Pour une analyse des savoirs enseignés en classe de langue

Abstract

In language classes, the notional content, in its epistemological dimension, is found at the heart of the teaching practice and its incidences on learning is not subject to contestation. Its analysis is therefore, a need from a didactic point of view. The present contribution stands to realize the ideal which constitutes one of the principles of the teaching foundations in didactics as a discipline, namely the study of didactic transposition (Y. Chevallard, 1982).Our analysis is based on a corpus of educational sessions of FFL (French as a Foreign Language),filmed and transcribed. Our goal is, on the one hand, to highlight the knowledge taught and to evaluate it in the light of the current theoretical data in language teaching; and on the other hand, to consider the organization and progress of this knowledge relying on the concepts of ‘core’ and ‘sequence’ of ‘didactisation’.

Keywords

• taught knowledge
• core of didactisation
• sequence of didactisation
• didactics transposition
• learning