L'auto-évaluation comme facteur d'évolution du rapport à l'apprentissage des langues

Les politiques éducatives de nombre d'Etats en et hors d'Europe sont aujourd'hui axées sur la mise en place d'une éducation plurilingue. En Europe, mais aussi sur les continents américain et asiatique, de nombreux Etats affichent la volonté de mettre en place une éducation plurilingue. Elle a pour but de permettre à chacun de prendre conscience de ses compétences plurilingues et pluriculturelles et de les faire évoluer tout au long de la vie. Dans ce cadre, nous retiendrons la question de l'auto-évaluation comme facteur d'évolution du rapport à l'apprentissage des langues. En quoi les dérivés du Cadre européen commun de référence (Cecr) que sont les portfolios pour l'apprenant (Portfolio européen des Langues, ou PEL) et pour l'enseignant en formation (Portfolio européen pour les enseignants en langues en formation initiale, ou Pepelf) peuvent-ils placer l'auto-évaluation au cœur d'une didactique du plurilinguisme ? Quels sont les obstacles qu'une telle démarche peut susciter chez les acteurs concernés ? En nous référant à une étude de terrain menée auprès d'enseignants de français en Iran, nous tenterons d'apporter des réponses à ces questions et de montrer qu'un travail sur les représentations sociales est indispensable pour faire évoluer les opinions et les pratiques en matière d'auto-évaluation.In many states both within and outside of Europe, education authorities are trying to implement plurilingual educational systems. The main target is to enable everyone to be aware of their plurilingual and pluricultural competences and to improve them throughout their lifetime. In this paper, we will analyse how self-assessment is supposed to help change people's opinion about language learning. How can the European Portfolio of Languages (EPL) and the European Portfolio for Student Teachers of Languages (Epostl), two documents associated with the Common European Framework of Reference for Languages (Cefr), contribute to put self-assessment at the heart of plurilingual education? What are the difficulties encountered by the different actors involved? This study, carried out with Iranian teachers, tries to provide some answers and show that working on socially construed beliefs linked to the self-assessment process is a first step in bringing change to opinions and practices

Intercultural enrichment programs: A contribution to curriculum development and study abroad in transnational education

In the fast evolving context of globalised higher education, increasing academic mobility requires constant adaptation from institutions. This paper focuses on intercultural enrichment programs, often perceived as mere “add ons” to study abroad, and usually designed as optional not-for-credit extracurricular offerings. We investigate how institutions can give more value to and deepen the intercultural learning of more students in spite of constraints of time and of formal curriculum during short-term study abroad experiences. Resulting from a close collaboration between academic and administrative staff based at different campuses, this paper provides a critical analysis of the benefits and challenges involved in developing co-curricular intercultural enrichment programs that support formal curriculum during study abroad. Practical recommendations are based on a transdisciplinary program developed in Italy by an Australian university that has branch campuses in different countries. We also discuss the “digitally enhanced” aspects of the program which facilitate the in-class activities

L'auto-évaluation (évidence, défi ou utopie? Vers une nouvelle relation enseignant-enseigné mettant en jeu les variétés de contexte et de culture éducative)

