TELT
Follow
Find tag "Tochon"
43.6K views | +31 today
TELT
Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
Your new post is loading...
Your new post is loading...
Scooped by Shona Whyte
Scoop.it!

Authenticity and Legitimacy in Multilingual SLA - Claire Kramsch, 2012

After problematizing the authority of the native speaker in second language acquisition research, applied linguists are now questioning the very notion of standard national language as an appropriate object of study (Canagarajah 2007, Cenoz & Gorter 2010). More important than learning the elements of one whole symbolic system, they argue, is the necessity of learning to move between languages and to understand and negotiate the multiple varieties of codes, modes, genres, registers and discourses that students will encounter in the real world. It is also necessary to take advantage of the increasingly multilingual composition of language classes and to draw on the students' multilingual competences, even if they are learning one language. Moving between languages, however, not only requires a symbolic competence that still needs to be operationalized in the traditionally monolingual communicative language classroom (Kramsch 2008), but it raises questions about the authenticity and the legitimacy of the multilingual speaker. Ilan Stavans was brutal about it: "Language makes us able to fit into a context. And what is there to be found in the interstices between contexts? Not silence -- oh, no. Something far less compelling: pure kitsch." (Stavans 2001:250). To what extent do L2 learners have to be concerned about kitsch, inauthenticity, and imposture in our late modern era or have these notions become irrelevant now that "the native speaker is dead"?

Shona Whyte's insight:

ClaireFest next April

http://kramschconference2015.berkeley.edu/

more...
No comment yet.
Scooped by Shona Whyte
Scoop.it!

La fabrique de l'action enseignante

La fabrique de l'action enseignante | TELT | Scoop.it

L’agir professoral en classe de langue : les savoirs d’action qui sont à l’arrière-plan de l’agir, ce que d’aucuns appellent “la pensée enseignante” (Tochon, 2000).
 

Placé devant une trace de son action (image filmée notamment), le professeur convertit cette action en discours. Il est alors amené à proposer des significations. Ces significations sont à entendre ici comme ce que l’acteur propose comme interprétations quand il revient sur son action, face au chercheur et à lui-même. Un système complexe, à forte dimension linguistique et portant sur des discours, se dessine alors: il y a le discours de l’enseignant sur son action ; celui qui porte sur son propre discours, ainsi que sur les discours des apprenants ; il y a enfin l’analyse que fait le chercheur de tous ces discours, au travers du sien.

 

Quels enjeux, et quels apports à la didactique des langues du courant dit de la "pensée enseignante" et de ses méthodes ?

Groupe IDAP du DILTEC Paris 8

Shona Whyte's insight:

Programme d'un colloque en 2013

more...
No comment yet.