How to Acquire Customized Essay Writing

How to Acquire Customized Essay Writing

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Presentación de la revista

Congrès de l’APLIUT 2016

Le Congrès de l’APLIUT aura lieu à Lyon, les 3, 4, 5 juin 2016 sur le thème de « Jeux en jeu dans l’enseignement/apprentissage des langues en LanSAD ». Ces dates correspondent à plusieurs rassemblements scientifiques de linguistes, notamment celui de la SAES qui se déroulera dans la même ville aux mêmes dates.

4 conférences plénières prévues

  1. Gilles Brougère (Université Paris XIII) : Qu’entendre par jeu dans l’enseignement et l’apprentissage des langues : diversité des situations et des modalités d’apprentissage ;
  2. Jean-Rémi Lapaire (Université Bordeaux III) : Le jeu social de la parole: apports de la pragmatique et des études gestuelles à l’enseignement-apprentissage des langues ;
  3. Jean-Rémi Lapaire : Instant replay (conférence performée) ;
  4. Julian Alvarez (Université Lille I) : Présentation d’un modèle évaluatif pour assurer une formation avec le jeu comme médiation.

Jean-François Grassin

jfgrassin2Docteur en Sciences du langage, je suis enseignant de FLE au Centre International d’Etudes Françaises de l’Université Lumière Lyon 2 depuis 2007. J’interviens dans les master 2 FLES et Didactique des langues et TICE.

Mes principaux intérêts de recherche actuels portent sur les interactions en ligne et l’apprentissage des langues, sur les usages des artefacts socio-numériques en contexte d’apprentissage, les affordances socio-numériques pour l’apprentissage des langues ainsi que sur les littératies numériques. Je porte un intérêt particulier aux aspects sociaux des espaces en ligne, aux régimes d’attention et de présence en ligne.

Je me suis intéressé, lors de mon travail de thèse, soutenue en novembre 2015, aux apports d’un réseau social numérique pour l’apprentissage et l’enseignement du Français Langue Etrangère (FLE) dans un contexte homoglotte.

Je participe, au sein du laboratoire ICAR, aux séminaires IMPEC (Interactions Multimodales Par Ecran) et 3MA (Médias, Médiations, Multimodalités dans l’Apprentissage) dont les intérêts se rejoignent : interactions par écran, multimodalité, médiation et apprentissage. Je m’occupe également du site de l’ADCUEFE Campus FLE.

Le colloque de l’Acedle de Nantes, en 2011, a été l’une de mes premières occasions de communiquer sur mon travail et, en 2015, j’ai participé activement au comité d’organisation du colloque de l’association à Lyon. Je compte contribuer à une veille en matière de TIC pour l’enseignement et l’apprentissage, notamment dans le domaine du FLE.

 

Alice Henderson

portrait_alice_webJe suis Maître de conférences en anglais à l’Université Savoie – Mont Blanc où depuis 21 ans j’enseigne aux étudiants de LLCE Anglais et du secteur LANSAD en sciences humaines. De langue maternelle anglaise, j’ai été formée aux Etats-Unis (Boston University, BA, University Professors Program), en Angleterre (University of Manchester, MEd TESOL)  ainsi qu’en France. J’ai eu la chance de faire l’ancien DEA dites « LANSAD » (Langue Anglaise des Spécialités, Scientifiques et Techniques) à l’Université de Bordeaux II,  suivi par un doctorat à l’Université de Savoie (2001) sur la lecture de textes spécialisés en langue étrangère.

Mes recherches portent sur l’enseignement et l’apprentissage de la phonologie de l’anglais, les accents natifs et non-natifs dans l’enseignement supérieur ainsi que la politique linguistique. En 2009 j’ai initié la série de colloques internationaux EPIP (English Pronunciation: Issues & Practices), un lieu d’échange où acteurs de la recherche & acteurs de terrain s’enrichissent mutuellement de leurs expériences.

J’espère pouvoir employer mon enthousiasme au sein des initiatives de l’équipe existante d’ACEDLE, en maintenant une veille sur tout ce qui touche à la langue orale.

