Claire Tardieu, Notions-clés pour la didactique de l’anglais

L’ouvrage de Claire Tardieu se donne pour objectif de permettre au lecteur de mieux maîtriser les termes parfois complexes de la didactique des langues, mais aussi et surtout, de mieux connaître les recherches qui les ont fait émerger. Le livre, de 236 pages, comprend un préambule, une préface, une liste d’abréviations, une bibliographie, une table des figures et des tableaux ainsi que deux index, l’un de noms propres, l’autre de notions complémentaires. Il est organisé selon vingt-huit notio..

Représentations des enseignants sur leur métier et acquisition de L2 de la part des apprenants : quels liens peuvent être établis ?

Cette contribution propose d'exposer les résultats d'une enquête par observation et par entretien menée auprès de 5 enseignantes d'anglais dans le secondaire. Elle étudie la manière dont les représentations qu'elles construisent sur leur métier influent sur leurs choix pédagogiques et sur leurs attitudes envers les apprenants. Dans un premier temps, les observations sont confrontées aux théories de l'acquisition et de la psychologie de l'éducation. Dans un deuxième temps, on étudiera les explicitations des enseignantes à propos de leur propre action, ce qui permet d'établir quelles représentations ont le plus d'impact sur l'action pédagogique et, par conséquent, sur les potentialités d'acquisition. Finalement, l'étude des échanges avec les participantes, dans l'année qui a suivi l'observation, permet de constater que la confrontation des observations aux théories a favorisé un retour réflexif sur leurs propres pratiques, ce qui dégage des pistes pour la formation des enseignants et pour le rôle des chercheurs en didactique des langues, sur le terrain dans le secondaire.This article presents results of a qualitative observation and interview study carried out with 5 English teachers in the French secondary school system. The aim of the study is to determine how the teachers' representations of their jobs affect the pedagogical choices they make and the attitudes they have toward learners. First, the classroom observations will be studied through the lens of current theories of acquisition and of educational psychology. Next, the explanations that the teachers themselves give for their classroom actions and behaviors will be studied, thus enabling us to establish which representations have the most impact on pedagogy and, consequently, on acquisition. Finally, it will be shown, through the study of the email exchanges during the year following the classroom observation, how sharing the results of the observation analysis along with theories of acquisition and educational psychology destabilized the teachers' representations and led them to reconsider their pedagogy. This opens new doors for teacher training and the role of researchers in the secondary school system

Using SmartQuit®, an acceptance and commitment therapy smartphone application, to reduce smoking intake.

Objective: SmartQuit® is a smartphone application (app) for smoking cessation based on Acceptance and Commitment Therapy, a behavioural therapy that encourages individuals to accept internal experiences, such as cravings to smoke, without acting on those experiences or urges. We used a single-subject (A-B-A) design with 10 participants to examine whether SmartQuit® use would reduce cigarette intake in a New Zealand sample. Methods: 10 smokers tallied their own cravings experienced and cigarettes smoked then sent those tallies to the first author every day until we observed stable patterns (Phase A1). We then gave the participants individual access to the SmartQuit® app (Phase B). When they advised that they had ceased using the app, they again recorded daily cravings and cigarettes smoked for a minimum of three days (Phase A2). We also collected follow-up smoking and craving data at 1, 2 and up to 13 months after completion of Phase A2. Results: Using SmartQuit® reduced our participants' daily cigarette intake significantly in the short-term and three individuals remained smoke-free up to 13 months later. Cravings to smoke did not differ significantly across Phases A1, B and A2, but graphical analysis showed a trend for decreasing cravings. Conclusion: Our results suggest that SmartQuit® provides another readily accessible intervention to help people stop smoking and is suited for use with a New Zealand population

Hypoxia shapes the immune landscape in lung injury and promotes the persistence of inflammation

Hypoxemia is a defining feature of acute respiratory distress syndrome (ARDS), an often-fatal complication of pulmonary or systemic inflammation, yet the resulting tissue hypoxia, and its impact on immune responses, is often neglected. In the present study, we have shown that ARDS patients were hypoxemic and monocytopenic within the first 48 h of ventilation. Monocytopenia was also observed in mouse models of hypoxic acute lung injury, in which hypoxemia drove the suppression of type I interferon signaling in the bone marrow. This impaired monopoiesis resulted in reduced accumulation of monocyte-derived macrophages and enhanced neutrophil-mediated inflammation in the lung. Administration of colony-stimulating factor 1 in mice with hypoxic lung injury rescued the monocytopenia, altered the phenotype of circulating monocytes, increased monocyte-derived macrophages in the lung and limited injury. Thus, tissue hypoxia altered the dynamics of the immune response to the detriment of the host and interventions to address the aberrant response offer new therapeutic strategies for ARDS

Hypoxia shapes the immune landscape in lung injury and promotes the persistence of inflammation

Hypoxemia is a defining feature of acute respiratory distress syndrome (ARDS), an often-fatal complication of pulmonary or systemic inflammation, yet the resulting tissue hypoxia, and its impact on immune responses, is often neglected. In the present study, we have shown that ARDS patients were hypoxemic and monocytopenic within the first 48 h of ventilation. Monocytopenia was also observed in mouse models of hypoxic acute lung injury, in which hypoxemia drove the suppression of type I interferon signaling in the bone marrow. This impaired monopoiesis resulted in reduced accumulation of monocyte-derived macrophages and enhanced neutrophil-mediated inflammation in the lung. Administration of colony-stimulating factor 1 in mice with hypoxic lung injury rescued the monocytopenia, altered the phenotype of circulating monocytes, increased monocyte-derived macrophages in the lung and limited injury. Thus, tissue hypoxia altered the dynamics of the immune response to the detriment of the host and interventions to address the aberrant response offer new therapeutic strategies for ARDS

Author correction : Hypoxia shapes the immune landscape in lung injury and promotes the persistence of inflammation

In the version of this article originally published, in the Methods section "Mouse LPS ALI model," the second sentence needed clarification of wording and dosage (mg kg–1, not mg g–1) and has been amended to read "Mice were treated daily (days 1–4 post-LPS), by subcutaneous injection, with PBS or 0.75 mg kg–1 of porcine CSF-1 fused to the Fc region of porcine IgG1a (generated by David Hume), prior to cull on day 5" in the HTML and PDF versions of the article

Back to School: The Challenges and Rewards of a Research Library's Instruction Program for a Charter High School in Chicago

In 2009, the University of Chicago Library began offering Library privileges to seniors attending our University-run charter high school, UC Woodlawn (UCW). As part of this new program, the Library provided instruction sessions for the students, who had little experience using academic libraries. The Library experienced several challenges implementing effective programs. Through their experiences, U of C librarians were able to learn from mistakes and develop successful programs working with UCW teachers. At the end of the presentation, participants will be offered an opportunity to share their experiences working with high schools at their libraries