Skip to Main content Skip to Navigation
Journal articles

Apprentissage du langage oral à l’école maternelle : Mise en œuvre d’un modèle polylogal d’apprentissage du langage oral en moyenne et grande section de maternelle en 2010-2013

Abstract : Learning oral language to preschool been converging observations by researchers as the personal inspection (1999, 2011) for many years. All point to the contradiction between the stated objectives of the sessions say language and masterful speech which occupies more than half of the conversational space. The learning from these sessions model, the “dialogical adulto-centered” based on the idea that as in the family, “the child learns to speak with the adult” has the effect of favoring the individualisation of trade, but also accelerating the master-students dialogue. This device by definition promotes the rapid exchange and excludes the least efficient and least educated students. Thirty percent of pupils do not speak and the average length of interventions of others is 6 to 8 words (Florin, 1991), far from what is needed to build the “complex sentence” or acquire the discursive skills “narrate, describe, explain, etc.” expected by the programs (2015) for kindergarten. CLEA research (2010-2013), whose results are presented here shows that the implementation of a learning model that explicitly gives objective the development of language skills is possible when all the parameters of educational act is taken into account (trade regulation, choice of media, learning, meeting format). The author first introduces the elements of the model “polylogal” and the research methodology that combined the training of teachers, the collection and analysis of data, a total of 78 sessions in large and medium class, recorded and transcribed, or a digital file of some 140,000 words. The digitization of the corpus has shown that statistically, the results in terms of participation and intervention length are significantly better than those obtained in groups while pursuing the same objectives implement the usual learning model (Florin, 1991). Longer interventions are reflected also linguistically through better control of the use of narrative time and time slots.
Complete list of metadata

Cited literature [12 references]  Display  Hide  Download

https://hal.univ-lorraine.fr/hal-01504378
Contributor : Crem Ul <>
Submitted on : Monday, April 10, 2017 - 9:02:11 AM
Last modification on : Tuesday, September 17, 2019 - 9:50:45 AM
Long-term archiving on: : Tuesday, July 11, 2017 - 12:25:01 PM

File

pratiques-3100.pdf
Publisher files allowed on an open archive

Identifiers

Collections

Citation

Pierre Péroz. Apprentissage du langage oral à l’école maternelle : Mise en œuvre d’un modèle polylogal d’apprentissage du langage oral en moyenne et grande section de maternelle en 2010-2013. Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, Enseignement/apprentissage de la langue, des textes et des discours : 40 ans de "Pratiques", 169-170, ⟨10.4000/pratiques.3100⟩. ⟨hal-01504378⟩

Share

Metrics