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Author: Hyam Zreiki
Publisher:
ISBN:
Category :
Languages : fr
Pages : 1172
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Book Description
La thèse analyse et évalue la situation effective du français en Syrie dans le contexte scolaire en particulier après l’adoption récente (2003) de l’approche communicative dans l’enseignement du F.L.E. et le nouveau statut attribué au français comme deuxième langue vivante étrangère (lve2) obligatoire, après l’anglais (lve1). L’analyse de cette situation a nécessité une enquête du terrain en Syrie. Cette enquête a eu pour objectif d’étudier les principaux acteurs de la situation didactique : des enseignants, des apprenants, des inspecteurs pédagogiques et des auteurs de manuels scolaires qui ont exprimé leur avis à l’égard de l’enseignement / apprentissage du français en Syrie, de l’approche communicative et ses apports pédagogiques. Les analyses ont montré, entre autre, que la Syrie partage effectivement aujourd’hui avec la plupart des pays du monde une approche communicative dans l’enseignement du F.L.E., d’une part, et qu’elle garde, d’autre part, une empreinte nationale dans l’utilisation de cette approche. En effet, il ne s’agit pas d’une application totale de l’approche communicative qui est venue d’occident, mais d’une approche communicative « version syrienne » qui propose un enseignement de type semi-communicatif adapté à la culture éducative syrienne. A partir de ce bilan, la thèse propose quelques pistes pour développer et approfondir la mise en oeuvre de ces nouvelles modalités d’enseignement du Français en Syrie.
Author: Hyam Zreiki
Publisher:
ISBN:
Category :
Languages : fr
Pages : 1172
Get Book Here
Book Description
La thèse analyse et évalue la situation effective du français en Syrie dans le contexte scolaire en particulier après l’adoption récente (2003) de l’approche communicative dans l’enseignement du F.L.E. et le nouveau statut attribué au français comme deuxième langue vivante étrangère (lve2) obligatoire, après l’anglais (lve1). L’analyse de cette situation a nécessité une enquête du terrain en Syrie. Cette enquête a eu pour objectif d’étudier les principaux acteurs de la situation didactique : des enseignants, des apprenants, des inspecteurs pédagogiques et des auteurs de manuels scolaires qui ont exprimé leur avis à l’égard de l’enseignement / apprentissage du français en Syrie, de l’approche communicative et ses apports pédagogiques. Les analyses ont montré, entre autre, que la Syrie partage effectivement aujourd’hui avec la plupart des pays du monde une approche communicative dans l’enseignement du F.L.E., d’une part, et qu’elle garde, d’autre part, une empreinte nationale dans l’utilisation de cette approche. En effet, il ne s’agit pas d’une application totale de l’approche communicative qui est venue d’occident, mais d’une approche communicative « version syrienne » qui propose un enseignement de type semi-communicatif adapté à la culture éducative syrienne. A partir de ce bilan, la thèse propose quelques pistes pour développer et approfondir la mise en oeuvre de ces nouvelles modalités d’enseignement du Français en Syrie.
Author: Geneviève Zarate
Publisher: Archives contemporaines
ISBN: 2813000396
Category : Language and culture
Languages : en
Pages : 431
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Book Description
Built around the concept of linguistic and cultural plurality, this book defines language as an instrument of action and symbolic power. Plurality is conceived here as : a complex array of voices, perspectives and approaches that seeks to preserve the complexity of the multilingual and multicultural enterprise, including language learning and teaching ; a coherent system of relationships among various languages, research traditions and research sites that informs qualitative methods of inquiry into multilingualism and its uses in everyday life ; a view of language as structured sociohistorical object, observable from several simultaneous spatiotemporal standpoints, such as that of daily interactions or that which sustains the symbolic power of institutions. This book is addressed to teacher trainers, young researchers, decision makers, teachers concerned with the role of languages in the evolution of societies and educational systems. It aims to elicit discussion by articulating practices, field observations and analyses based on a multidisciplinary conceptual framework.