Vie de l’association

L’Acedle organise deux types d’évènements différents :

1. Colloque biénnale  international réunissant des didacticiens de langue(s) de tous horizons est organisé en général en hiver. Nos derniers colloques étaient à

  •    Lyon             janvier 2015
  •    Nantes         juin 2012
  •    Lille               décembre 2009
  •    Strasbourg  janvier 2008.

2. Journée NEQ Les années sans colloque donnent lieu à la tenue d’une journée d’études appelée «Notions en questions ». Chaque journée explore une notion clé de la discipline en invitant 6 spécialistes à intervenir sur trois aspects de cette notion en alternant une présentation de position et une réponse argumentée. Ces journées (et leur formule) ont été initiées par le CREDIF de Lyon sous la direction de Daniel Coste. Les notions récemment abordées sont :

  •    Les Corpus                                                                                            Nancy 2014
  •    Les Littératies                                                                                       Cergy-Pontoise 2011
  •    Les Plurilinguismes                                                                              Tours 2009
  •    Méthodologies de recherche en didactique des langues             Paris 2007

Présentation du colloque 2009 « Recherches en didactique des langues – Les langues tout au long de la vie »

Université Lille 3 dans le cadre de l’interU-langues

En partenariat avec le Conseil Régional du Nord Pas-de-Calais
Nous fêterons les 20 ans de l’association.

Le colloque Acedle 2009 – Recherches en didactique des langues a pour thème « Les langues tout au long de la vie ».

Ce thème s’inscrit dans une double histoire :

  • celle de l’université de Lille, riche de son expérience pour l’éducation et la formation tout au long de la vie et porteuse ?? du projet interU-langues de rénovation des enseignements de langues qui engage toutes les universités de la région, avec le soutien du Conseil Régional
  • celle de l’Acedle, qui fête ses 20 années de recherches en didactique des langues et de promotion de la diversité des langues. Ces deux éléments, l’apprentissage tout au long de la vie et la pluralité des langues et des cultures, constitueront le cœur des réflexions attendues pour ce colloque.

La notion d’apprentissage tout au long de la vie s’est largement imposée en formation des adultes à la fois comme une évidence et une suite logique à la notion d’éducation permanente, mais aussi comme une nécessité pour l’adaptation des compétences à « la société de l’information et de la connaissance » en évolution rapide et constante. D’aucuns considèrent que l’apprentissage tout au long de la vie représente un bouleversement éducatif profond qui s’organise autour de la notion d’apprendre à apprendre et de la réflexivité dans les apprentissages. Il propose une vision plus globale de l’éducation, de la formation et de l’acte d’apprendre. Cela veut dire en clair que tout individu, à n’importe quel moment de son parcours de vie, doit avoir la possibilité et le droit d’apprendre et de faire reconnaitre ses apprentissages.

Le modèle programmatique scolaire, qui tente de découper les savoirs en unités progressives pour optimiser le temps limité de l’école, ne permet pas de rendre compte de la pluralité des parcours de vie de chaque individu. De plus, l’apprentissage informel ne saurait se réduire aux savoirs savants dispensés par l’école. Tout ce qui relève du faire ensemble, de l’apprendre ensemble et du vivre ensemble constitue une part essentielle des compétences. Les langues occupent une place privilégiée et exemplaire. Les directives européennes pour les langues sont claires : encourager le plurilinguisme et le dialogue interculturel, faciliter la mobilité en Europe, encourager l’apprentissage en autonomie, encourager l’apprentissage tout au long de la vie, renforcer la diversité culturelle.

Les traductions de ces directives sont nombreuses et concrètes en didactique des langues : la didactique du plurilinguisme s’est beaucoup intéressée à l’éveil plurilingue des plus jeunes ; le Portfolio Européen des Langues (PEL) est considéré comme l’outil indispensable pour garder les traces des trajectoires plurilingues ; les approches méthodologiques se sont améliorées et diversifiées (par exemple le FOS / ESP (Français sur Objectifs Spécifiques / English for Specific Purposes), mais aussi les approches par tâches, etc.) ; des approches intégrant les TIC se sont également développées permettant de prendre en compte les apprentissages moins formels (par exemple Tandem, e-twinning) ; l’évaluation et la certification des compétences dans le cadre des propositions du CECR facilitent la transparence ; de nombreux programmes d’échanges permettent la mobilité des jeunes.