{"title":"1989 – « Les besoins en langues vivantes dans l'entreprise »","authors":"C. Chauche","doi":"10.4000/apliut.8206","DOIUrl":"https://doi.org/10.4000/apliut.8206","url":null,"abstract":"","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128436643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"1995 - « It don’t mean a thing if it ain’t got that swing... Accentuation, rythme et langue de spécialité »","authors":"A. Arleo","doi":"10.4000/apliut.8251","DOIUrl":"https://doi.org/10.4000/apliut.8251","url":null,"abstract":"","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125605437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"2004 – « La langue des signes française (LSF) : une langue iconique et spatiale méconnue »","authors":"A. Millet","doi":"10.4000/apliut.8313","DOIUrl":"https://doi.org/10.4000/apliut.8313","url":null,"abstract":"","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114984942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When speaking of language, “authenticity” is almost always indissociable from the figure of the native speaker: native English speakers are seen as the unique holders of the ability to produce “genuine” English. In an effort to move past this harmful ideological positioning, this article sets out the case for another marker to be taken as a benchmark for linguistic authenticity: contextualisation. First, it is shown how contextualisation – the complex interplay between language and context – can be considered as a hallmark of authenticity. Following this, the creation of teaching and research materials is shown to engender decontextualization of linguistic data, leading to the loss of elements of contextualisation. Some theoretical and methodological remedies to this situation are explored. Finally, this conception of authenticity is shown to have benefits in terms of developing students’ communicative competence as well as moving beyond the exclusive “native speaker as authentic” ideological paradigm.
{"title":"Context and Contextualisation: Hallmarks of Authentic Spoken English","authors":"Adam P. Wilson","doi":"10.4000/APLIUT.8547","DOIUrl":"https://doi.org/10.4000/APLIUT.8547","url":null,"abstract":"When speaking of language, “authenticity” is almost always indissociable from the figure of the native speaker: native English speakers are seen as the unique holders of the ability to produce “genuine” English. In an effort to move past this harmful ideological positioning, this article sets out the case for another marker to be taken as a benchmark for linguistic authenticity: contextualisation. First, it is shown how contextualisation – the complex interplay between language and context – can be considered as a hallmark of authenticity. Following this, the creation of teaching and research materials is shown to engender decontextualization of linguistic data, leading to the loss of elements of contextualisation. Some theoretical and methodological remedies to this situation are explored. Finally, this conception of authenticity is shown to have benefits in terms of developing students’ communicative competence as well as moving beyond the exclusive “native speaker as authentic” ideological paradigm.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115276939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our study focuses on a teletandem (Telles) environment for pre-mobility language and intercultural development. The telecollaborations’ main pedagogical objective was the development of the intercultural competence with a shift from more savoir-based culturalist development (Abdallah-Pretceille and Porcher) to a development in terms of savoir-apprendre (Byram and Zarate). This aim was pursued by the design of six teletandem tasks. Moreover, to enable students to reflect on their learning and to share their learning strategies and reflections, within the telecollaborations we set up two collective reflective blogs (Cappellini, “Du carnet”) where the students had to post an entry after each teletandem session. By analyzing the students’ posts in these blogs, we observe convergence and divergence between the pedagogical intentions of the telecollaboration designers (or task-as-workplan, “Divergent perceptions”) and the actual outcomes (or task-as-process). Finally, we draw some pedagogical suggestions on how to improve task design for autonomous intercultural learning.
