Comportements, enjeux de pouvoir et de face en classe de français au collège

Abstract

This paper reports an innovative experimental approach to teaching French etymology in two heterogeneous classes of 13- to 14-year-olds in France. The data presented derive from observations of the students' behaviour, setting up the activities, drawing on existing knowledge, group work and relations between individuals. The study highlights the importance of verbal communication during the interactions for collaborative learning, and provides insights to the educational cultures specific to each class, as well as the teacher's behaviour : each student approaches the content differently and assumes a specific role in the interactions, positioning him/herself according to the group dynamic arising from the teacher's as well as the other learners' behaviour.

Keywords

• interaction
• student's behaviour
• co-construction of knowledge
• power plays and saving face
• school culture