Construction et nature des savoirs disciplinaires dans l'enseignement des langues étrangères

Abstract

Based on the results of a survey of participants in a teacher training program, this article studies different aspects and specificities of subject matter knowledge in the field of foreign language teaching. Teachers' representations of this "knowledge" can be influenced by numerous factors such as their learning/acquisition background, their use of an institutionally selected textbook, and/or the impact of their academic degree in language. Through their answers to a questionnaire, future teachers of foreign languages express how different their visions and their experiences are, and raise topics such as the difference between implicit and explicit knowledge, the posture of teachers who are native-speakers, or the importance given to the authors of didactic transformation of the linguistic object.

Keywords

• didactic transposition
• knowledge/competence
• manuals
• foreign language teacher training