Écriture et réécriture de l’autobiographie langagière : quels apports dans la réflexion et conscientisation personnelle ? Une analyse des productions écrites d’enseignants généralistes de l’école primaire

Abstract

This article will present some of the results that were derived from a thesis project, which dealt with the conception, implementation and evaluation of a blended learning training course in plurilingualism and pluriculturalism. This blended learning training, addressed to primary school teachers, aimed to provide training with various concepts and tools, such as that of language autobiography (LA). In this article, we refer to the process of writing and rewriting the LA by the teachers. More specifically, once teachers studied the resources about LA during distance and independent learning, they wrote their own LA. The writing of the LA was a part of distance training. The researcher read through the first version of their LA, in order to ask them for more clarifications on some less detailed parts, but above all, to provoke their reflection and help them to develop awareness. In this perspective, the teachers rewrote their LA in a more elaborate way after a work of personal reflection and send it to the researcher for a new reading. The results highlight that even if teachers arrive at a reflection and a first awareness through their first AL, the external view of the researcher is able to lead their reflection even further, bringing them to an awareness and a deconstruction of their previous representations through a second writing.

Keywords

• autobiographie langagière, écriture, réécriture, réflexivité, prise de conscience, médiation, parcours de formation en blended learning