Éditeur(s) : HAL CCSD
Résumé : International audience
The French education system remains highly centralized and only allows limited local adaptations for overseas territories. For example, if some laws (the last in 2013) allow the use of regional languages (e.g. Creole in the French West Indies) when they constitute a relevant contribution to the teaching, many official texts remain mainly based on the geographical, economical, historical, environment of the French mainland. We focus on some French BTS (Brevet de Technicien Supérieur / Advanced Technician Certificate), namely tourism and assistant manager, which are two important diplomas for the local development and in which microeconomic and management sciences plays a great part. The French BTS is a professional diploma prepared in two years after the “baccalauréat”, with national programs and evaluation criteria. The successful candidates are supposed to be immediately employable, especially in their local geographical environment. Thus, there exists a paradox between the national definition of the diploma and the local contexts of teaching. We discuss how teachers concretely deal with this situation on a day-to-day basis. Our hypothesis is that they act pragmatically, using their practical pedagogical content knowledge, without theoretical support for their action. In order to verify this hypothesis, we have conducted semi-structured interview with Guadeloupian teachers of the two aforementioned BTS. The main results shows that teachers adapt the national framework of the diploma, essentially by using local examples. This can be called a weak contextualization of the national texts. Indeed, these adaptations remain limited by fear of disadvantaging the students for the national exam. In addition, many context effects are shown, for example linked with local rules (concerning VAT, custom duties...) which are only partially taken into account by teachers. This demonstrates that the French educative system has not yet completely solved the opposition between national guideline and decentralization of the educational action.
19th General Meeting and Biennial Conference “Harnessing Science and Technology to create knowledge-base Economies and preserve Caribbean Ecosystems”
Tobago, Trinidad and Tobago

hal-01535045
https://hal.univ-antilles.fr/hal-01535045

Éditeur(s) : HAL CCSD GERFLINT
Résumé : International audience
The evolution of Official French Certifications in French for Foreigners, DELF and DALF, offers an interesting statistical reference to understand, at least, on one side, the situation of French in Mexico. Among norms and social representations, DELF and DALF bring us a special look about the status of this language, from social aspirations to the impact they create on the learning and on the teaching process.
La evolución de las certificaciones oficiales del ministerio francés de Educación en francés como lengua extranjera, el DELF y el DALF, constituyen una referencia estadística interesante para entender, al menos en parte, la situación del francés en México. Entre tendencias normativas y valorización social, estas certificaciones permiten arrojar una mirada original sobre el estatus de esta lengua, desde las demandas sociales que motivan hasta el impacto que implican sobre el proceso de aprendizaje y enseñanza.
L’évolution des certifications officielles du ministère français de l’Éducation nationale en français langue étrangère, le DELF et le DALF, constitue une référence statistique intéressante pour appréhender, du moins en partie, la situation du français au Mexique. Entre tendances normatives et valorisation sociale, ces certifications permettent de dégager un regard original sur le statut de cette langue, des demandes sociales qui en motivent l’apprentissage à l’impact qu’elles induisent sur le processus d’apprentissage enseignement.
ISSN: 20074654

Droits : info:eu-repo/semantics/OpenAccess
halshs-01400353
https://halshs.archives-ouvertes.fr/halshs-01400353
https://halshs.archives-ouvertes.fr/halshs-01400353/document
https://halshs.archives-ouvertes.fr/halshs-01400353/file/Lenseignement_du_FLE_qu_Mexique_un_regar.pdf