{"title":"2020 – « Intercultural Learning in Pre-mobility Teletandem »","authors":"M. Cappellini, Nicola Macré","doi":"10.4000/APLIUT.9314","DOIUrl":"https://doi.org/10.4000/APLIUT.9314","url":null,"abstract":"Our study focuses on a teletandem (Telles) environment for pre-mobility language and intercultural development. The telecollaborations’ main pedagogical objective was the development of the intercultural competence with a shift from more savoir-based culturalist development (Abdallah-Pretceille and Porcher) to a development in terms of savoir-apprendre (Byram and Zarate). This aim was pursued by the design of six teletandem tasks. Moreover, to enable students to reflect on their learning and to share their learning strategies and reflections, within the telecollaborations we set up two collective reflective blogs (Cappellini, “Du carnet”) where the students had to post an entry after each teletandem session. By analyzing the students’ posts in these blogs, we observe convergence and divergence between the pedagogical intentions of the telecollaboration designers (or task-as-workplan, “Divergent perceptions”) and the actual outcomes (or task-as-process). Finally, we draw some pedagogical suggestions on how to improve task design for autonomous intercultural learning.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117083017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S Our study focuses on a teletandem (Telles) environment for pre-mobility language and intercultural development. The telecollaborations’ main pedagogical objective was the development of the intercultural competence with a shift from more savoir -based culturalist development (Abdallah-Pretceille and Porcher) to a development in terms of savoir-apprendre (Byram and Zarate). This aim was pursued by the design of six teletandem tasks. Moreover, to enable students to reflect on their learning and to share their learning strategies and reflections, within the telecollaborations we set up two collective reflective blogs (Cappellini, “Du carnet”) where the students had to post an entry after each teletandem session. By analyzing the students’ posts in these blogs, we observe convergence and divergence between the pedagogical intentions of the telecollaboration designers (or task-as-workplan, “Divergent perceptions”) and the actual outcomes (or task-as-process). Finally, we draw some pedagogical suggestions on how to improve task design for autonomous intercultural learning. un dispositif télétandem (Telles) pour le développement de compétences langagières et interculturelles avant une mobilité. L’objectif principal de la telecollaboration était le développement de la compétence interculturelle, avec un passage du développement culturaliste fondé sur les savoirs (Abdallah-Pretceille et Porcher) à un développement en termes de savoir-apprendre (Byram et Zarate). Cet objectif a été visé par la conception de six tâches télétandem. De plus, afin de permettre aux étudiants de réfléchir sur leurs apprentissages et de partager leurs stratégies d’apprentissage, dans le cadre de chaque télécollaboration nous avons créé deux blogs réflexifs collectifs (Cappellini “Du carnet”) où les étudiants devaient poster un article après chaque session télétandem. En analysant les articles des étudiants dans ces blogs, nous avons observé une convergence ou une divergence entre les intentions des concepteurs (ou task-as-workplan , Dooly) et les réalisations effectives (ou tasks-as-process ). Enfin, nous tirons des suggestions pédagogiques concernant la manière d’améliorer la conception de tâches pour l’apprentissage autonome interculturel.
{"title":"Intercultural Learning in Pre-mobility Teletandem","authors":"M. Cappellini, Nicola Macré","doi":"10.4000/apliut.7449","DOIUrl":"https://doi.org/10.4000/apliut.7449","url":null,"abstract":"S Our study focuses on a teletandem (Telles) environment for pre-mobility language and intercultural development. The telecollaborations’ main pedagogical objective was the development of the intercultural competence with a shift from more savoir -based culturalist development (Abdallah-Pretceille and Porcher) to a development in terms of savoir-apprendre (Byram and Zarate). This aim was pursued by the design of six teletandem tasks. Moreover, to enable students to reflect on their learning and to share their learning strategies and reflections, within the telecollaborations we set up two collective reflective blogs (Cappellini, “Du carnet”) where the students had to post an entry after each teletandem session. By analyzing the students’ posts in these blogs, we observe convergence and divergence between the pedagogical intentions of the telecollaboration designers (or task-as-workplan, “Divergent perceptions”) and the actual outcomes (or task-as-process). Finally, we draw some pedagogical suggestions on how to improve task design for autonomous intercultural learning. un dispositif télétandem (Telles) pour le développement de compétences langagières et interculturelles avant une mobilité. L’objectif principal de la telecollaboration était le développement de la compétence interculturelle, avec un passage du développement culturaliste fondé sur les savoirs (Abdallah-Pretceille et Porcher) à un développement en termes de savoir-apprendre (Byram et Zarate). Cet objectif a été visé par la conception de six tâches télétandem. De plus, afin de permettre aux étudiants de réfléchir sur leurs apprentissages et de partager leurs stratégies d’apprentissage, dans le cadre de chaque télécollaboration nous avons créé deux blogs réflexifs collectifs (Cappellini “Du carnet”) où les étudiants devaient poster un article après chaque session télétandem. En analysant les articles des étudiants dans ces blogs, nous avons observé une convergence ou une divergence entre les intentions des concepteurs (ou task-as-workplan , Dooly) et les réalisations effectives (ou tasks-as-process ). Enfin, nous tirons des suggestions pédagogiques concernant la manière d’améliorer la conception de tâches pour l’apprentissage autonome interculturel.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123331543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A travers la description d’un cours telecollaboratif qui mobilise des etudiants francais (Master 1 et Master 2) et americains (Bachelor’s) autour d’une tâche authentique de traduction, cet article met en avant la possibilite de reflechir sur des moyens alternatifs d’ouvrir les universites a l’international en contournant la surrepresentation de la langue anglaise dans les formations. Nous suggerons que des projets partages mettant en regard deux langues et deux cultures, fournissent des facteurs de motivation qui ont des implications favorables pour les apprentissages des etudiants.
