Le Langage et l'Homme, vol. 45, fascicule 2 (décembre 2010)
Dossier — Le stéréotype, entre didactiques des langues et didactiques des disciplines
Nicole Biagioli — Présentation du dossier [Texte intégral]
I. Le stéréotype, du social au scolaire
Georges Schadron — Une question de « nature » : le rôle de l’essentialisme dans l’impact des stéréotypes [Abstract]
Jean-Louis Dufays — Le stéréotypage, clé de la réception et de l’apprentissage [Abstract]
Nicole Biagioli — L’impact des stéréotypes disciplinaires sur les apprentissages [Abstract]
Béatrice Bomel-Rainelli — Stéréotype, une notion en construction dans les textes officiels du primaire en France de 2002 à 2008 [Abstract]
II. Les stéréotypes en didactique des langues
Frédéric Torterat — La Grammaire de texte : un domaine confronté aux allants de soi [Abstract]
Isabelle Gruca — Le stéréotype et l’interculturel en didactique des langues étrangères : l’exemple du roman policier [Abstract]
Françoise Demougin — Stéréotypes et apprentissages : la nécessaire entente [Abstract]
Nathalie Auger — Le stéréotype en classe et dans les manuels de langues : un outil de réflexion pour la didactique [Abstract]
Marielle Rispail — Stéréotypes ou représentations en didactique des langues et du plurilinguisme ? Essais d’éclaircissements notionnels [Résumé]
III. Les stéréotypes dans la didactique des disciplines non linguistiques
Brigitte Grugeon-Allys — Diagnostic cognitif et parcours différenciés d'apprentissage : des stéréotypes en algèbre élémentaire [Abstract]
Estelle Blanquet — Conceptions initiales versus stéréotypes dans la démarche d’investigation pour l’enseignement des sciences [Abstract]
Christine Davenne — Petit catalogue des stéréotypes en usage dans le domaine des arts visuels enseignés à l’école [Abstract]
Marlène Lebrun — Héros médiéval et héros sportif : comparaison et stéréotypie [Abstract]
François Audigier — Stéréotypes et enseignement des sciences sociales (histoire, géographie, citoyenneté) : un passage obligé ? [Abstract]
Varia
Daniel Delbrassine — Genèse et méthodologie d’une recherche en littérature de jeunesse [Abstract]
Georges Sawadogo — Coup d’œil sur la pratique de la lecture en milieu scolaire au Burkina Faso [Résumé]
Hortensia López Lorca — Exploitation lexico-culturelle des documents créatifs au cours de FLE en secondaire [Résumé-Abstract]
Hassnaa Naji — Les contes des Mille et Une Nuits en classes à dominante maghrébine : applications d’une pédagogie interculturelle en Belgique et au Maroc [Résumé]
Henda Toumi — Améliorer son écrit, le pari sur le pair [Résumé]
[Voir le sommaire des autres volumes récents]
Résumés
Georges Schadron
Université de Nice Sophia Antipolis
Une question de « nature » : le rôle de l’essentialisme dans l’impact des stéréotypes
A question of « nature » : the part played by essentialism in the impact of the stereotypes.
The aim of the researches presented in this paper is to understand the impact of essentialism in the processes by which stereotypes affect social judgment and the rationalisation of the fate of disadvantaged groups. According to us, stereotypes have two components. First, they possess a content. Second, they indicate that the target persons constitute a group, an entity. So, they define these persons as a coherent and thus as a judgeable target. They often do so by including an essentialist theory explaining why the members of the stereotyped category are a group. Such a theory gives an indication of the judgeability of the members of this group. Indeed, if one knows that they are members of a real, natural group, one can get the feeling that it is possible to judge them. The series of experiments presented in this paper explores some consequences of this conception. First, they show that a judgment of a group of people is accentuated if an essentialist theory of groups is made salient. Second, an essentialistic theory of groups led subjects to conform more to several stereotypical expectations about themselves.
Jean-Louis Dufays
Université catholique de Louvain - CEDILL
Le stéréotypage, clé de la réception et de l’apprentissage ?
The stereotyping, a key to the reception and the learning.
