Former à une approche inductive de l’enseignement de la grammaire.

Cet article présente les résultats d’une recherche-action menée au sein du Master FLE de l’Université de la Sorbonne Nouvelle – Paris 3 consacrée à la formation des futurs enseignants de FLE. Travaillant à partir d’un corpus constitué d’écrits produits par les étudiants de Master tout au long de leur formation, nous cherchons à observer le processus de professionnalisation à l’œuvre chez les étudiants : en analysant les traces potentielles d’appropriation et les obstacles que les étudiants rencontrent, nous étudions notamment comment ils s’approprient et mettent en œuvre les savoirs et savoir-faire liés à l’approche inductive de la grammaire.This paper presents the results of an action research carried out within the Master’s degree course in French Second Language Teacher Education on offer at University of Sorbonne Nouvelle – Paris 3. Based on a corpus of written papers produced by Master degree students at different times during their training, we aim at observing the professionalization process that students undergo. Through the analysis of potential traces of acquisition and obstacles that students may encounter, we study, among other aspects, how students acquire and implement the knowledge and skills involved in the teaching of grammar through an inductive approach

A Systematic Analysis of the Clinical Outcome Associated with Multiple Reclassified Desmosomal Gene Variants in Arrhythmogenic Right Ventricular Cardiomyopathy Patients

The presence of multiple pathogenic variants in desmosomal genes (DSC2, DSG2, DSP, JUP, and PKP2) in patients with arrhythmogenic right ventricular cardiomyopathy (ARVC) has been linked to a severe phenotype. However, the pathogenicity of variants is reclassified frequently, which may result in a changed clinical risk prediction. Here, we present the collection, reclassification, and clinical outcome correlation for the largest series of ARVC patients carrying multiple desmosomal pathogenic variants to date (n = 331). After reclassification, only 29% of patients remained carriers of two (likely) pathogenic variants. They reached the composite endpoint (ventricular arrhythmias, heart failure, and death) significantly earlier than patients with one or no remaining reclassified variant (hazard ratios of 1.9 and 1.8, respectively). Periodic reclassification of variants contributes to more accurate risk stratification and subsequent clinical management strategy. [Figure not available: see fulltext.]

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Apprendre le français, vivre dans la cité: Démarche, activités et supports de formation au français avec des demandeurs d'asile et des réfugiés en Ile-de-France

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Forger la notion d'épi-didactique pour penser le changement dans l'agir enseignant ?

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"Conception d’unités didactiques en FLE : analyse contrastive d’objets d’enseignements planifiés et d’objets enseignés dans les pratiques d’enseignants novices"

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"Des techniques travaillées en formation aux pratiques et procédés utilisés par des enseignants novices"

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Le FLE et la mondialisation

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Observer la construction de savoirs d'ingénierie didactique des enseignants de FLE débutants

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