Impact du contexte d’enseignement/apprentissage sur la formation et les stratégies enseignantes en classe de Français Langue Etrangère (FLE), en milieu universitaire chinois

L’article présente des analyses de pratiques de classe, recueillies dans le cadre d’une expérience contrôlée, en milieu universitaire chinois. Notre attention se porte sur la manière dont les enseignants de FLE guident leurs apprenants lors de séances de cours d’oral et sur la nature de leur étayage. L’objectif est de mettre en valeur les diverses stratégies d’étayage utilisées par les enseignants et en voir l’impact sur les productions orales de leurs apprenants. Dans une perspective de regards croisés, nous mettons en parallèle deux fois quatre cours (mêmes supports, même nombre d’apprenants, même niveau linguistique) effectués par deux enseignantes, de culture, nationalité et formation différentes. La mise en parallèle de pratiques enseignantes permet de s’interroger sur l’efficacité des stratégies enseignantes, notamment au regard du contexte d’enseignement/apprentissage qu’est le contexte chinois. L’étude a pour objectif d’une part, de faire la lumière sur les pratiques didactiques en milieu universitaire chinois et d’autre part, de mener une réflexion quant au contexte d’enseignement et son influence sur la formation des enseignants de français. Les résultats obtenus confirment que la prise en compte du contexte d’enseignement est cruciale ; la recherche s’inscrit donc dans une approche contextualisée de l’enseignement/apprentissage des langues. Enfin, nous donnons quelques pistes pour la formation enseignante en Chine, à travers l’exemple d’un cours d’oral.The article deals with the analyses of teaching practices during a controlled experiment in a Chinese university. We focus on the way French as a Foreign Language (FFL) teachers guide their students during oral sessions and as well on the nature of their scaffolding. Our aim is to enhance the main strategies used by the teachers and to see how these strategies improve the students’ oral comprehension and oral production. We focused on two groups of students with a different teacher for each group (one conducted by a Chinese teacher and the other conducted by a French Canadian teacher). We observed two classes for two groups. With the aid of the analysis grid, we assess the way FFL teachers guide their students during oral sessions in the context of a Chinese university. Our results confirm that it is crucial to take the context into account. This is the reason why our research lies within and advocates a contextualized approach of modern languages teaching/learning. Finally, we will give some ideas as to how to teach in China by using the example of an oral course

Intravenous alteplase for stroke with unknown time of onset guided by advanced imaging: systematic review and meta-analysis of individual patient data

Background: Patients who have had a stroke with unknown time of onset have been previously excluded from thrombolysis. We aimed to establish whether intravenous alteplase is safe and effective in such patients when salvageable tissue has been identified with imaging biomarkers. Methods: We did a systematic review and meta-analysis of individual patient data for trials published before Sept 21, 2020. Randomised trials of intravenous alteplase versus standard of care or placebo in adults with stroke with unknown time of onset with perfusion-diffusion MRI, perfusion CT, or MRI with diffusion weighted imaging-fluid attenuated inversion recovery (DWI-FLAIR) mismatch were eligible. The primary outcome was favourable functional outcome (score of 0–1 on the modified Rankin Scale [mRS]) at 90 days indicating no disability using an unconditional mixed-effect logistic-regression model fitted to estimate the treatment effect. Secondary outcomes were mRS shift towards a better functional outcome and independent outcome (mRS 0–2) at 90 days. Safety outcomes included death, severe disability or death (mRS score 4–6), and symptomatic intracranial haemorrhage. This study is registered with PROSPERO, CRD42020166903. Findings: Of 249 identified abstracts, four trials met our eligibility criteria for inclusion: WAKE-UP, EXTEND, THAWS, and ECASS-4. The four trials provided individual patient data for 843 individuals, of whom 429 (51%) were assigned to alteplase and 414 (49%) to placebo or standard care. A favourable outcome occurred in 199 (47%) of 420 patients with alteplase and in 160 (39%) of 409 patients among controls (adjusted odds ratio [OR] 1·49 [95% CI 1·10–2·03]; p=0·011), with low heterogeneity across studies (I 2=27%). Alteplase was associated with a significant shift towards better functional outcome (adjusted common OR 1·38 [95% CI 1·05–1·80]; p=0·019), and a higher odds of independent outcome (adjusted OR 1·50 [1·06–2·12]; p=0·022). In the alteplase group, 90 (21%) patients were severely disabled or died (mRS score 4–6), compared with 102 (25%) patients in the control group (adjusted OR 0·76 [0·52–1·11]; p=0·15). 27 (6%) patients died in the alteplase group and 14 (3%) patients died among controls (adjusted OR 2·06 [1·03–4·09]; p=0·040). The prevalence of symptomatic intracranial haemorrhage was higher in the alteplase group than among controls (11 [3%] vs two [<1%], adjusted OR 5·58 [1·22–25·50]; p=0·024). Interpretation: In patients who have had a stroke with unknown time of onset with a DWI-FLAIR or perfusion mismatch, intravenous alteplase resulted in better functional outcome at 90 days than placebo or standard care. A net benefit was observed for all functional outcomes despite an increased risk of symptomatic intracranial haemorrhage. Although there were more deaths with alteplase than placebo, there were fewer cases of severe disability or death. Funding: None