/or nonverbal actions in the classroom or to their experiences as teachers, which makes the interaction between the trainer and the trainee teachers both “praxeologically (or action based) polyphonic” and “cognitively (or thinking/recognition based) polyphonic.” The training course for language teachers does not unfold only in the classroom with its characteristic culture; instead, it is marked by two orders of “conglomerates of cultures,” namely, that of the classroom and that of the training course. How can a training course make it possible for a trainee teacher to improve the intercultural viewpoint(s) of his/her cognitive repertoire as a teacher and help language learners acquire the intercultural competences necessary to practice the target language? This is a question that should be addressed in future teacher training research. |
| Databáze: | OpenAIRE |
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