The claim of this article is to show the importance of the stereotyping in the processes of reception and learning and the necessity for the teachers to be conscious of its working to be able to combine functional and critical steps. In this aim three questions are examined : 1 - What do we call stereotyping? We propose to define it as a process of production and reception, susceptible to reveal itself at varied levels, carrier of diverse values, and approachable to various disciplinary points of view. 2 - What role plays the stereotyping in the approach of reception? Any construction of the sense aims towards stereotyping. However, if the functional reception limits itself to this process, in a reception with aesthetic aim, the stereotyping gives soon place to the suspension of sense and to the indeterminations. 3 - What about the stereotyping in the approach of learning? As receptive attitude, any learning tends, more or less, to mobilize and to confirm previous knowledges. The learning with critical or reflexive aim includes however a phase of suspension and opening to the new elements, which keeps pace with a recontextualisation.
Nicole Biagioli
IUFM-Université de Nice-Sophia Antipolis
L’impact des stéréotypes disciplinaires sur les apprentissages
The impact of disciplinary stereotypes on learning.
Stereotypes play a crucial role in the identification of the disciplines, the conduct of learning and the construction of the identity of learners throughout life. To test this hypothesis, we analyzed and compared the responses to an international survey: Harry Potter and the educational system (about 10,000 respondents) on the relationship to the academic disciplines of actual readers of Harry Potter books, the autobiography of a former teacher turned novelist (Chagrin d’école, [School grief] Pennac, 2007), whose main subject is academic failure, and transcripts of interdidactical sessions co-conducted by teachers of different disciplines.
We first observe how each discipline creates stereotyping mechanisms that inform its own history, experiences and practices. We then show how the diversity of disciplines works as a firewall against general stereotyping like “good / bad at all”, or “literary / scientific”, which is a determining factor of school failure, reintroducing through their respective stereotypes some difference among undetermination. To finish we explain how during interdidactical sessions stereotypes of various disciplines are set to work in the very detail of learning through a specially equipped environment which promotes their confrontation, their enlightenment, taking them into account as well as putting them into question.
Béatrice Bomel-Rainelli
Université de Nice Sophia Antipolis / IUFM Célestin Freinet
Stéréotype, une notion en construction dans les textes officiels du primaire en France de 2002 à 2008
Stereotype, a notion in construction in the official programs of the French Primary school from 2002 to 2004.
We have studied the term ‘stereotype’, its parasynonyms and its uses in six texts dated from 2002 to 2008 published by the French Ministry of Education. ‘Platitude’ and ‘conventional effect’ are quite absent, ‘hackneyed phrase’ very few employed and depreciative. ‘Stereotype’ is used most of time in a positive meaning, especially when speaking of the cycle 3rd learning activities devoted to literature. It is used to qualify the main features of the established genres to the Elementary School, with the exception of Poetry, and, most of all, of the genres of Popular Literature (mystery novel, fantastic story, fantasy, Science-Fiction). The stereotype is then considered as a major device for approaching literature in classroom, during the three last years of the French Elementary School.
Frédéric Torterat
Université de Nice Sophia Antipolis / IUFM
La Grammaire de texte : un domaine confronté aux allants de soi
The ‘Text Grammar’, a scope faced with taken for granted evidences.
As an interdidactic object, the rule applied to wellformness leans on several forms of stereotypes.
Imposed on texts, in particular through the question of their organization, the wellformness seems however little productive and leads towards more or less general and inappropriate conclusions.
This paper deals with the « Text Grammar » example, such as it is presented in critical works, but also in textbooks, and shows how these last ones take some distance towards short versions of texts, with an opportune correction of stereotypes.
Isabelle Gruca
Université de Nice Sophia Antipolis
Le stéréotype et l’interculturel en didactique des langues étrangères : l’exemple du roman policier
Stereotype and interculturality in Foreign Languages Teaching : the example of the detectivenovels.
Literature favours the access to language as well as culture. Therefore, by studying linguistic, textual and thematic invariants, present in literary genres of each culture, it is possible to perceive, from stereotypes shared by many cultures, the specific features of a given culture. This process can also favour language skills, specifically written comprehension and expression, while promoting a cross-cultural dialogue. This analysis will be further illustrated in reference to detective novels.
Françoise Demougin
IUFM de Montpellier-Montpellier 2
Stéréotypes et apprentissages : la nécessaire entente
Stereotype and learning : the binding harmony.
