This text is part of the special Acfas Congress booklet
There have been advances in linguistics and pedagogy that researchers now know how to teach grammar effectively. But teachers-students must get this knowledge! Priscilla Boer is a professor of education at the University of Quebec in Troyes-Rivieres.
This is why Priscilla Boer is the co-organizer of the Colloquium Teaching and learning grammar: A list of research in French pedagogy, Which will be held as part of the Acfas Congress, 12 and 13 May. The event, now in its second edition, brings together researchers who study grammar education and will focus on three axes: student, teaching practice and teacher training.
“We talk a lot about students ‘difficulties with grammar, but we talk less about teachers’ difficulties,” said Florent Biao, professor of French teaching at the University of Quebec in Chikotimi and co-organizer of the symposium.
French education is at the same time necessary, very difficult and very discriminatory, and this is why educators want to better equip teachers.
“I’m not slapping anyone, but it’s complicated, grammar. We are trying to teach children a complex, mysterious object. An action doesn’t work on the road, ”explains Priscilla Boer, who will give a presentation based on her own study of the participatory agreement. “My presentation will be limited to adjective questions, but I have studied the results of a school service center [CSS] Less than half of the full secondary students have mastered its use. A
Florent Biao was interested in presenting and practicing French education in Saguen. This study allows female teachers (they are mostly women) to compare what they do in terms of teaching methods and what they actually do. He found a big gap between the two. “In fact, their idea of grammar and the way it is taught is rather traditional, and far from recommended by pedagogy. A
Florent Biao said: “Such a symposium is an opportunity to discuss, because we do not always agree. Of course, Florent Biao’s research progresses, but it does not always agree.”
To put an end to holy rule
However, there is one point on which most educators agree and which is somewhat of the symposium’s theorem: French education suffers from a certain number of fetish and preconceived notions that sometimes go back centuries and even on the beauty of antipedagogical – on dictation, language stability, grammatical complexity.
“I’m always amazed at what I hear,” said Priscilla Boyer. This is not the subject of our symposium, but the reflection of what we teach, the orthographic and grammatical value, remains to be done. A
Among the problematic presentations that educators question is the attachment to traditional diction, whose educational ineffectiveness has long been demonstrated. Priscilla Bauer, who herself had to overcome severe dyslexia due to inadequate education, explained that dictation is not a valid way to evaluate. Traditional melodies are a performance tool, where school knowledge transfer should be noticed.
What works, he explains, is “Zero Fault Dictation”. It is read aloud, but it is intended for discussion. The teacher leads the students to ask themselves out loud questions during the process: What is this word? How do we write it? “We encourage children to do the right thing. Florent Biao adds that such an order pushes young people to think. This leads the students towards more or less correct spelling. A
Get out of the ivory tower
The two-day symposium will conclude with comments from a great witness, Caroline Labant, an education adviser at CSS des Chains in Drummondville. “Our first partners are the school’s education advisors, who support the teachers,” said Priscilla Boyer.
Florent Biao also admits that she sometimes has to overcome some resistance from teachers. “As a former teacher, I understand them. We don’t like a professor watching us from his Ivory Tower.”
This is why the participants of the symposium called research-action and research-training or Florent Biao as “collaborative educational engineering”. “I talk about engineering because it considers their limitations and I talk about collaboration because teachers are involved in the work of researchers. The study itself became an opportunity to transfer knowledge. A