Author: British Association of Lecturers in English for Academic Purposes. Conference
Publisher: Peter Lang
ISBN: 9783039115457
Category : Academic writing
Languages : en
Pages : 250
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Book Description
Selected papers presented at the conference held by BALEAP (British Association of Lecturers in English for Academic Purposes) at the University of Southampton in the spring of 2003.
Author: Council of Europe
Publisher: Council of Europe
ISBN: 928717962X
Category : Political Science
Languages : en
Pages : 58
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Book Description
The linguistic integration of migrants affects every aspect of settling in a new country (employment, health, etc.). The aim of this collection of texts is to propose a number of specific measures member states can take to help adult migrants become acquainted with the language of the host country. The main focus is on organising language courses that meet migrants’ real communication needs. It is not enough for authorities simply to consider the technical aspects of such courses, they should also design and conduct them in accordance with the fundamental values of the Council of Europe. A number of issues concerning the linguistic integration of adult migrants are presented here, beginning with the notion of linguistic integration itself. Family reunion, the nature of citizenship and the function of language tests, among others, are dealt with from the point of view of language and language use. Readers are invited to reflect on the type of language competences that need to be acquired as well as an appropriate use of the Common European Framework of Reference for Languages. The collection also sets out approaches and instruments designed to assist in implementing effective policies.
Author: Alan S. Weber
Publisher: Springer
ISBN: 3319689991
Category : Education
Languages : en
Pages : 514
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Book Description
In the last decade, due to factors of ICT infrastructural and broadband maturation, rising levels of educational attainment and computer literacy, and diversification strategies, e-learning has exploded in the Middle East and North Africa (MENA) region. However, significant barriers remain in the region’s e-learning development: lack of research on outcomes and effectiveness, paucity of Arabic language learning objects, monopolies and high cost of telecommunications, cultural taboos, accreditation, censorship, and teacher training. This unique volume is the first comprehensive effort to describe the history, development, and current state of e-learning in each of the 20 MENA countries from Algeria to Yemen. Each entry is expertly written by a specialist who is acutely familiar with the state of e-learning in their respective country, and concludes with a bibliography of key reports, peer-reviewed books and articles, and web resources. E-Learning in the Middle East and North Africa (MENA) proves itself as a vital compendium for a wide readership that includes academics and students, transnational program directors, international education experts, MENA government departments, commercial vendors and investors, and ICT development and regulatory agencies involved in e-learning in the Middle East.
Author: Diana Masny
Publisher: Bloomsbury Publishing
ISBN: 1441157689
Category : Education
Languages : en
Pages : 209
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Book Description
Mapping Multiple Literacies brings together the latest theory and research in the fields of literacy study and European philosophy, Multiple Literacies Theory (MLT) and the philosophical work of Gilles Deleuze. It frames the process of becoming literate as a fluid process involving multiple modes of presentation, and explains these processes in terms of making maps of our social lives and ways of doing things together. For Deleuze, language acquisition is a social activity of which we are a part, but only one part amongst many others. Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacy research and understanding. They outline how we can understand literacy as a social activity and map the ways in which becoming literate may take hold and transform communities. The chapters in this book weave together theory, data and practice to open up a creative new area of literacy studies and to provoke vigorous debate about the sociology of literacy.
Author: Anjum Halai
Publisher: Springer
ISBN: 9463002294
Category : Education
Languages : en
Pages : 262
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Book Description
Contemporary concerns in mathematics education recognize that in the increasingly technological and globalized world, with concomitant change in population demographics (e.g. immigration, urbanization) and a change in the status of languages (e.g. English as a dominant language of science and technology) multilingualism in classrooms is a norm rather than an exception. Shifts in perspective also view language not simply as an instrument for cognition with all learners equipped with this instrument in service of learning, although clearly in the classroom that remains of importance. Rather, it is now also being acknowledged that language use is inherently political, so that the language that gets official recognition in the classroom is invariably the language of the powerful elite, or the dominant societal language, or in the case of post-colonial contexts the language of the colonisers. From this socio-political role of language in learning quite different issues arise for teaching, learning and curriculum for linguistically marginalized learners than that of cognition (e.g. immigrants, second language learners, other). Policies on language in education are being considered and re-considered with specific reference to mathematics teaching and learning. Given the policy environment, globally the proposed publication is timely. This edited collection draws on recent, emerging insights and understandings about the approaches to improving policy and practice in mathematics education and mathematics teacher education in multilingual settings. It presents, and discusses critically, examples of work from a range of contexts and uses these examples to draw out key issues for research in education in language diverse settings including teaching, learning, curriculum and fit these with appropriate policy and equity approaches. With contributions from all over the world, especially novice researchers in low income countries, this book is a valuable resource for courses in Mathematics Education and related social sciences both at the graduate and undergraduate levels, as well as for students of international development.