{"title":"L’internationalisation autrement ? Une expérience de télécollaboration universitaire en Master","authors":"Layla Roesler","doi":"10.4000/APLIUT.7279","DOIUrl":"https://doi.org/10.4000/APLIUT.7279","url":null,"abstract":"A travers la description d’un cours telecollaboratif qui mobilise des etudiants francais (Master 1 et Master 2) et americains (Bachelor’s) autour d’une tâche authentique de traduction, cet article met en avant la possibilite de reflechir sur des moyens alternatifs d’ouvrir les universites a l’international en contournant la surrepresentation de la langue anglaise dans les formations. Nous suggerons que des projets partages mettant en regard deux langues et deux cultures, fournissent des facteurs de motivation qui ont des implications favorables pour les apprentissages des etudiants.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"51 s31","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132360312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within French Higher Education the use of English as a medium of instruction (EMI) impacts on lecturers’ language identities and professional development. This ethnographic case study explored fifteen French-speaking lecturers’ language identity through an EMI workshop held at an Ecole des Mines engineering school in France in 2017. The main research questions therefore focused on how the participants positioned themselves in terms of competence, how they defined themselves in relation to their multilingual identities and how they would present themselves as EMI lecturers in the future. The in situ position of the ethnographer-trainer enabled her to collect data based on written and visual documents produced by the participants during the workshop. The participants were also asked to self-assess their level of English competence and to provide written feedback on the workshop by completing a questionnaire. The results show that introducing the participants to the concepts of ELF (English as a lingua franca), and more current definitions of bilingualism broadened their views on the English language itself. The workshop helped them to feel better prepared to present themselves as EMI lecturers and to teach their academic disciplines in English.
在法国高等教育中，使用英语作为教学媒介(EMI)对讲师的语言身份和专业发展产生了影响。这个民族志案例研究通过2017年在法国矿业学院(Ecole des Mines)工程学院举办的EMI研讨会，探讨了15位讲法语的讲师的语言身份。因此，主要的研究问题集中在参与者如何在能力方面定位自己，他们如何根据自己的多语言身份定义自己，以及他们将来如何作为EMI讲师呈现自己。民族志学家兼培训师的原位位置使她能够根据讲习班期间参与者制作的书面和视觉文件收集数据。参与者还被要求自我评估他们的英语能力水平，并通过填写问卷对研讨会提供书面反馈。结果表明，向参与者介绍ELF(英语作为一种通用语言)的概念，以及更流行的双语定义，拓宽了他们对英语本身的看法。讲习班帮助他们更好地准备以EMI讲师的身份展示自己，并用英语教授他们的学科。
{"title":"Constructing Lecturers’ Language Identities through EMI Training","authors":"Alexandra Reynolds","doi":"10.4000/APLIUT.7210","DOIUrl":"https://doi.org/10.4000/APLIUT.7210","url":null,"abstract":"Within French Higher Education the use of English as a medium of instruction (EMI) impacts on lecturers’ language identities and professional development. This ethnographic case study explored fifteen French-speaking lecturers’ language identity through an EMI workshop held at an Ecole des Mines engineering school in France in 2017. The main research questions therefore focused on how the participants positioned themselves in terms of competence, how they defined themselves in relation to their multilingual identities and how they would present themselves as EMI lecturers in the future. The in situ position of the ethnographer-trainer enabled her to collect data based on written and visual documents produced by the participants during the workshop. The participants were also asked to self-assess their level of English competence and to provide written feedback on the workshop by completing a questionnaire. The results show that introducing the participants to the concepts of ELF (English as a lingua franca), and more current definitions of bilingualism broadened their views on the English language itself. The workshop helped them to feel better prepared to present themselves as EMI lecturers and to teach their academic disciplines in English.