At the specific point where linguistics, speech, social and cultural fields meet, the concept of stereotype focuses on what makes the connection between the subject and his language, the pressure of the common perception and the freedom of the individual point of view. Is not it then the responsibility of teacher to lead the student to the knowledge of what and where is the heuristic dimension of language? Therefore reading deals with an interconnection of former readings and unusual phrasing in the middle of which the reader learns how to respect the language rules and to become comfortable as a free speaker. The analysis of three descriptions of a Provence landscape by Daudet, Saint Marcoux and Giono points out how mistaken would be one focusing on technical sides such as the anchorage in the narration, the space control, the adopted point of view, and neglecting the part played by the stereotypes. Here has to be supplied a double need : 1. working up the stereotype as a strategic point of literary reading, where productions of meanings and symbols take place. 2. training the class to a collective exercise of imagination at the heart of the French language-culture.
The consequences for reading-writing learning, and for the development of learning abilities are numerous, in terms of activities and didactics tools. We will put forward a few of them. Finally, it will appear the stereotype has to deal with: 1.teaching the student how to make the language he is learning his own (possessing it and appropriating it) 2.changing the way of conceiving the relationship between culture and language.
Nathalie Auger
IUFM de Montpellier-Montpellier 2
Le stéréotype en classe et dans les manuels de langues : un outil de réflexion pour la didactique
Stereotype in classroom and textbooks : a reflecting tool for didactics.
Stereotypes are part of speakers cognitive activities. Consequently, it appears to be of a major interest for didactics dedicated to learning and teaching languages to teachers or pupils. Two contexts will be focused on : interactions in language classes, and French taught as a foreign language textbooks. These studies reveal the important presence for stereotypes which make new actional didactic approaches emerge reinforcing intercultural relationships.
Marielle Rispail
UJM et CELEC / CEDICLEC de St Etienne
Stéréotypes et apprentissages : la nécessaire entente
Peut-on dire de l’assertion suivante : « Une bonne communication dans un colloque est accompagnée d’un Power Point » que c’est un stéréotype, ou une représentation ? Ce qui suit nous donnera l’occasion de préciser et de confronter quelques notions proches. Ce faisant, nous nous permettrons de traiter du rôle des stéréotypes en didactique en faisant un pas de côté, à plusieurs égards, mais surtout en mettant l’objet « langue » au centre de notre réflexion.
Brigitte Grugeon-Allys
IUFM d’Amiens / LDAR Université Paris Diderot-Paris 7
Diagnostic cognitif et parcours différenciés d'apprentissage : des stéréotypes en algèbre élémentaire
Cognitive assessment and differentiated learning strategies : stereotypes in elementary algebra
This article is looking at the third question tackled by this conference: stereotyping as a learning ant teaching approach. Its purpose is to question some models of stereotyped cognitive profiles established in order to organize, differentiate and personalize the learning of the elementary algebra during the last years of school compulsory attendance. We base ourselves upon a presentation of a research developed within the project PEPITE by a joint team of computer scientists and educational researchers in mathematics, about software environment for human learning, since 1995 (Grugeon 1997, Delozanne & al. 2005).
Estelle Blanquet
Université Nice Sophia-Antipolis-I.U.F.M. / Université de Genève
Conceptions initiales versus stéréotypes dans la démarche d’investigation pour l’enseignement des sciences
Misconceptions vs. stereotypes in Investigation-Based Science Education.
The field of Science Education usually uses the phrase “misconception”, rather than “stereotype”, more common in other fields, such as Language Education. Are the underlying notions identical ? Similarities and differences are discussed, and it is shown that, while IBSE depends on the identification of misconceptions about physical situations, it also allows the expression of stereotypes concerning science and scientists.
Christine Davenne
IUFM Aquitaine / Ecole interne de l’Université de Bordeaux IV
Petit catalogue des stéréotypes en usage dans le domaine des arts visuels enseignés à l’école
A short catalog of the stereotypes in use in the field of art lessons at school.
The aim of this article is to analyse three experiments around stereotypes conducted in art classes, in Priority Education Zones (ZEP). The recurrent stereotypes used by secondary school children are contained in two phrases : “It’s useless” and “I can do just as well”. Taken as its face value, the first sentence brought about the forging of false banknotes “useful” to make transactions in their neighbourhood. This led the pupils to develop critical reflexions about what is illegal, art and fake, under the supervision of Duchamp and Warhol. The second caused to product plausible false paintings which were surreptitiously exhibited at the MNAM. Working on stereotypes allowed the children to acquire the tools necessary to perceive the visible and to problematize an artistic field rejected a priori. The fake collages achieved from a “Martine” children’s book in a Bordeaux ZEP CM2 class revealed that for children Martine embodies independence, freedom and ‘joie de vivre’ and that they found the drawings very “well executed”. On the opposite, teachers consider Martine as a major stereotype to be avoided. The cliché of the model little girl has then been reversed into a complex figure. As a matter of fact, questioning the pupils’ stereotypes challenges the teachers who, most of the time, prefer to emphasize the shattering of aesthetics rather than their continuity, as a result of a poor knowledge of images that rule over us for lack of being ruled over.
