Unit:
Κατεύθυνση Διδασκαλία ξένων γλωσσών στην Ευρώπη: Εκπ/ση στη Γλωσσική και Πολιτισμική Διαφορετικότητα Σχολικών ΠληθυσμώνLibrary of the School of Philosophy
Supervisors info:
Μαρίνα Βήχου, Επίκουρη Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Dominique Ulma, Maître de conférences, Faculté des lettres, des langues et des sciences humaines, Université d'Angers
Πηνελόπη Καλλιαμπέτσου-Κορακά, Ομότιμη Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Φιλοσοφική Σχολή ΕΚΠΑ
Original Title:
Les représentations des enseignants sur la contribution des pratiques théâtrales en classe de FLE
Translated title:
Τhe representations of French language teachers to the contribution of theatrical practices to language learning
Summary:
The main objective of this work is to study the representations of French language
teachers, as to the contribution of theatrical practices to language learning. The
teachers participating in the research come from Franco-Hellenic primary schools,
where the teaching of French is compulsory. At the same time, the way of teaching
the language in these schools is being investigated. We are also interested in looking
for the practices that are followed according to the heterogeneity of the classroom and
for the application of the theatrical practices as well. We analyze the reasons that push
teachers in these options. The theoretical framework initially presents the conditions
that favored the integration of theatrical practices into education. In addition, it
highlights the reasons that may influence teachers on the application or not of these
practices. More specifically, we analyze the advantages and difficulties of their use in
the classroom. We also refer to the development of intercultural competence that is
favored. The second part points out the tools used to reach the results that we interpret
in the third part, in order to deepen on the representations of the teachers.
Main subject category:
Multicultural education
Other subject categories:
Language
Keywords:
French as foreign language, theatrical practices, teachers, representations, primary school learners, heterogeneity, intercultural competence français langue étrangère, pratiques théâtrales, enseignants, représentations, apprenants de l’école primaire, hétérogénéité, compétence interculturelle
