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)
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
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[desc] =>
[children] => Array
(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/195-european-social-charter
[name] => European Social Charter
[desc] =>
[children] => Array
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)
)
[2] => Array
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[id] => 205
[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
[desc] =>
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(
)
)
[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
[name] => Migration
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(
)
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[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
[name] => Gender Equality
[desc] =>
[children] => Array
(
)
)
[5] => Array
(
[id] => 197
[link] => https://book.coe.int/en/197-council-of-europe-development-bank
[name] => Council of Europe Development Bank
[desc] =>
[children] => Array
(
)
)
[6] => Array
(
[id] => 222
[link] => https://book.coe.int/en/222-lgbt
[name] => LGBT
[desc] =>
[children] => Array
(
)
)
[7] => Array
(
[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
[children] => Array
(
)
)
)
)
[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
[desc] =>
[children] => Array
(
)
)
)
)
[8] => Array
(
[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 217
[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
)
[9] => Array
(
[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
[name] => Minorities' Rights
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
[name] => Roma and Travellers
[desc] =>
[children] => Array
(
)
)
)
)
[10] => Array
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[id] => 224
[link] => https://book.coe.int/en/224-education-languages-sport-youth
[name] => Education, languages, sport, youth
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
[desc] =>
[children] => Array
(
)
)
)
)
[11] => Array
(
[id] => 233
[link] => https://book.coe.int/en/233-law
[name] => Law
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(
[0] => Array
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[id] => 234
[link] => https://book.coe.int/en/234-organised-crime
[name] => Organised crime
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 235
[link] => https://book.coe.int/en/235-corruption
[name] => Corruption
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 237
[link] => https://book.coe.int/en/237-personal-data
[name] => Personal data
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(
)
)
[3] => Array
(
[id] => 175
[link] => https://book.coe.int/en/175-european-prison-reform
[name] => European prison reform
[desc] =>
[children] => Array
(
)
)
[4] => Array
(
[id] => 238
[link] => https://book.coe.int/en/238-terrorism
[name] => Terrorism
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(
)
)
[5] => Array
(
[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
[name] => Efficiency of justice
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)
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[link] => https://book.coe.int/en/242-parliamentary-assembly
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[1] => Array
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)
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)
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1
Catalog
PDF - Des compétences linguistiques pour des apprentissages disciplinaires réussis (2016)
Descripteurs liés au CECR pour les mathématiques et l’histoire/éducation civique
Cette publication est destinée aux enseignants, aux formateurs d’enseignants, aux décideurs et aux chercheurs dans le domaine des langues.
La réussite scolaire peut être entravée chez les jeunes apprenants issus de l’immigration ou de milieux linguistiques minoritaires. En vue de réussir dans un contexte éducatif, les élèves doivent maîtriser une langue qui diffère de celle utilisée dans des situations quotidiennes extra-scolaire. Par conséquent, il est important que les décideurs politiques, les autorités scolaires et les formateurs d’enseignants élaborent des stratégies répondant aux besoins linguistiques de ces élèves, afin de leur garantir des chances égales de développement et d’avancement.
La présente étude identifie les niveaux de compétence nécessaires dans la langue de scolarisation pour les élèves âgés de 12/13 et 15/16 ans pour être en mesure d’apprendre et de construire des connaissances en histoire et en mathématiques. En outre, elle présente les descripteurs linguistiques spécifiques à ces matières scolaires, qui ont été élaborés dans le cadre d’un projet du Centre européen pour les langues vivantes du Conseil de l’Europe. Ces descripteurs peuvent servir aux enseignants de point de départ pour planifier et fixer des objectifs en histoire et en mathématiques et pour évaluer les progrès des apprenants ; par ailleurs, ils peuvent constituer un outil d’auto-évaluation pour les élèves.
Cette publication est destinée aux enseignants, aux formateurs d’enseignants, aux décideurs et aux chercheurs dans le domaine des langues.
La réussite scolaire peut être entravée chez les jeunes apprenants issus de l’immigration ou de milieux linguistiques minoritaires. En vue de réussir dans un contexte éducatif, les élèves doivent maîtriser une langue qui diffère de celle utilisée dans des situations quotidiennes extra-scolaire. Par conséquent, il est important que les décideurs politiques, les autorités scolaires et les formateurs d’enseignants élaborent des stratégies répondant aux besoins linguistiques de ces élèves, afin de leur garantir des chances égales de développement et d’avancement.
La présente étude identifie les niveaux de compétence nécessaires dans la langue de scolarisation pour les élèves âgés de 12/13 et 15/16 ans pour être en mesure d’apprendre et de construire des connaissances en histoire et en mathématiques. En outre, elle présente les descripteurs linguistiques spécifiques à ces matières scolaires, qui ont été élaborés dans le cadre d’un projet du Centre européen pour les langues vivantes du Conseil de l’Europe. Ces descripteurs peuvent servir aux enseignants de point de départ pour planifier et fixer des objectifs en histoire et en mathématiques et pour évaluer les progrès des apprenants ; par ailleurs, ils peuvent constituer un outil d’auto-évaluation pour les élèves.