Marlène Lebrun
Université de Provence IUFM Aix-Marseille
Petit catalogue des stéréotypes en usage dans le domaine des arts visuels enseignés à l’école
A comparison of the stereotyping of the medieval hero with the sports hero.
If actually it is possible to compare the medieval hero with the modern sports hero it means that the relating of their respective exploits by the author or journalist applies on three levels of stereotypology, corresponding to: the inventio as to the level of ideas and their representation, the dispositio as to the level of the arrangement of ideas and narrative actions and lastly, and the elocutio as to the stylistic level.
The paper envisages the representation of the medieval hero and the modern sports hero in literature and the press by means of particular examples borrowed from the Battle of Yvan versus the lion and the triumph of the sprinter Usain Bolt in the 2009 World Athletic Championships. It will produce in evidence the handling of the respective stereotypes in the relevant writings and will demonstrate the literary temptations facing journalists who may be considered to be epic poets when they exalt the champion and report his exploits. The analysis will be presented by giving an account of a cultural project being undertaken by a junior high school class which understands the way in which twelve-year-old pupils imagine and handle the stereotypes linked to the hero as much in the reception of it as in its development.
François Audigier
Université de Genève
Stéréotypes et enseignement des sciences sociales (histoire, géographie, citoyenneté) : un passage obligé ?
Stereotypes and Social Sciences (history, geography, citizenship education) teaching and learning: the necessary steps?
Here are examined the place and the functions of stereotypes in teaching and learning history, geography and citizenship education. Based on some examples drawn out of schoolbooks, the first part questions relations between school stereotypes on one hand, social and scholarly stereotypes, myths and explanations on the other. The second part presents some productions of students who were invited to choose a representative picture of Switzerland and write a short commentary about it. This small enquiry shows how material elements and more abstract ideas, positive and negative, consensual and discussed are combined and distinguished. In a third part, the author emphasizes how stereotypes are continuously present in situations of teaching and learning social sciences. This is due to three compulsory intellectual processes: simplification, generalization and conceptualization. Thus, stereotypes are not to be seen as mistakes to eradicate, but as ideas, which have to be considered critically in order to study their function in our ways of thinking the world and people different from us.
Daniel Delbrassine
Université de Liège
Genèse et méthodologie d’une recherche en littérature de jeunesse
In the French-speaking area, Children Literature (CL) and Didactics have met very recently, although CL could be very interesting as an answer to two important questions. First, the growing gap between the child reader’s abilities and the intricacy of the literary texts, combined with the necessity of developing at the same time reading pleasure and distant analysis. Second, in teaching foreign languages, CL could be used as an instrument for the reading activities, because its reception can be seen as an authentic communication.
My research tried to provide an answer to this question: “What is a teenage novel?” and subsequently “Can it be considered as Literature?”, which means it can be a good support for teaching. But contemporary teenage novels published at the end of the twentieth century are not regarded as an academic subject. That is why this research has required a lot of precautions: a huge corpus of 247 novels, two comparative studies, and the decision not to consider what authors, editors and other professionals assert, concentrating on the texts themselves.
This lecture also aims at determining a corpus of contemporary texts and building some comparative studies with the most scientific methods.
Georges Sawadogo
Ecole normale supérieure de Koudougou (Burkina Faso)
Coup d’œil sur la pratique de la lecture en milieu scolaire au Burkina Faso
L’histoire de la lecture aura connu ces dernières années une formidable accélération, faisant de la compétence de lire, une affaire de spécialistes. Les démarches pédagogiques en lecture se sont multipliées avec des techniques dont la finalité est d’améliorer les capacités de déchiffrement des textes et de susciter le goût de lire. Mais la lecture, activité majeure de la classe de français, censée conduire à la découverte et au plaisir du texte, peut-elle encore servir de support pédagogique à l’acquisition des savoirs et à l’apprentissage de la langue, d’autant plus que sa pratique est sujette à de multiples difficultés ? Notre propos fait le point des différentes méthodes pédagogiques en la matière, avant de proposer des pistes de réflexion pour une meilleure prise en compte de cette activité cardinale dans l’enseignement-apprentissage du français. Mais, au regard de la place qu’on lui accorde dans cet enseignement, on est en droit de se demander, si elle ne tend pas à devenir une activité anachronique.