Comment l auto-évaluation s inscrit-elle dans le cadre des pratiques favorisant l autonomisation de l apprenant et dans celui, plus général de l apprendre à apprendre ? Située dans le courant des approches interactionniste et socio-cognitive appliquées au domaine de l enseignement-apprentissage des langues, notre étude sera basée sur les notions d interaction, d étayage et d habitus comme éléments de cadrage. A partir de travaux de terrain menés en Iran selon une méthodologie de type ethnographique, nous posons l hypothèse que si, dans un contexte d enseignement tel qu il fonctionne en Iran un concept novateur comme l auto-évaluation se résume à l' application d outils sans prise en compte des représentations des acteurs, alors celles-ci conditionneront le maintien de pratiques culturellement ancrées, en dépit de l acceptation ouvertement positive d une méthodologie d enseignement importée. Combinant analyse quantitative et qualitative, notre recherche s appuie sur des données recueillies par le biais de questionnaires et d entretiens, avec pour objectif la proposition d un modèle d'analyse et d'intervention au niveau de la formation des enseignants.How self-assessment methodology is supporting the development of learner autonomy philosophy and how does it fit in the current learning to learn trend? Our study will be based on the concepts of interaction, scaffolding and habitus as framing elements, extracted from interactionist and socio-cognitive approaches applied to the field of teaching and learning languages. From field work conducted in Iran based on ethnographic methodology, we assume that if, in a context of education as it operates in Iran, an innovative concept as self-assesment only consists of implementing tools without taking in account the representation of the actors, then it will maintain culturally rooted practices, despite the positive sense openly accepted of using imported teaching methodology. Combining quantitative and qualitative analysis, our research relies on data collected through questionnaires and interviews, in order to enable us to propose a model of analysis and intervention in the field of teacher training.LE MANS-BU Lettres (721812108) / SudocSudocFranceF

Participation sociale et sclérose en plaques : Réalité particulière

La sclérose en plaques (SEP) est une maladie chronique évolutive présentant de nombreuses particularités qui peuvent avoir comme impact que les personnes atteintes vivent des obstacles à leur participation sociale. Quatre-vingt-neuf participants ont répondu à des questionnaires afin de faire un portrait de la participation sociale et d’identifier les facteurs l’influençant. L’analyse des données a permis de relever certaines caractéristiques de la maladie, dont le diagnostic, la symptomatologie et le portrait socioéconomique des personnes atteintes, pouvant avoir un impact sur la participation sociale, puis les facteurs influençant spécifiquement certains rôles sociaux (loisirs et relations interpersonnelles). L’article se termine en soulevant l’importance du rôle d’accompagnateur du travailleur social auprès de personnes vivant avec la SEP.Multiple sclerosis (MS) is a progressive and episodic disease. These characteristics of the disease progression make it different from other incapacitating conditions. To collect data on their social participation and to determine what personal factors influence it, 89 people answered questionnaires. Results expose some features of the disease that could influence social participation, such as diagnosis’ duration, symptomatology and socioeconomic profile of those affected. ANOVA analysis show what factors influence social participation quality in two specific social roles: recreation and interpersonal relationships. Conclusion focus on the importance of social worker to accompany people with MS in facing all the changes in social role realization coming from the disease

From West to East to West: A case study on Japanese wine manga translated in French

Author of a dozen reputable works on wine, M. Dovaz composed the foreword for the French translation of the Japanese graphic novel, Kami no Shizuku (2005), released in France as Les Gouttes de Dieu (2008). This manga has become a best-seller in its genre in France while the Japanese television adaptation has also reached a French audience through fansubs, allowing a new generation to gain access to that which had hitherto been seen as its own cultural patrimony. Integral to this wine culture is the ability to “talk about” its central object, in spite of linguistic or geographical separation. The central challenge being to efficiently associate words to a fleeting sensation provoked by visual, olfactory and gustative experience, a specific linguistic knowledge is necessary for those who wish to claim proficiency in wine. The critical narrative arc and didacticism of wine manga rests in the mastery of lexical sophistication as well as cultural knowledge, a posture also shared by most French experts. The language of wine, the power center of which once resided in France, has been brought into Japan through the act of translation. This very act has allowed for a shift in power—and thus the potential to represent the wine world—from France to Japan. We will show in this paper that there is an interplay occurring between French and Japanese media, producing a cultural space bridged through wine lexicon used in two series of manga recently translated into French (Sommelier in 2004 and Les Gouttes de Dieu in 2008). For this purpose, we will proceed to a comparative analysis of the Japanese source text with the French target text, highlighting metaphors used in wine culture. Through the analysis of the texts, we will demonstrate that the Japanese-French translations of these metaphors allow a new way for the French to see their culture through a lense provided by the Japanese sommelier