Rôle des interactions langagières dans la préparation collective de l’encodage de phrases en classe de cours préparatoire

Abstract

Which is the place and above all which is the fonction of language interactions in the preparation of the sentences encoding with the pupils in the first year of elementary school: The spectral analysis of a corpus composed of five sessions of sentences production lead in different classes demonstrates that language interactions are an essential component of the encoding preparation work at this school level. The language interactions are omnipresent and give form to the writing as a teaching and learning activity, not above all indivuel or solitary and silent, but collective, well accompanied and for a large part of it, oral. In all of considered sessions, they appeared to be essential to set up the activity’s framework and to get pupils involved in it, to get the terms stabilized and memorised to facilitate the transition from spoken form to writen form, as well as to mobilize and get explicit encoding processes. The analysis of the language interactions throught those functions permits to specify what does the preparation of encoding in the first year of elementary school mean and how to lead this teaching.

Keywords

• writing and reading
• french (teaching/education/relationship)
• language and interaction
• relationship to knowledge and culture