Les supports au cœur des pratiques en classe de langue

Quels que soient les contextes et modalités d’enseignement des langues, l’utilisation de supports fait inévitablement partie des pratiques de classe. Ce constat empirique interroge la place de ces derniers dans la construction de son action par l’enseignant.Notre contribution vise à éclairer les façons dont l’enseignant intègre les supports dans différentes phases de planification de son action. Prenant appui sur des questionnaires recueillis auprès d’enseignants de français langue maternelle, seconde ou étrangère de l’école élémentaire, ainsi que sur des observations de classe, nous aborderons les supports en suivant leur parcours au sein de la fabrique de l’action enseignante. Au-delà des ressources prévues lors de la planification pour la réalisation d’activités, nous montrerons que d’autres ressources interviennent plus secondairement dans l’enseignement/apprentissage. Nous nous demanderons dans quelle mesure elles font également l’objet d’une forme de planification et participent à la constitution de l’environnement de la classe. Nous observerons enfin comment la construction de cet environnement est impliquée dans la fabrique, sur le plus long terme, de l’action d’enseignement et constituerait l’un des savoir-faire de l’enseignant.Irrespective of the contexts and the modalities of language teaching, supports will play a part. This justifies a study of their role in the teacher’s design of his or her action.The aim of this paper is to clarify the ways a teacher plans the use of supports in the different phases of his or her activity. Questionnaires collected among elementary school teachers of French as a first, second or foreign language and classroom observations have provided the information we needed to study the use of supports by following how their use evolves with the teacher’s action. We will show that, on top of the planned resources, other resources play a less important part in the course of the activity. We will try and see whether their use has also been planned and whether they are part of the environment of the classroom. We will finally observe how the construction of this environment is implied in the long-term making of the teaching activity and is part and parcel of a teacher’s experience

Interferometer response characterization algorithm for multi-aperture Fabry-Perot imaging spectrometers

In recent years, the demand for hyperspectral imaging devices has grown significantly, driven by their ability of capturing high-resolution spectral information. Among the several possible optical designs for acquiring hyperspectral images, there is a growing interest in interferometric spectral imaging systems based on division of aperture. These systems have the advantage of capturing snapshot acquisitions while maintaining a compact design. However, they require a careful calibration to operate properly. In this work, we present the interferometer response characterization algorithm (IRCA), a robust three-step procedure designed to characterize the transmittance response of multi-aperture imaging spectrometers based on the interferometry of Fabry-Perot. Additionally, we propose a formulation of the image formation model for such devices suitable to estimate the parameters of interest by considering the model under various regimes of finesse. The proposed algorithm processes the image output obtained from a set of monochromatic light sources and refines the results using nonlinear regression after an ad-hoc initialization. Through experimental analysis conducted on four different prototypes from the Image SPectrometer On Chip (ImSPOC) family, we validate the performance of our approach for characterization. The associated source code for this paper is available at https://github.com/danaroth83/irca.Comment: 20 pages, 11 figures. (Revised structure, added experiments

Cadmium accumulation and interactions with zinc, copper, and manganese, analysed by ICP-MS in a long-term Caco-2 TC7 cell model

The influence of long-term exposure to cadmium (Cd) on essential minerals was investigated using a Caco-2 TC7 cells and a multi-analytical tool: microwave digestion and inductively coupled plasma mass spectrometry. Intracellular levels, effects on cadmium accumulation, distribution, and reference concentration ranges of the following elements were determined: Na, Mg, Ca, Cr, Fe, Mn, Co, Ni, Cu, Zn, Mo, and Cd. Results showed that Caco-2 TC7 cells incubated long-term with cadmium concentrations ranging from 0 to 10 lmol Cd/l for 5 weeks exhibited a significant increase in cadmium accumulation. Furthermore, this accumulation was more marked in cells exposed long-term to cadmium compared with controls, and that this exposure resulted in a significant accumulation of copper and zinc but not of the other elements measured. Interactions of Cd with three elements: zinc, copper, and manganese were particularly studied. Exposed to 30 lmol/l of the element, manganese showed the highest inhibition and copper the lowest on cadmium intracellular accumulation but Zn, Cu, and Mn behave differently in terms of their mutual competition with Cd. Indeed, increasing cadmium in the culture medium resulted in a gradual and significant increase in the accumulation of zinc. There was a significant decrease in manganese from 5 lmol Cd/l exposure, and no variation was observed with copper. Abbreviation: AAS – Atomic absorption spectrometry; CRM– Certified reference material; PBS – Phosphate buffered saline without calcium and magnesium; DMEM – Dubelcco’s modified Eagle’s medium

d-Polyarginine Lipopeptides as Intestinal Permeation Enhancers.