Hortensia Lopez Lorca
Universidad de Murcia
Exploitation lexico-culturelle des documents créatifs au cours de FLE en secondaire
Ce travail se situe dans le cadre de la pluridisciplinarité, c’est-à-dire, dans les relations entre la didactique de la langue française, les Tice et les compétences sociales et humaines.
Il répond à une expérience pédagogique réalisée avec des élèves de français de troisième année de secondaire pour améliorer de façon attrayante leur expression écrite et orale en français. Ces élèves ont comme première langue étrangère obligatoire l’anglais et leur choix volontaire du français contribue positivement à l’apprentissage de cette deuxième langue étrangère. Ils sont donc des élèves qui aiment le français et qui ont réalisé ce travail avec une importante motivation.
L’étude emploie comme recours didactique les technologies de l’information et de la communication (programmes de bases de données, sites d’Internet) et une ample variété de mélodies et de textes en langue française.
En plus du savoir (culture et langue) ce projet accorde une place importante à la promotion chez l’élève des compétences telles que le savoir faire et le savoir être: capacités pour apprendre et écouter, appréciation et respect de la diversité culturelle, initiation à la recherche et réflexion sur les valeurs éthiques.This essay is to be located within the multidisciplinary frame, that is, within the relations between the French language teaching, the TIC and the social and human competences.
It has to do with a pedagogical experience developed with French students in their 3rd year of secondary education with the aim of improving in an attractive way their oral and written expression in French.
These students have English as their first compulsory language, so their free election of French contributes in a positive way to the learning of this other foreign language.
Therefore all these students are students who love French and are highly motivated.
We have used as didactic resources the new information and communication technologies as well as a wide variety of French texts and melodies.
This project not only deals with aspects concerning language and culture, it also provides a special emphasis to other relevant competences such as learning how to learn, the improvement of listening capacities and the improvement of performing capacities. At the same time the students also learn how to appreciate and respect other cultural values through investigation and ethical reflexion.
Hassnaa Naji
Professeur de français dans l'enseignement technique et professionnel
Les contes des Mille et Une Nuits en classes à dominante maghrébine : applications d’une pédagogie interculturelle en belgique et au Maroc
Les médias actuels, depuis plusieurs années, ne cessent de nous assaillir d’idées simplistes, souvent décontextualisées et quelques fois erronées sur l’Islam mais aussi sur la femme musulmane. Il en résulte alors une stigmatisation des musulmans en Occident ; et le contexte international joue pour beaucoup dans ce phénomène bien sûr. Ce qui est déplaisant, c’est que ce sont les images négatives, dévalorisantes de la femme musulmane qui sont fréquemment présentées en avant-plan. On voit dès lors apparaître des femmes soumises, asservies, brimées par l’homme, des femmes ne pouvant s’exprimer, ayant une liberté conditionnée, etc.
Malheureusement, ces stéréotypes finissent à long terme par être considérés, par beaucoup de personnes, comme des valeurs absolues. Mais le plus inquiétant est de voir des jeunes d’aujourd’hui, issus notamment de l’immigration maghrébine tenir des propos calqués sur ces images. Appartenant moi-même à cette origine, je suis particulièrement sensible et touchée par cette problématique.
Or, l’éducation est peut-être l’un des meilleurs moyens qui permettrait de limiter les stéréotypes, notamment par le développement chez les élèves de la réflexion critique et de la morale. Par ce travail, j’ai voulu apporter ma petite pierre à la construction d’un outil qui permettrait de faire évoluer les représentations d’élèves, principalement issus de l’immigration maghrébine, concernant la femme arabo-musulmane et sa relation avec l’homme. Pour ce faire, une approche interculturelle de la lecture a été mise en place. Ainsi j’ai envisagé l’étude de la place de la femme dans la culture arabo-musulmane à travers des contes issus des Mille et Une Nuits.
Toumi Henda
Faculté des Lettres et Sciences humaines de Sfax (Tunisie)
Améliorer son écrit, le pari sur le pair
Dans le cadre des séances de travaux dirigés (T.D.) en expression écrite que nous animons en Tunisie, nous avons tenté l’expérimentation d'une démarche d'évaluation formative de l'écrit en français, et ce, afin de démontrer son rôle dans l'amélioration de la qualité des rédactions des élèves. L'expérimentation a porté sur l'implication de ces derniers dans l'évaluation de leurs propres productions écrites.