Author: Diana Masny
Publisher: Springer Science & Business Media
ISBN: 9462091706
Category : Education
Languages : en
Pages : 234
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Book Description
Cartographies of becoming in education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. Cartographies of becoming in education: A Deleuze-Guattari Perspective is a response to problems posed by such forces. The problematic surrounding Deleuze-Guattari and education continues to grow. Diana Masny’s scholarship in this area is well known and appreciated through her many essays and books that develop MLT (Multiple Literacies Theory). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective continues her effort to broaden the notion of education and show its intersections with MLT. The series of essays do this by forming a number of ‘entries,’ five to be precise: politicizing education, affect and education, literacies and becoming, teacher-becomings, and deterritorializing boundaries. Each ‘entry’ explores the way an MLT inflected orientation enables us to further grasp the creative inventiveness of the Deleuze-Guattarian tool kit that can be applied to areas of music education, ethnography, art, drama, literacy, mathematics, landscape ecology, ethology and teacher education. It is a vivid illustration of the cartography that maps the rhizomatic movements that are taking place by international scholars who are deterritorializing education as a discipline of modernity. I highly recommend this collection of essays to those of us who are continually asking how might education be rethought through the unthought. It opens up new territories. – Jan Jagodzinski, University of Alberta, Author of Psychoanalyzing Cinema.
Author: Denise Ryan
Publisher:
ISBN: 9781742110882
Category : Blue star
Languages : en
Pages : 32
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Book Description
Author: Diana Masny
Publisher: Sense Pub
ISBN: 9789087909093
Category : Education
Languages : en
Pages : 199
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Book Description
The essays in this book think through and with Deleuzian concepts in the educational field. The resultant encounters between concepts such as multiplicity, becoming, habit and affect and Multiple Literacies Theory exemplify philosophically inspired and productive thinking. Paul Patton, Professor of Philosophy, University of New South Wales Taking one of the most exciting voices of the twentieth century beyond the range of philosophy and theory this edited volume provides a timely intervention into the problem of literacy. More than the simple application of Deleuze to the question of reading this stunningly bold and incisive collection of essays will make all of us think again about what it is to read and think. Masny and Cole have assembled an impressive range of contributions that will open up new avenues for research and thinking for years to come. Claire Colebrook, Department of English Literature University of Edinburgh Education is now so littered with 'literacies' that the term seems almost disposable - an empty signifier - but at the same time obsessions with literacy testing have reduced much literacies research to tiresome debates about the pros and cons of this or that approach to reading instruction. Exploring more fertile territories, Multiple Literacies Theory stages a dozen exhilarating encounters between Gilles Deleuze's philosophical concepts and each contributing author's approach to representing and performing multiplicity in literacies research. Although I usually avoid metaphors that insinuate violence, I see Multiple Literacies Theory as an example of what the late Timothy Leary called a 'transitional meaning-grenade thrown over the language barricades' - a weapon of non-destruction that produces an explosion of possibilities for destabilising conventional wisdoms (including fashionable contemporary positions coded by terms such as 'multiliteracies' and 'multimodal literacies'), and clearing the ground for new materialisations of 'becoming literate' in conditions of complexity, multiplicity and uncertainty. Noel Gough, Foundation Professor of Outdoor and Environmental Education, Director (Learning, Teaching & International), Faculty of Education, La Trobe University, Australia.