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129590510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L'internationalisation des formations revet plusieurs formes. La mise en place de cours de nombreuses disciplines universitaires en langue etrangere en fait partie. Les raisons politiques (attractivite internationale, professionnalisation) sont claires et consensuelles. Mais la question essentielle reste de savoir si l'enseignement d'une discipline dans une langue etrangere est synonyme a la fois d'un meilleur apprentissage du contenu disciplinaire et de la langue etrangere. Un etat de l'art du domaine et une reflexion sur les fondements theoriques de ces pratiques ont mene a la mise en place d'experimentations controlees, qui permettent de mieux comprendre ce qui se joue sur le plan cognitif, lorsque la langue et le contenu disciplinaire doivent etre appris simultanement. De ces resultats empiriques decoulent certaines pistes d'amenagement didactique pour les cours en langue etrangere. Les enseignants de langues pour specialistes d'autres disciplines ont alors un role important a jouer pour que ces pratiques participent a une internationalisation reussie.
{"title":"Apprendre un contenu disciplinaire en langue étrangère : enjeux politiques, théoriques et pratiques pour l'internationalisation des formations dans l'enseignement supérieur","authors":"S. Roussel","doi":"10.4000/APLIUT.7162","DOIUrl":"https://doi.org/10.4000/APLIUT.7162","url":null,"abstract":"L'internationalisation des formations revet plusieurs formes. La mise en place de cours de nombreuses disciplines universitaires en langue etrangere en fait partie. Les raisons politiques (attractivite internationale, professionnalisation) sont claires et consensuelles. Mais la question essentielle reste de savoir si l'enseignement d'une discipline dans une langue etrangere est synonyme a la fois d'un meilleur apprentissage du contenu disciplinaire et de la langue etrangere. Un etat de l'art du domaine et une reflexion sur les fondements theoriques de ces pratiques ont mene a la mise en place d'experimentations controlees, qui permettent de mieux comprendre ce qui se joue sur le plan cognitif, lorsque la langue et le contenu disciplinaire doivent etre appris simultanement. De ces resultats empiriques decoulent certaines pistes d'amenagement didactique pour les cours en langue etrangere. Les enseignants de langues pour specialistes d'autres disciplines ont alors un role important a jouer pour que ces pratiques participent a une internationalisation reussie.","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123990832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pour celebrer le 40e congres de l’Apliut qui s’est tenu a Toulouse en 2018, le laboratoire inter-universitaire de recherche en didactique des langues (Lairdil, EA 7415) a choisi de mettre a l’honneur une thematique chere aux enseignants de langues des IUT : la question de « l’international ». Les enseignants d’IUT sont en effet depuis toujours des acteurs forts de la mobilite internationale de leurs etudiants. De nombreux membres de l’Apliut partout en France assurent la mission de « responsa...
对于celebrer l’Apliut四十届举行的2018年图卢兹大学实验室(语文教学与研究》(Lairdil, EA 7415分类)选择了把荣誉了亲爱的IUT的语文教师:«国际问题»。事实上，iut的教师一直是学生国际流动的强大参与者。法国各地的许多apliut成员确保了“responsa…
{"title":"Éditorial – Relations internationales et internationalisation des formations","authors":"Linda Terrier","doi":"10.4000/APLIUT.7115","DOIUrl":"https://doi.org/10.4000/APLIUT.7115","url":null,"abstract":"Pour celebrer le 40e congres de l’Apliut qui s’est tenu a Toulouse en 2018, le laboratoire inter-universitaire de recherche en didactique des langues (Lairdil, EA 7415) a choisi de mettre a l’honneur une thematique chere aux enseignants de langues des IUT : la question de « l’international ». Les enseignants d’IUT sont en effet depuis toujours des acteurs forts de la mobilite internationale de leurs etudiants. De nombreux membres de l’Apliut partout en France assurent la mission de « responsa...","PeriodicalId":222514,"journal":{"name":"Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116930496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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