Preparación del profesorado para las escuelas multiculturales

Teachers throughout Europe have to adapt to heterogeneous classes and respond to the learning needs of pupils with diverse linguistic or cultural backgrounds. This paper reports some of the findings of an Erasmus Intensive Programme that was set up to address the issue of educational inclusion. The programme gave twenty student teachers the opportunity to discuss inclusive teaching strategies and to develop the attitudes needed for working in inclusive environments. The aim of the study is to identify the student teachers’ representations of inclusive education and provide deeper understanding of what these conceptions involve. The findings suggest that the student teachers participating in this study have unclear ideas about inclusion, which in turn has implications for the overall in-service and pre-service education offered to teachers.Los docentes de toda Europa tienen que adaptarse a clases heterogéneas, y han responder a las necesidades de aprendizaje de alumnos con diversos orígenes lingüísticos o culturales. Este trabajo presenta algunas de las conclusiones de un Erasmus Intensive Programme que se creó para abordar el tema de la educación inclusiva. El Programa dio a veinte futuros maestros la oportunidad de discutir las estrategias de educación inclusiva y de desarrollar las actitudes necesarias para trabajar en entornos inclusivos. El objetivo del estudio consiste en identificar las ideas sobre la educación inclusiva que tienen los futuros maestros y proporcionar una comprensión más profunda de lo que implican estos conceptos. Los resultados sugieren que los futuros maestros participantes en este estudio tienen ideas confusas sobre la inclusión, lo cual tiene implicaciones para la educación desde una perspectiva general, tanto en ejercicio como previo al mismo, ofrecido a los docentes

La sensibilisation à l'interculturel dans l'enseignement de l'anglais à l'école primaire : observations en CE1 et CE2

Cet article vise à analyser le potentiel de séances de sensibilisation aux langues / cultures au cours des toutes premières séances de langue étrangère au cycle 1. Les interactions en classe ont été analysées selon le modèle de Byram afin d'identifier les composantes d'une prise de conscience métalinguistique. Nous soulignerons les éléments essentiels d'une telle approche dans la construction d'une compétence interculturelle qui ne reposerait pas seulement sur des connaissances mais plutôt sur le développement de savoir-être et de savoir-faire.This article aims at analysing the potential of raising language and culture awareness during the very first lessons of foreign language teaching in years 2 and 3. Classroom interactions have been analysed according to Byram's model so as to identify the components of a metalinguistic process. We will highlight the key elements of such an approach in the construction of an intercultural competence which would not only rely upon knowledge but rather upon the development of existential competence, skills and know-how

L’apprentissage collaboratif médiatisé par Internet : conditions de mise en œuvre chez de jeunes apprenants d’anglais

Cet article traite de la possibilité de recourir à des pratiques de travail collaboratif dans le cadre de l’apprentissage précoce de l’anglais. Il montre qu’un travail de lecture / production écrite en dyades peut développer les habiletés cognitives et métacognitives en créant des occasions de conflits sociocognitifs dans un cadre didactique socioconstructiviste. La recherche empirique menée examine deux paramètres susceptibles d’influencer la façon dont les groupes interagissent : nombre d’apprenants et composition des groupes. Elle montre comment l’appariement d’enfants d’habiletés intellectuelles "homogènes" et "hétérogènes" peut conduire à la décentration essentielle à une collaboration profitable. En dernier lieu, elle décrit comment les diverses formes d’interactions identifiées au cours de l’analyse des conversations peuvent affecter l’apprentissage.The aim of this paper is to explore the possibility of using collaborative working methods as a support for early English learning. We suggest that reading and writing in pairs can foster the development of cognitive and metacognitive abilities by creating opportunites for sociocognitive conflicts within a socioconstructivist framework. The empirical research conducted focuses on two different parameters which may influence the way groups interact: number of learners and group composition. It shows how pairing children of “homogeneous” and “heterogeneous” intellectual ability may lead to the decentration necessary for collaboration to become beneficial. Finally, we describe how the various forms of interactions that have been identified through the analysis of conversations may affect learning outcomes

