- Summary
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Wether in the form of eclecticism or in the form of what can be gathered under the emblem of the « all communicative », the « actional approach » or the skills approach, the discourses that feed the doxa of the field of education and language didactics (DLE) have gradually become part of the sphere of influence of neo-liberalism and its « cotton language ». Correlatively, the DLE aims at developing one or more designs in which a series of procedures to be followed must make it possible to solve one or more tasks with a view to acquiring a know-how. This model, even if it does not refer to it, delimits a more or less univocal technical meaning that will be transmitted and takes root in what Dan Sperber and Deirdre Wilson (1986) called the « model of the code ». At the same time, the emergence of conceptions mainly developed around the Council of europe’s proposals have, since the 1990’s, implemented an intrumentalization of the language and, on the other hand, presided over the disappearance of the subject as constituent element of the act of learning. This book therefore tries to deconstruct the dominant discourse and question the didactics of languages and, more broadly, teaching in europe - in their speeches and in their practices - on the conception of the subject they convey, by convening historical, socio-anthropological, philosophical, psychoanalytical and political points of view, centered on objects specifically related to didactics, educational policies, linguistics.
- Contents
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Introduction
Patrick Anderson & François Migeot
UNE PROBLÉMATIQUE
LA DIDACTIQUE DES LANGUES ET LA DISPARITION DU SUJETMort du sujet, mort de la languePatrick AndersonPREMIÈRE PARTIE
DISSOLUTION DE LA LANGUE ET DU SUJET : FONCTIONNEL, ACTIONNEL, CO-ACTIONNEL & CO
Situation du FLE au Brésil :entre héritages et post-modernitéMarie José CoraciniInterrogation sur l’instrumentalisation de la langue étrangère dans la DLECarla Nunes Vieira TavaresComment la communication est-elle envisagée en didactique des langues ?Rémy MéttetalQu’en est-il des besoins ?Véronique DaguesDEUXIÈME PARTIE
LE CECRL : PARADIGMES, POSTULATS ET DE QUELQUES COROLLAIRESPOUR LA LANGUE ET LE SUJETApprendre les langues à cecrland et se raconter des histoiresYannick LefrancEngagement et approche actionnelle : Jean-Paul Sartre précurseur du CECRL ?François MigeotTROISIÈME PARTIE
LA PÉNÉTRATION DE L’ÉCONOMIE ET DU MARCHÉDANS L’ENSEIGNEMETET LES SYSTÈMES ÉDUCATIFSLe fondements socio-économiquesde l’approche par compétenceNico HirttLa politique éducative de l’union européenne :entre savoir-faire, faire-savoir et se faire avoir…Judith Migeot-AlvaradoÉpilogue – vers une crise de l’humanisation
Une crise de l’humanisationJean-Pierre LebrunRéférences bibliographiques
Les auteurs
- Author (s)
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Patrick ANDERSON (edit. director)François MIGEOT (edit. director)The authors are coming from french universities or bresilian universities as professor, lecturer or assisant professor in sciences of languages, education or sociology. One contribution becomes from a psychiatrist, psychoanalyst.
- Readership
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Linguistics students BA and Master degree.
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