La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures
In the field of foreign languages and cultures, the notion of “terrain” is multifaceted. The “terrain”, considered as a social construct, is both a delimited educational space and a field of practice. In this specific meaning, the “terrains” are not only hosting practices, but they also produce and...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2024-05-01
|
| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/13732 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850125035801411584 |
|---|---|
| author | Séverine Behra Dominique Macaire |
| author_facet | Séverine Behra Dominique Macaire |
| author_sort | Séverine Behra |
| collection | DOAJ |
| description | In the field of foreign languages and cultures, the notion of “terrain” is multifaceted. The “terrain”, considered as a social construct, is both a delimited educational space and a field of practice. In this specific meaning, the “terrains” are not only hosting practices, but they also produce and legitimise them, with their own dynamics. The various uses of the notion of "terrain” reveal some ideologies underlying languages-cultures and their teaching and learning. Thus, it has significant implications for the teacher education. As a point of main interest in the pre-professionalisation ecology, our contribution examines three types of “terrains” that future primary teachers come into. Our questions consider the (foreign) languages and cultures at school in relation to the school language and the home languages because their cohabitation is not always that facilitated. In such a context, the question is to better understand to what extend the notion of “terrains” contribute to pre-professionalisation? Can we then better link together the contributing “terrains” of a teacher education supporting foreign languages and cultures to make it more relevant to languages and cultures in their diversity. |
| format | Article |
| id | doaj-art-9307cc8199dd4ffc8fa2aec8473dd535 |
| institution | OA Journals |
| issn | 1958-5772 |
| language | English |
| publishDate | 2024-05-01 |
| publisher | ACEDLE |
| record_format | Article |
| series | Recherches en didactique des langues et des cultures |
| spelling | doaj-art-9307cc8199dd4ffc8fa2aec8473dd5352025-08-20T02:34:12ZengACEDLERecherches en didactique des langues et des cultures1958-57722024-05-0122210.4000/11qa7La notion de « terrain(s) » dans la formation des futurs enseignants en langues-culturesSéverine BehraDominique MacaireIn the field of foreign languages and cultures, the notion of “terrain” is multifaceted. The “terrain”, considered as a social construct, is both a delimited educational space and a field of practice. In this specific meaning, the “terrains” are not only hosting practices, but they also produce and legitimise them, with their own dynamics. The various uses of the notion of "terrain” reveal some ideologies underlying languages-cultures and their teaching and learning. Thus, it has significant implications for the teacher education. As a point of main interest in the pre-professionalisation ecology, our contribution examines three types of “terrains” that future primary teachers come into. Our questions consider the (foreign) languages and cultures at school in relation to the school language and the home languages because their cohabitation is not always that facilitated. In such a context, the question is to better understand to what extend the notion of “terrains” contribute to pre-professionalisation? Can we then better link together the contributing “terrains” of a teacher education supporting foreign languages and cultures to make it more relevant to languages and cultures in their diversity.https://journals.openedition.org/rdlc/13732teacher education“Terrain(s)”teachers of foreign languages and culturestraining design |
| spellingShingle | Séverine Behra Dominique Macaire La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures Recherches en didactique des langues et des cultures teacher education “Terrain(s)” teachers of foreign languages and cultures training design |
| title | La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures |
| title_full | La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures |
| title_fullStr | La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures |
| title_full_unstemmed | La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures |
| title_short | La notion de « terrain(s) » dans la formation des futurs enseignants en langues-cultures |
| title_sort | la notion de terrain s dans la formation des futurs enseignants en langues cultures |
| topic | teacher education “Terrain(s)” teachers of foreign languages and cultures training design |
| url | https://journals.openedition.org/rdlc/13732 |
| work_keys_str_mv | AT severinebehra lanotiondeterrainsdanslaformationdesfutursenseignantsenlanguescultures AT dominiquemacaire lanotiondeterrainsdanslaformationdesfutursenseignantsenlanguescultures |