[ Le technolecte comme moyen d’optimisation de l’enseignement de l’œuvre littéraire dans le secondaire qualifiant ]
Volume 47, Issue 1, February 2020, Pages 17–28
Badr Aabadli1
1 Département de Langue et Littérature Française, Laboratoire : Langage et société, CNRST- URAC 56, Faculté des Lettres et Sciences Humaines, Université Ibn Tofail, Kénitra, Maroc
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
After Independence, Morocco has made of bilingual education a worry of priority, a source of reflection without any seizes. A choice of society with a regular testimony, and this is to fix the educational policy within certain principles such as the openness to the other and cross culture perspective. From this stand point, the last issue of pedagogic guidelines, concerning high schools, revolves around introducing literary Moroccan and French books. Starting from this constat, which caters for the linguistic gap that exists between high schools and the university: It is true to ask whether literary textbooks play the role to which they are attributed to. Hence, what are the potential solutions to remedy this issue? And how can we render our high school centers of fecundation and fertilization of different cultures. Because if cultural diversity still imposes itself, teaching in multiculturalism, via the literary textbooks must be proposed to manage it and give it a value as well. In this presentation. We suggest to stress, first of all, the importance of literary textbooks in the teaching of foreign languages. Furthermore, we seek to find out solutions to bridge the linguistic gap that exists between the high schools and the university in terms of technolects and its benefits. Finally, we will put into practice the role that each one must play within the framework of the pedagogy of complexity. This is to develop the intercultural competence and to hook the learners to love the literary textbooks and in order to have an autonomous and intellectual citizen as claimed by the responsible of the Ministry of Education.
Author Keywords: Competence, technolects, field, pedagogical guidelines, pedagogy of complexity.
Volume 47, Issue 1, February 2020, Pages 17–28
Badr Aabadli1
1 Département de Langue et Littérature Française, Laboratoire : Langage et société, CNRST- URAC 56, Faculté des Lettres et Sciences Humaines, Université Ibn Tofail, Kénitra, Maroc
Original language: French
Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
After Independence, Morocco has made of bilingual education a worry of priority, a source of reflection without any seizes. A choice of society with a regular testimony, and this is to fix the educational policy within certain principles such as the openness to the other and cross culture perspective. From this stand point, the last issue of pedagogic guidelines, concerning high schools, revolves around introducing literary Moroccan and French books. Starting from this constat, which caters for the linguistic gap that exists between high schools and the university: It is true to ask whether literary textbooks play the role to which they are attributed to. Hence, what are the potential solutions to remedy this issue? And how can we render our high school centers of fecundation and fertilization of different cultures. Because if cultural diversity still imposes itself, teaching in multiculturalism, via the literary textbooks must be proposed to manage it and give it a value as well. In this presentation. We suggest to stress, first of all, the importance of literary textbooks in the teaching of foreign languages. Furthermore, we seek to find out solutions to bridge the linguistic gap that exists between the high schools and the university in terms of technolects and its benefits. Finally, we will put into practice the role that each one must play within the framework of the pedagogy of complexity. This is to develop the intercultural competence and to hook the learners to love the literary textbooks and in order to have an autonomous and intellectual citizen as claimed by the responsible of the Ministry of Education.
Author Keywords: Competence, technolects, field, pedagogical guidelines, pedagogy of complexity.
Abstract: (french)
Au lendemain de l’indépendance, le Maroc a fait de l’enseignement bilingue une inquiétude prioritaire, une source de réflexion sans cesse récidivée, un choix de société régulièrement témoigné et ceci en se fixant dans sa politique éducative des principes tels que : l’ouverture sur l’autre et la perspective d’inter culturalité. De ce fait, la dernière version des orientations pédagogiques, concernant le secondaire qualifiant, est essentiellement axée sur les œuvres littéraires Marocaines et Françaises. Partant du constat criard qui nous interpelle concernant la fracture linguistique qui existe entre le secondaire qualifiant et l’université ; on est en droit de se demander si l’œuvre littéraire joue bien le rôle qu’on lui attribue. Le cas échéant, quelles sont les solutions envisageables pour remédier à cet état des choses ? Et comment rendre nos établissements scolaires des centres d’inter fécondation et inter fertilisation des différentes cultures. Car Si la diversité culturelle s'impose, l'enseignement au pluriculturalisme, à travers l’œuvre littéraire, doit se proposer pour la gérer et la valoriser. Dans cette communication, nous nous proposons pour montrer de prime abord, l’importance de l’œuvre littéraire dans l’enseignement de la langue étrangère. Ensuite, allouer des solutions pour réduire la fracture linguistique qui existe entre le secondaire qualifiant et l’université, notamment « le technolecte » et ses vertus. Enfin, mettre en exergue le rôle que doit jouer tout un chacun, dans le cadre de la pédagogie de la complexité, pour développer la compétence interculturelle et faire aimer l’œuvre littéraire à nos apprenants. Dans le but d’avoir le citoyen autonome et cultivé tant convoité par les responsables de l’éducation nationale.
Author Keywords: compétence, technolecte, domaine, orientations pédagogiques, pédagogie de la complexité.
How to Cite this Article
Badr Aabadli, “Technolecte as a means of optimizing the teaching of literary works in secondary qualifying schools,” International Journal of Innovation and Scientific Research, vol. 47, no. 1, pp. 17–28, February 2020.
