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PDF - e-lang - Littératie numérique et approche socio-interactionnelle pour l'enseignement-apprentissage des langues (2018)

Education and modern languages
Format : PDF PDF
978-92-871-8882-3
Type of document :
Book
Format :
PDF
Language :
French
Size :
1.84 MB
Number of pages :
97
Christian Ollivier
8.00 € / 16.00 $US
Ce livret constitue une introduction à l’approche didactique développée par le projet e-lang (« Vers une littératie numérique pour l’enseignement et l’apprentissage des langues »). Ce projet (2016-2018) s’inscrit dans le programme « Les langues au coeur des apprentissages » du Centre européen pour les langues vivantes (CELV). Nous publions ce petit ouvrage car nous sommes persuadés que toute proposition pour l’utilisation du numérique doit être fondée sur une conception didactique et pédagogique clairement explicitée.

La didactique du projet e-lang s’articule autour de deux grands axes :
• une approche socio-interactionnelle. Celle-ci prône la mise en œuvre de tâches ancrées dans la vie réelle ;
• l’articulation entre tâche et utilisation de ressources numériques. Cela doit contribuer au développement, chez l’apprenant, de l’autonomie et de compétences fortes et durables.
1. Littératie numérique
1.1 Précisions terminologiques
1.2 Evolution et diversité des modèles
1.3 Littératie numérique – Eléments retenus
1.3.1 Littératie technologique
1.3.2 Littératie de la construction de sens
1.3.3 Littératie de l’interaction
1.3.4 Cadre éthique et critique
1.4 Développement de la littératie numérique
1.5 Mise en œuvre
2. Autonomie
3. Approche socio-interactionnelle
3.1 Compétence de communication sous contrainte relationnelle
3.1.1 Modèles juxtaposants de la compétence de communication
3.1.2 Pour une primauté de l’interaction sociale
3.1.3 La construction de sens déterminé par les interactions sociales
3.1.4 Cas des situations sans interaction langagière directe – Exemple du texte littéraire
3.1.5 Résumé – Vers une compétence socio-interactionnelle
3.2 L’approche socio-interactionnelle
4. Tâches ancrées dans la vie réelle – Vers une extension du domaine de la tâche
4.1 Vers une définition de la tâche
4.2 Notre conception de la tâche
4.3 Types de tâches
4.3.1 Tâches et vie réelle
4.4 Tâche ancrée dans la vie réelle (sur le web 2.0) et double ancrage
4.4.1 Ancrage dans la vie réelle
4.4.2 Ancrage dans le monde éducatif
4.5 Atouts des tâches ancrées dans la vie réelle
4.5.1 Double authenticité
4.5.2 Ouverture sur le monde – Agir et interagir en dehors du monde éducatif
4.5.3 Dépassement des limites de l’enseignementapprentissage en classe (de langue)
4.5.4 Ancrage dans la vie réelle et motivation
4.5.5 Prise de conscience du degré d’exigence
4.5.6 Apprenant-usager
4.5.7 Droit à la parole et empowerment de l’apprenant-usager
4.5.8 Atouts des interactions sociales et langagières sur le web 2.0
4.6 Tâche ancrée dans la vie réelle ou projet ?
5. Rôles de l’enseignant dans une approche socio-interactionnelle
5.1 Des conceptions divergentes
5.2 Ce que n’est pas l’enseignant
5.3 Ce qu’est l’enseignant
6. Perspectives
7. Exemple de tâche
8. Bibliographie