« Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle
The notion of mediation is to be found in more and more areas of society, and in education going back several decades. Taking it as an approach in itself as well as a relationship between the various participants, we examine it here through the diversity of languages and cultures in French pre-schoo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2018-06-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | http://journals.openedition.org/rdlc/3017 |
| _version_ | 1817988364618432512 |
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| author | Séverine Behra Véronique Lemoine-Bresson Dominique Macaire |
| author_facet | Séverine Behra Véronique Lemoine-Bresson Dominique Macaire |
| author_sort | Séverine Behra |
| collection | DOAJ |
| description | The notion of mediation is to be found in more and more areas of society, and in education going back several decades. Taking it as an approach in itself as well as a relationship between the various participants, we examine it here through the diversity of languages and cultures in French pre-schools.This study is based on observation of a language workshop in pre-school and on analysis of the teacher’s reflections on her own teaching style. The paper analyses the relationships of the different participants to the fields of knowledge, language and Otherness in their everyday life in an ordinary pre-school.The study sheds light on the changing roles of the teacher and the children during the language activity, on the management of the teaching episodes as they unfold, and on the dynamics of the linguistic and intercultural mediation created within the class. The results reveal the teacher’s beliefs about her teaching and knowledge in context. Her own filter occurs as an act of mediation which seems to prevail over expected professional routines.Beyond the concrete issues of teaching, our study identifies major conceptual issues in the notion of mediation developed in the context of language diversity in pre-schools. It contributes to research in language teaching by focusing on early learning from the perspective of complexity, fluidity and non-linear connections between the related notions |
| first_indexed | 2024-04-14T00:34:16Z |
| format | Article |
| id | doaj.art-b37115862643421d9fd10ca1a886409f |
| institution | Directory Open Access Journal |
| issn | 1958-5772 |
| language | English |
| last_indexed | 2024-04-14T00:34:16Z |
| publishDate | 2018-06-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj.art-b37115862643421d9fd10ca1a886409f2022-12-22T02:22:27ZengACEDLERecherches en didactique des langues et des cultures1958-57722018-06-0115210.4000/rdlc.3017« Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelleSéverine BehraVéronique Lemoine-BressonDominique MacaireThe notion of mediation is to be found in more and more areas of society, and in education going back several decades. Taking it as an approach in itself as well as a relationship between the various participants, we examine it here through the diversity of languages and cultures in French pre-schools.This study is based on observation of a language workshop in pre-school and on analysis of the teacher’s reflections on her own teaching style. The paper analyses the relationships of the different participants to the fields of knowledge, language and Otherness in their everyday life in an ordinary pre-school.The study sheds light on the changing roles of the teacher and the children during the language activity, on the management of the teaching episodes as they unfold, and on the dynamics of the linguistic and intercultural mediation created within the class. The results reveal the teacher’s beliefs about her teaching and knowledge in context. Her own filter occurs as an act of mediation which seems to prevail over expected professional routines.Beyond the concrete issues of teaching, our study identifies major conceptual issues in the notion of mediation developed in the context of language diversity in pre-schools. It contributes to research in language teaching by focusing on early learning from the perspective of complexity, fluidity and non-linear connections between the related notionshttp://journals.openedition.org/rdlc/3017language educationpre-schoolmediationteaching styles |
| spellingShingle | Séverine Behra Véronique Lemoine-Bresson Dominique Macaire « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle Recherches en didactique des langues et des cultures language education pre-school mediation teaching styles |
| title | « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle |
| title_full | « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle |
| title_fullStr | « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle |
| title_full_unstemmed | « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle |
| title_short | « Soussana, je ne te comprends pas ! » Une approche compréhensive de la médiation langagière et interculturelle à l’école maternelle |
| title_sort | soussana je ne te comprends pas une approche comprehensive de la mediation langagiere et interculturelle a l ecole maternelle |
| topic | language education pre-school mediation teaching styles |
| url | http://journals.openedition.org/rdlc/3017 |
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