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Published on April 3, 2025– Updated on April 3, 2025
Articulating in French didactic from primary to secondary school: issues, challenges, didactic perspectives and evaluation
Lieu : MONTRÉAL Antenne de l’UQAC
International Meeting coordinated by Stephanie Genre from EMA research center
For this second edition of the Articuler en didactique du français conference (1st edition Langue et littérature : quelle (s) articulation(s) dans l'enseignement du français de la maternelle au collège/lycée?, Gennevilliers, June 18 and 19, 2024: co-financing for France by CY Advanced Studies and EMA-CYU), the focus will be on
articulation within the discipline of French, opening up the discussion to fields other than those of language and literature studies linked in the first edition of the conference. The aim here is to delve deeper into the question of articulation, a veritable didactic node (Genre, 2015) for teaching from elementary school through to the secondary curriculum. Articulation is in fact a layered object that teachers find hard to grasp. Depending on the point of view adopted, articulation is situated (Garcia-Debanc, Bulea-Bronckart, 2020):
- between the sub-disciplines of the French discipline (reading/writing, for example); - between internal articulations of language functioning (e.g. lexicon and syntax); - between different levels of language structuring (words and/or polylexical expressions and text); - between several disciplines (e.g. French and art, to link art and language arts).
This didactic polysemy opens the door to a wide range of practices, and steers activity in directions that involve linking objects at different scales, and that do not require the same assessments or the same forms of support. Bringing the scientific community together on this subject is essential if we are to equip teachers with the tools they need to help their pupils read and write better.
For this second edition of the Articuler en didactique du français conference (1st edition Langue et littérature : quelle (s) articulation(s) dans l'enseignement du français de la maternelle au collège/lycée?, Gennevilliers, June 18 and 19, 2024: co-financing for France by CY Advanced Studies and EMA-CYU), the focus will be on
articulation within the discipline of French, opening up the discussion to fields other than those of language and literature studies linked in the first edition of the conference. The aim here is to delve deeper into the question of articulation, a veritable didactic node (Genre, 2015) for teaching from elementary school through to the secondary curriculum. Articulation is in fact a layered object that teachers find hard to grasp. Depending on the point of view adopted, articulation is situated (Garcia-Debanc, Bulea-Bronckart, 2020):
- between the sub-disciplines of the French discipline (reading/writing, for example); - between internal articulations of language functioning (e.g. lexicon and syntax); - between different levels of language structuring (words and/or polylexical expressions and text); - between several disciplines (e.g. French and art, to link art and language arts).
This didactic polysemy opens the door to a wide range of practices, and steers activity in directions that involve linking objects at different scales, and that do not require the same assessments or the same forms of support. Bringing the scientific community together on this subject is essential if we are to equip teachers with the tools they need to help their pupils read and write better.
