Langage et construction de connaissances à l’école

Effective practices for teaching oral language through genres and an instructional program that incorporates them

“…They can be the subject of prior work and require mastery of a series of oral objects inherent to the genre involved (JAUBERT, 2007). Moreover, it is also an apprenticeship for students to see that an oral discourse is prepared and is the subject of several versions / re-oralizations, all the more so if it is public (CO-LOGNESI; DOLZ, 2017).…”

“…Certain oral genres lend themselves well to the need for in-depth work. This is particularly true of public genres, which can be prepared in advance and are subject to rehearsal (JAUBERT, 2007). This allows getting away from the feeling of immediacy that oral presentations provide, and instead to prepare, anticipate, analyze, and improve a presentation.…”

Research on Writing: Multiple Perspectives

“…As the words used in the previous paragraph suggest, however, we consider that this approach is perfectly compatible with others whose didactic interest in developing an ever more extensive literacy has been demonstrated by a large number of studies. We refer here in particular to the notions of secondary discourse ( Jaubert, 2007;Bautier, 2009), of discourse community ( Jaubert & al. 2012) or distancing (Kervyn, 2009).…”

Présentation

“…La lecture personnelle ou collective de ces écrits, suivie d'une évocation de cette lecture au travers un questionnement libre ou semi-dirigé en classe permet d'amener les élèves à faire la distinction entre les écrits fictionnels liés au monde de l'imaginaire et les écrits documentaires liées au monde réel et à son passé (Chabanne & Bucheton 2002 ;Jaubert, 2007). Cela développe aussi une capacité de « reliance », capacité à relier les choses de manière à dépasser l'« insularisation » des savoirs.…”