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Master Thesis

Faire évoluer les représentations sur le plurilinguisme en formation d’enseignants en zone d’éducation prioritaire : cas du contexte hétérogène guyanais

Abstract : French Guiana is a "département" deeply rooted in multilingualism by its history and the migratory flows it knows. France has a long tradition of monolingual ideology. Tensions between these two situations can therefore appear at the societal level but also within education, particularly in the areas considered as "education prioritaire" in the Academy of French Guiana, with a student population that is overwhelmingly multilingual.
During our duties as an academic teacher-trainer, we were led to train teachers to teach in a plurilingual and pluricultural context. We are interested in the ways in which all the languages present in the class are valued and how teaching teams are made aware of it both in primary schools and secondary schools. This questioning gave rise to a training engineering allowing to emerge their representations on the languages of the pupils.
This research is based on an empirical approach conducted in the field during teacher training sessions and is therefore research-action type. The goal was to make an inventory of the representations, to make them evolve and to create levers to improve the teaching practices. The approach consisted in conducting an in-depth ethnographic study of the field in order to propose recommendations adapted to the context.
A first questionnaire was used to collect teachers representations of their pupils' languages from a word association work on different languages present in the département. We also conducted comprehensive interviews with secondary school teachers. This allowed to collect not only teachers' representations about languages but also about their professional practices. Finally, other more natural data were collected during disengaged observations in the classrooms. These observations were filmed and followed by self-confrontation interviews with two teachers. The observable data were transcribed and analyzed in order to bring out practices and professional gestures to confront them with their representations. In this paper, we will present some significant results and some future implications for the training of teachers in linguistic diversity.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02321567
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Submitted on : Monday, October 21, 2019 - 12:32:58 PM
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Manon Plasschaert. Faire évoluer les représentations sur le plurilinguisme en formation d’enseignants en zone d’éducation prioritaire : cas du contexte hétérogène guyanais. Sciences de l'Homme et Société. 2019. ⟨dumas-02321567⟩

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