L’écrit à l’écran : contraintes et libertés de l’écriture journalistique sur la page Web

Le développement de l’Internet conduit un nombre toujours plus important de journaux et de magazines à proposer une version électronique de leur publication. Cette mise en ligne impose des adaptations dictées par les caractéristiques techniques propres au support. L’article met en exergue les principes régissant la mise en scène de l’information sur l’écran, identifie les nouvelles modalités de l’écriture journalistique, et évoque les possibles relations de pouvoir entre les journalistes et leur public désormais inclus dans la ligne de production de l’information.The development of the Internet has prompted an ever-growing number of newspapers to offer an electronic version of their publication. Going on line requires modifications that the technical characteristics of this medium impose. The article underlines the principles governing the setting-out and presentation of information on the screen, identifies the new organisation of on-line articles, and describes the appearance of new power relations between journalists and their public, who may then become part of the information production line

Appearance of Membrane Compromised, Viable But Not Culturable and Culturable Rhizobial Cells as a Consequence of Desiccation

For agricultural purposes, drought related stresses negatively affect the Rhizobiaceae in at least three ways. Firstly, rhizobial populations are affected by desertification of agricultural soils. Secondly, the quality of dry-base inocula, also called formula, is negatively affected by a drying step, and thirdly, rhizosphere bacteria protect crop-plants against drought. Although survival of cultivatable bacteria has been studied intensively in dry-base seed inocula and in-vitro, thus far research has only marginally addressed the bacterial cell, its cellular structures and physiology. Many questions remain regarding the sensing of and physiological response of rhizobia to desiccation. This review will focus on the three different fractions of cells after desiccation, the membrane compromised cells, the viable but not culturable cells and the culturable cells

Bacteria-inducing legume nodules involved in the improvement of plant growth, health and nutrition

Bacteria-inducing legume nodules are known as rhizobia and belong to the class Alphaproteobacteria and Betaproteobacteria. They promote the growth and nutrition of their respective legume hosts through atmospheric nitrogen fixation which takes place in the nodules induced in their roots or stems. In addition, rhizobia have other plant growth-promoting mechanisms, mainly solubilization of phosphate and production of indoleacetic acid, ACC deaminase and siderophores. Some of these mechanisms have been reported for strains of rhizobia which are also able to promote the growth of several nonlegumes, such as cereals, oilseeds and vegetables. Less studied are the mechanisms that have the rhizobia to promote the plant health; however, these bacteria are able to exert biocontrol of some phytopathogens and to induce the plant resistance. In this chapter, we revised the available data about the ability of the legume nodule-inducing bacteria for improving the plant growth, health and nutrition of both legumes and nonlegumes. These data showed that rhizobia meet all the requirements of sustainable agriculture to be used as bio-inoculants allowing the total or partial replacement of chemicals used for fertilization or protection of crops

Formulations of Plant Growth-Promoting Microbes for Field Applications

Development of a plant growth-promoting (PGP) microbe needs several steps starting with isolation of a pure culture, screening of its PGP or antagonistic traits by means of different efficacy bioassays performed in vitro, in vivo or in trials under greenhouse and/or field conditions. In order to maximize the potential of an efficient PGP microbe, it is essential to optimize mass multiplication protocols that promote product quality and quantity and a product formulation that enhances bioactivity, preserves shelf life and aids product delivery. Selection of formulation is very crucial as it can determine the success or failure of a PGP microbe. A good carrier material should be able to deliver the right number of viable cells in good physiological conditions, easy to use and economically affordable by the farmers. Several carrier materials have been used in formulation that include peat, talc, charcoal, cellulose powder, farm yard manure, vermicompost and compost, lignite, bagasse and press mud. Each formulation has its advantages and disadvantages but the peat based carrier material is widely used in different part of the world. This chapter gives a comprehensive analysis of different formulations and the quality of inoculants available in the market, with a case study conducted in five-states of India