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Master Thesis

Passage forcé au distanciel en classe de FLE pendant la COVID-19 : le cas d’un collège italien « DADA »

Abstract : On February 22, 2020, due to the COVID-19 pandemic outbreak, a long lockdown began in Modena (Italy) and lasted until the end of the school year. All teachers and students had to switch from face-to-face to remote learning in just one week. The lockdown created a complex set of problems that ultimately led to a complete revision of the teaching practices in French as a Foreign Language as a whole. Despite this unparalleled challenge, where interactions with both teachers and classmates were drastically curtailed, an opportunity emerged for students to increase their motivation and engagement while developing more autonomy in the learning process. Based on various data sources (questionnaires, logbooks, digital traces, interviews), this ethnographic research endeavors to account for this unique educational journey generated by these unprecedented circumstances.
Document type :
Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-03464306
Contributor : Uga - Bulles Connect in order to contact the contributor
Submitted on : Friday, December 3, 2021 - 10:32:56 AM
Last modification on : Saturday, December 11, 2021 - 3:30:31 AM

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BARDIAU Sophie_M2 FLE.pdf
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  • HAL Id : dumas-03464306, version 1

Citation

Sophie Bardiau. Passage forcé au distanciel en classe de FLE pendant la COVID-19 : le cas d’un collège italien « DADA ». Sciences de l'Homme et Société. 2021. ⟨dumas-03464306⟩

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