Éditeur(s) : HAL CCSD
Résumé : International audience
We focus on some French BTS (Brevet de Technicien Supérieur / Advanced Technician Certificate), namely tourism and assistant manager, which are two important diplomas for the local development and in which microeconomic and management sciences plays a great part. The French BTS is a short Vocational Diploma prepared in two years after the “baccalauréat”, with national programs and evaluation criteria.The successful candidates are supposed to be immediately employable, especially in their local geographical environment. Thus, there exists a paradox between the national definition of the diploma and the local contexts of teaching and (supposed) professional integration. However, the professional traineeship plays a great part in this diploma. For this reason, it seems interesting to investigate how the conception of students evolve, with respect to the aforementioned paradox, during and after professional traineeship. For this purpose, questionnaire surveys have been carried out at various moment of the scholar during two years (two cohorts).The main results can be summarized as follows. The professional traineeship is positively perceived by the students at the beginning of the training. They consider it as very important for the development of professional skills. Over time, this positive representation progresses homogeneously. The students are convinced ofthe efficiency of professional traineeship: their professional project strengthened but, they also realize that their professional future will not necessarily be in Guadeloupe. This is probably linked with a better representation of the economic situation of Guadeloupe and shows, as excepted, that the context of the professional traineeship modifies the representation of students. For the BTS assistant manager, we specially note a degradation of the representation of the profession of assistant manager, whereas this training’s choice was realized with conviction.
20th GENERAL ASSEMBLY AND BIENNAL MEETING “ Biodiversity, Energy, Risks and Health from scientific knowledge to the emergence of innovative development strategies in the Caribbean”
Deshaies, Guadeloupe

hal-01535042
https://hal.univ-antilles.fr/hal-01535042

Éditeur(s) : HAL CCSD Fondazione Lingue e Culture
Résumé : International audience
Inwieweit der Gemeinsame Europäische Referenzrahmen (GER) zur Unterrichtsplanung und ganz besonders zur Leistungsbewertung benutzt werden kann, untersuchen die beiden Autoren am Beispiel der DELF- und DALF- Diplome, die ab November 2007 in die Beurteilung von Französisch als Fremdsprache an den Schweizer Schulen (Ende Sek I) integriert werden sollen. Dazu müssen die Bewertungskriterien in den verschiedenen Testbereichen nicht nur transparent und vergleichbar sein und auf jedem Niveau bestimmten qualifikativen Aspekten der gesprochenen bzw. der geschriebenen Sprache genügen, sondern auch eine in Zeit und Aufwand angemessene Durchführung der Prüfungen gewährleisten.Im Beitrag von Riba und Luscher wird vor allem die Rolle vorausgehender Studien und Probetests, soliden Prüfertrainings, nachfolgender Vergleichskontrollen und eventueller Korrekturmassnahmen innerhalb der Prüfungszentren deutlich. Sie verweisen aber auch auf die Anbindung von Prüfungsaufgaben an das “normale” Unterrichtsgeschehen und schliesslich auf die Grenzen messbarer Leistungen: So lässt sich z.B. die interkulturelle Dimension nur schwer in festen Kriterien fassen und bewerten, was sich auch in dem unterschiedlichen Stellenwert ausdrückt, der Prüfungen in verschiedenen Kulturen zukommt. Am Ende bekennen sich die Autoren zu ihrem Credo, dass Sprachtests die Autonomie der Lerner fördern und deshalb so gerecht und zuverlässig wie möglich sein müssen. (Red.)
Après la publication du cadre européen commun de référence pour les langues, le Centre international d'études pédagogiques de Sèvres a procédé à la réforme des certifications en français langue étrangère, le DELF et le DALF. Dans cet article, le responsable du bureau du DELF et du DALF au CIEP, et le responsable de ces certifications en Suisse analysent l'impact que le Cadre européen a ou peut avoir sur la planification des enseignements/apprentissages en français langue étrangère.
Babylonia

Droits : info:eu-repo/semantics/OpenAccess
halshs-01400371
https://halshs.archives-ouvertes.fr/halshs-01400371
https://halshs.archives-ouvertes.fr/halshs-01400371/document
https://halshs.archives-ouvertes.fr/halshs-01400371/file/Le%20CER%20instrument%20de%20planification%20des%20enseignements%20et%20d%E2%80%99%C3%A9valuation%20des%20apprenants.pdf