An estimated 285 million people were living with diabetes in 2010, and this number is expected to reach 440 million by 2030. Current treatment of this disease involves the intradermal injection of insulin analogues. Many alternative administration routes have been proposed, the oral route being the most widely studied. One of the most interesting approaches for insulin delivery is the use of permeation enhancers to increase its transport across the gastrointestinal tract (GIT). Cell‐penetrating peptides (CPPs) are a remarkable example of this family of compounds. Another alternative is the use of medium‐chain fatty acids (MCFAs) to temporally disrupt the tight junctions of the GIT, thereby allowing greater drug transport. A combination of both strategies can provide a synergistic way to increase drug transport through the GIT. In this study we evaluated the complexation of insulin glulisine, an insulin analogue administered subcutaneously or intravenously in clinical practice, with a well‐known CPP modified with the MCFA lauric acid. We prepared several formulations, examined their stability, and tested the best candidates in an intestinal cell‐based model. In particular, two compounds (C12‐r4 and C12‐r6) were found to significantly increase the transport of insulin, and therefore show promise as a new delivery system worthy of further evaluation

Decision trees to characterise the roles of permeability and solubility on the prediction of oral absorption

Oral absorption of compounds depends on many physiological, physiochemical and formulation factors. Two important properties that govern oral absorption are in vitro permeability and solubility, which are commonly used as indicators of human intestinal absorption. Despite this, the nature and exact characteristics of the relationship between these parameters are not well understood. In this study a large dataset of human intestinal absorption was collated along with in vitro permeability, aqueous solubility, melting point, and maximum dose for the same compounds. The dataset allowed a permeability threshold to be established objectively to predict high or low intestinal absorption. Using this permeability threshold, classification decision trees incorporating a solubility-related parameter such as experimental or predicted solubility, or the melting point based absorption potential (MPbAP), along with structural molecular descriptors were developed and validated to predict oral absorption class. The decision trees were able to determine the individual roles of permeability and solubility in oral absorption process. Poorly permeable compounds with high solubility show low intestinal absorption, whereas poorly water soluble compounds with high or low permeability may have high intestinal absorption provided that they have certain molecular characteristics such as a small polar surface or specific topology. © 2014 Published by Elsevier Masson SAS

La langue de scolarisation au collège, au carrefour des didactiques du français en particulier et des didactiques des disciplines en général

National audienc

Discours d’enseignement dans des manuels de disciplines dites non linguistiques et apprentissage du français, langue seconde

International audienc

Littératie, relations à la culture scolaire et didactique de la lecture-écriture en français langue seconde

National audienc

French as a second language and as a schooling language. Theorization, description and didactic interactions analysis

La recherche envisage le français langue seconde comme langue de scolarisation à partir d’une réflexion sur la situation d’enseignement/apprentissage du français par des élèves allophones scolarisés dans le système éducatif français en classe d’accueil de collège. La notion de langue de scolarisation, utilisée à l’origine à propos de l’enseignement scolaire dans les pays de français langue seconde, est mise au cœur de l’étude et fait l’objet d’une analyse didactique et linguistique s’attachant à en identifier les composantes. A partir d’une réflexion sur les usages de la langue à l’école, la recherche tente de délimiter le champ d’application de la langue de scolarisation et suggère un recentrage sur les discours d’enseignement dont elle propose une description. Ces discours s’apparentent à des discours spécialisés que mettent en œuvre les différentes disciplines scolaires et qui nécessitent un traitement didactique spécifique pour faciliter l’intégration des élèves allophones en classe francophone. L’étude empirique porte sur un corpus d’interactions didactiques enregistrées en classe d’accueil de collège et transcrites. Elle mobilise les outils et méthodes de la linguistique des interactions verbales et s’attache à montrer les modalités de transmission des connaissances en s’intéressant aux formes d’énonciation des savoirs et à leur construction collaborative, en relation avec les supports écrits utilisés comme auxiliaires du discours de l’enseignant. La recherche se veut conjointement une contribution à l’étude des discours de transmission de connaissances et à la réflexion méthodologique de la didactique du français langue seconde dans le système éducatif français.This research examines French as a schooling language for pupils with a different mother tongue, by focusing on the way it is taught in the French educational system by students who attend French "collèges" (the first four years of secondary education) in what are known as "classes d’accueil", i. e. special classes where these students are taught French as a foreign (or second) language. The concept of a schooling language, originally used about school teaching in countries where French was not the mother tongue, is central to this study and is analyzed in both didactical and linguistic terms in order to identify and define its components. Starting with a reevaluation of the way language is used in school, this research tries to map out the field in which the schooling language is applied and suggests focusing on the teaching discourses which are then described. They are akin to specialized discourses on the various school subjects but require a specific didactic treatment, in order to facilitate the integration of classes d’accueil pupils into regular classes for French-speaking pupils. The empirical study analyses a corpus of didactical interactions recorded in "classes d’accueil" and later transcribed. It uses the tools and methodologies usually pertaining to the linguistics of verbal interaction and strives to show how knowledge is transmitted through both formal enunciation of knowledge and its co-construction, in relation with the written material used to help the teacher’s discourse. This research has a twofold aim: to contribute to the study of knowledge transmission discourses and to the methodology of French as a second language within the French system of education