Skip to Main content Skip to Navigation
Journal articles

Dispositif d’immersion en primaire : discours d’enseignants et d’encadrants comparés

Abstract : This study falls in line with current work concerning language policies, models and practices in bilingual education in France, recently presented in an overview by Hélot and Erfurt (2016). However, it takes a different analytical approach through exploring the discourses of a group of elementary school teachers and the members of a French National Education advising team concerning the creation of an English immersion program. The objective of this study is to contribute to a deeper understanding of the process of setting up an immersion program via a comparative approach which takes into account the perspectives of the teachers and the advising team.
Complete list of metadatas

Cited literature [18 references]  Display  Hide  Download
Contributor : Véronique Lemoine Bresson <>
Submitted on : Monday, February 17, 2020 - 11:02:15 AM
Last modification on : Friday, February 21, 2020 - 5:24:03 PM
Long-term archiving on: : Monday, May 18, 2020 - 2:07:32 PM


 Restricted access
To satisfy the distribution rights of the publisher, the document is embargoed until : 2021-02-17

Please log in to resquest access to the document


  • HAL Id : hal-02481027, version 1


Sophie Bailly, Anne Choffat-Dürr, Véronique Lemoine, Stephanie Lerat, Latisha Mary. Dispositif d’immersion en primaire : discours d’enseignants et d’encadrants comparés. Les Langues Modernes, Association des professeurs de langues vivantes (APLV), 2020, Enjeux de la comparaison pour les didactiques des langues-cultures vivantes. ⟨hal-02481027⟩



Record views