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Poster communications

Evolution des représentations et pratiques de l’oral à l’école : Co-construction d’un dispositif visant à développer les compétences orales et émotionnelles des élèves

Abstract : Our research takes place in collaboration with the teaching team of an elementary school classified as a priority education network faced with the weakness of the oral skills of their students. If since the 1970s, the oral language has been at the center of concerns to fight against educational inequalities, its place in the programs has varied a lot according to the policies faced with academic failure (Langlois, 2012). In addition, despite institutional orders, the practice of teachers does not change. The oral is always considered as a means of communication and not as a learning object (Nonnon, 2011) because teachers struggle to translate the oral into educational objectives (Grandaty & Lafontaine, 2016). The main objective of this participatory research is to offer an innovative oral device at school. To achieve this, we first tested an oral system focused on emotions. The positive results lead us to propose, in a second step, this device to the teaching team to develop their practices and their representations of oral at school. Year 1 (2018-2019) “Test of the innovative oral device”: 3 classes CM1-CM2 divided into an experimental group (N = 34) (sequence of EMC on emotions targeting oral skills) and a group (N = 33) control (« traditional » EMC sequence on republican institutions). Data analyzes show an effect of the innovative device on the oral skills of the students in the experimental group (language production and identification-verbalization of emotions). The teachers questioned their speaking practices in the classroom and the place to give to work on emotions. A support by theoretical and practical resources on the oral and the emotions was then proposed to the teachers. Year 2 (2019-2020) "co-construction of the sessions": from the results obtained in year 1, the researchers supported the teachers in the construction of their own oral device according to the following protocol (1) teacher training meeting / research team, (2) co-construction of a ritualized oral session, (3) implementation in classrooms by teachers, (4) observation / regulation by the research team, (5) held weekly , by the teachers, of a logbook of ritualized golden sessions. A change in the oral practices of teachers in the classroom is underway and a change in their strategies for preparing and regulating these practices is associated with it. Construction, implementation and regulation work is underway. This study also had effects on the school climate of the school concerned by the project. Teachers report more peaceful relationships and more listening and sharing among students. The research team has developed its own training practices by implementing an interdisciplinary initial training module intended for future school teachers since the start of the 2019 school year. This module « Teaching oral at school » is built on the model of collaborative research (Sanchez & Monod-Ansaldi, 2015) carried out with the teachers of the project.
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Poster communications
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Contributor : Aurélie Pasquier Connect in order to contact the contributor
Submitted on : Tuesday, May 4, 2021 - 9:43:00 PM
Last modification on : Tuesday, October 19, 2021 - 10:59:03 PM
Long-term archiving on: : Thursday, August 5, 2021 - 8:15:36 PM


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  • HAL Id : hal-03217494, version 1


Aurélie Pasquier, Lola Papon, Guillaume Ponthieu, Nathalie Rezzi. Evolution des représentations et pratiques de l’oral à l’école : Co-construction d’un dispositif visant à développer les compétences orales et émotionnelles des élèves. Colloque SFERE-Provence (FED4238) / AMPIRIC - Apprentissages, stratégies et politiques éducatives. Quelles interdisciplinarités, méthodologies et perspectives internationales?, Mar 2021, Marseille, France. ⟨hal-03217494⟩



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