[ Former des acteurs cognitifs et sociaux en classe de français pour les aider à construire les savoirs ]
Volume 80, Issue 1, August 2025, Pages 1–5
Nada AIT SI ABBOU1
1 Université Mohamed V, Faculté des Sciences de l’Education, Rabat, Morocco
Original language: French
Copyright © 2025 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.
Learning and its internal processes depend on the institution of a socio-discursive space for sharing meanings. The inclusion of students in the social universe constituted by the discipline of French depends on a psychological instrument deployed mainly in the classroom by teachers: language. Considered as a founding instrument of the teacher’s work, language as a professional didactic linguistic gesture fosters continuity and unevenness in the elaboration of knowledge by pupils, and aims to transform, through linguistic negotiations and readjustments, their spontaneous language use to bring them into a field of unfamiliar practices, values and content. However, the adoption of a horizontal register with regard to pupils seen as having difficulties increases inequalities at school. Interest in the relationship between language and the construction of knowledge is evident from the upsurge in research into language activity in the classroom. We propose a conceptual reformulation that sheds light on the links between language and the formation of social and cognitive actors who (re) construct semiotic systems specific to the learning of French, and who acculturate to the ways of saying, thinking and acting of the discipline in question.
Author Keywords: Language practices, co-activity, adjustment, negotiation, secondarization.
Volume 80, Issue 1, August 2025, Pages 1–5
Nada AIT SI ABBOU1
1 Université Mohamed V, Faculté des Sciences de l’Education, Rabat, Morocco
Original language: French
Copyright © 2025 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
Learning and its internal processes depend on the institution of a socio-discursive space for sharing meanings. The inclusion of students in the social universe constituted by the discipline of French depends on a psychological instrument deployed mainly in the classroom by teachers: language. Considered as a founding instrument of the teacher’s work, language as a professional didactic linguistic gesture fosters continuity and unevenness in the elaboration of knowledge by pupils, and aims to transform, through linguistic negotiations and readjustments, their spontaneous language use to bring them into a field of unfamiliar practices, values and content. However, the adoption of a horizontal register with regard to pupils seen as having difficulties increases inequalities at school. Interest in the relationship between language and the construction of knowledge is evident from the upsurge in research into language activity in the classroom. We propose a conceptual reformulation that sheds light on the links between language and the formation of social and cognitive actors who (re) construct semiotic systems specific to the learning of French, and who acculturate to the ways of saying, thinking and acting of the discipline in question.
Author Keywords: Language practices, co-activity, adjustment, negotiation, secondarization.
Abstract: (french)
L’apprentissage et ses processus internes relèvent de l’institution d’un espace socio-discursif de partage des significations. L’inscription des élèves dans l’univers social que constitue la discipline français est tributaire d’un instrument psychologique déployé majoritairement en classe par les enseignants: il s’agit du langage. Considéré comme instrument fondateur du travail de l’enseignant, le langage en tant que geste professionnel langagier didactique favorise la continuité et la dénivellation dans l’élaboration des savoirs par les élèves et vise à transformer, à travers des négociations langagières et des réajustements, leur usage langagier spontané pour les faire entrer dans un champ de pratiques, de valeurs et de contenus peu familiers. Toutefois, l’adoption d’un registre horizontal eu égard aux élèves vus comme ayant des difficultés accroit les inégalités scolaires. L’intérêt porté au rapport entre langage et construction des connaissances est manifeste vu la recrudescence du nombre de recherches portant sur l’activité langagière en classe. En croisant différents apports des recherches menées dans ce cadre, nous proposons une reformulation conceptuelle apte à éclairer les liens entre langage et formation d’acteurs sociaux et cognitifs qui (re) construisent les systèmes sémiotiques spécifiques à l’apprentissage du français et qui s’acculturent aux modes de dire, de penser et d’agir de la discipline en question.
Author Keywords: Pratiques langagières, co-activité, ajustement, négociation, secondarisation.
How to Cite this Article
Nada AIT SI ABBOU, “Training cognitive and social actors in the French classroom to help them build knowledge,” International Journal of Innovation and Scientific Research, vol. 80, no. 1, pp. 1–5, August 2025.