Avant-propos
Résumé
Annexe I : Niveaux communs de référence – Echelle globale
Annexe II : Descripteurs linguistiques pour l’histoire/éducation civique et les mathématiques
Annexe III : Lectures recommandées et quelques citations
Résumé
1 Motivation et contexte
1.1 Le Conseil de l’Europe et le Centre européen pour les langues vivantes
1.2 Niveaux de compétence langagière du CECR
1.3 Langue de scolarisation et études réalisées dans ce domaine
2 Descripteurs linguistiques pour la réussite des apprenants migrants et issus de groupes minoritaires dans l’enseignement obligatoire
2.1 Objectif du projet
2.2 Exemples de pratiques existantes : Norvège, Finlande, Lituanie, Portugal et Canada
2.3 Descripteurs linguistiques – Niveaux du CECR ciblés
2.4 Les participants et le processus d’élaboration des descripteurs
2.5 Résultats
3 Comment les enseignants de mathématiques et d’histoire/éducation civique (et les parents) peuvent-ils utiliser ces descripteurs dans leurs classes ?
3.1 La sensibilisation à la langue dans les matières scolaires enseignées en classe
3.2 Les descripteurs linguistiques, des lignes directrices pour le développement de la compétence langagière dans les matières enseignées en classe
3.3 Utilisation des descripteurs comme un outil pédagogique
3.4 Utilisation des descripteurs linguistiques comme outils d’évaluation dans les matières scolaires
4 Conclusions
4.1 Niveaux du CECR requis
4.2 Des fonctions langagières moins pertinentes selon les enseignants
4.3 Quelques réflexions finales
4.4 Petit guide pour élaborer des descripteurs linguistiques similaires liés au CECR pour des matières scolaires
Références bibliographiques Annexe I : Niveaux communs de référence – Echelle globale
Annexe II : Descripteurs linguistiques pour l’histoire/éducation civique et les mathématiques
Annexe III : Lectures recommandées et quelques citations
Descripteurs liés au CECR pour les mathématiques et l’histoire/éducation civique
Cette publication est destinée aux enseignants, aux formateurs d’enseignants, aux décideurs et aux chercheurs dans le domaine des langues.
La réussite scolaire peut être entravée chez les jeunes apprenants issus de l’immigration ou de milieux linguistiques minoritaires. En vue de réussir dans un contexte éducatif, les élèves doivent maîtriser une langue qui diffère de celle utilisée dans des situations quotidiennes extra-scolaire. Par conséquent, il est important que les décideurs politiques, les autorités scolaires et les formateurs d’enseignants élaborent des stratégies répondant aux besoins linguistiques de ces élèves, afin de leur garantir des chances égales de développement et d’avancement.
La présente étude identifie les niveaux de compétence nécessaires dans la langue de scolarisation pour les élèves âgés de 12/13 et 15/16 ans pour être en mesure d’apprendre et de construire des connaissances en histoire et en mathématiques. En outre, elle présente les descripteurs linguistiques spécifiques à ces matières scolaires, qui ont été élaborés dans le cadre d’un projet du Centre européen pour les langues vivantes du Conseil de l’Europe. Ces descripteurs peuvent servir aux enseignants de point de départ pour planifier et fixer des objectifs en histoire et en mathématiques et pour évaluer les progrès des apprenants ; par ailleurs, ils peuvent constituer un outil d’auto-évaluation pour les élèves.
Cette publication est destinée aux enseignants, aux formateurs d’enseignants, aux décideurs et aux chercheurs dans le domaine des langues.
La réussite scolaire peut être entravée chez les jeunes apprenants issus de l’immigration ou de milieux linguistiques minoritaires. En vue de réussir dans un contexte éducatif, les élèves doivent maîtriser une langue qui diffère de celle utilisée dans des situations quotidiennes extra-scolaire. Par conséquent, il est important que les décideurs politiques, les autorités scolaires et les formateurs d’enseignants élaborent des stratégies répondant aux besoins linguistiques de ces élèves, afin de leur garantir des chances égales de développement et d’avancement.
La présente étude identifie les niveaux de compétence nécessaires dans la langue de scolarisation pour les élèves âgés de 12/13 et 15/16 ans pour être en mesure d’apprendre et de construire des connaissances en histoire et en mathématiques. En outre, elle présente les descripteurs linguistiques spécifiques à ces matières scolaires, qui ont été élaborés dans le cadre d’un projet du Centre européen pour les langues vivantes du Conseil de l’Europe. Ces descripteurs peuvent servir aux enseignants de point de départ pour planifier et fixer des objectifs en histoire et en mathématiques et pour évaluer les progrès des apprenants ; par ailleurs, ils peuvent constituer un outil d’auto-évaluation pour les élèves.
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