2024 ARDAA conference 26, 27, 28 June 2024 / Colloque ARDAA PARIS 26-28 juin 2024 Paris 2024
https://ardaa2024.sciencesconf.org/
(French version below)
Teaching and Learning English as a Foreign Language in educational settings:
Issues and specificities
Our conference was organized on 26, 27 & 28 June 2024 in la Sorbonne Nouvelle, Paris
Below are the video recordings of the 5 keynote speakers.
Unfortunatly, the round table recording is not available due to a technical problem.
Opening / ouverture
Aliyah Morgenstern, Vice-présidente for European relations at Université Sorbonne Nouvelle
Isabelle Gadoin, Prismes Lab director at Université Sorbonne Nouvelle
Pascale Manoïlov, Présidente of ARDAA
Keynote speakers
Patrice Baldwin is Chair of the UK’s Council for Subject Associations and an internationally renowned expert in using Drama as a medium for teaching and learning. She has worked with teachers worldwide and published several books, the most recent being, Process Drama for Second Language Teaching and Learning, (co-written withAlicja Galazka). She was Chair of National Drama (UK) from 2004- 2015 and President of the International Drama Theatre and Education Association (IDEA) from 2010-13. She created and directed, Drama for Learning and Creativity (D4LC), which became a nationally recognised school improvement initiative. She was a primary headteacher, Arts Education and School Improvement Adviser, school inspector and a national curriculum editorial expert for Primary Drama. She has also worked as a BBC Education scriptwriter and series consultant for Drama and during the pandemic, was Oak National Academy’s subject leader for Primary Drama.
Process Drama for Second Language Teaching and Learning
Drama for language teaching should be more than just Drama games! This presentation explains how second language teachers can introduce and set up ‘Process Drama’ with whole classes, as a ‘brain-friendly’ context-based approach to acquiring and using language, within stimulating and meaningful contexts. Whole-class Drama will be explained and recommended, as an effective medium for learning and using language, both within and across the school curriculum. Reference will be made to a research-based project that produced evidence of Drama’s positive impact on pupils’ engagement levels, and on aspects of their personal, social and emotional development, as well as improving their talk and writing. Drama can also support pupils to develop their ‘21stCentury Skills’. Ways in which Process Drama can specifically provide opportunities for pupils to think, inter-think, talk and write appropriately, for various purposes and audiences will be outlined, and direct reference will be made to a successful, ongoing ‘Drama for Talk and Writing’ initiative. Some basic Drama Strategies will be presented as ‘Thought and Talk Frames’ and the various ‘talk protocols’ and different configurations they employ, will be considered in terms of linguistic opportunities and demands. Explicit links between socio-dramatic play, Process Drama and language learning will also be made, and the potential impact of teachers sometimes shifting ‘roles’, will also be highlighted.
Jean-Paul Narcy-Combes est Professeur Émérite en didactique des langues à l’université Paris 3 Sorbonne Nouvelle où il a enseigné de 2004 à 2014. Il a été directeur du DILTEC EA2288 de 2010 à 2014. Il a été le fondateur de l’ARDAA (Association pour la Recherche en Didactique de l’Anglais) en 2009. Il a publié de nombreux ouvrages sur la recherche en didactique des langues.
A transdisciplinary approach to our field of research
In an article published in Recherches et Applications (Macaire et al, 2010), Dominique Macaire, Henri Portine and I posed epistemological questions about the phenomena that interest our shared field, and how to approach them. This reflection has deepened over the years, leading to the publication of a book (Narcy-Combes and Narcy-Combes, 2019). We had to take stock of the fields we need to address to advance our research. According to the Douglas Fir Group (2016), traditional positions no longer correspond to current circumstances, which have highlighted plurilingualism through globalization, technologization and mobility, and a transdisciplinary approach seems increasingly unstoppable. We follow Bronckart (2011), who has long proposed a science of language for a science of the human. Research results in the human sciences and cognition:
ARDAA was founded in response to a need for institutional and professional recognition. Of course, the research carried out at ARDAA cannot be done without collaboration with other fields. We will look at how to reconcile institutional constraints and the demands of research, which will lead us to raise the question of the political role of researchers. A role which has been addressed, for instance, in a publication edited by Beacco (2013).
(1) above all confirm the intuitions of researchers who, like Bruner, Dewey, Freinet, etc., put the emphasis on action (learning by doing), and digital technology is changing the game by facilitating this action,
(2) sometimes contradict, as we shall see, the dominant positions in social and pedagogical practices.
Luke Plonsky (PhD, Michigan State) is Professor of Applied Linguistics at Northern Arizona University, where he teaches courses in second language acquisition and research methods. His work in these and other areas has resulted in over 100 articles, book chapters, and books. Luke is Editor of Studies in Second Language Acquisition, Managing Editor of Foreign Language Annals, Co-Editor of De Gruyter Mouton’s Series on Language Acquisition, and Co-Director of the IRIS Database (iris-database.org). In addition to prior appointments at Georgetown and University College London and a Fulbright Scholar award at Universidad de Murcia in 2021, Luke has lectured in China, Japan, The Netherlands, Poland, Spain, and Puerto Rico.
Study quality as an intellectual and ethical imperative: A proposed framework for the language sciences
What is quality in the context of the applied language sciences? I believe that addressing this question is both an intellectual and ethical imperative for the field. Toward that end, I propose a four-part framework for understanding and evaluating study quality; quality research is (a) methodologically rigorous, (b) transparent, (c) ethical, and (d) of value to society. The bulk of the talk is devoted to describing each of these four elements, first conceptually and then as observed in the field. I also articulate some of the many connections among the four elements within the framework. In addition, I suggest next steps for further addressing the notion of quality in terms of the framework itself as well as the ways it might be used to advance our field’s research, training, and legitimacy as an academic discipline that is still in some ways coming of age.
Dr. María Luisa Pérez Cañado is Full Professor at the Department of English Philology of the University of Jaén, Spain, where she is also Rector’s Delegate for European Universities and Language Policy. Her research interests are in Applied Linguistics, bilingual education, and new technologies in language teaching. Her work has appeared in over 120 scholarly journals and edited volumes published by Elsevier, Peter Lang, Cambridge University Press, Multilingual Matters, Wiley-Blackwell, Routledge, DeGruyter, or Springer, among others. She is also author or editor of 11 books on the interface of second language acquisition and second language teaching, and editor or member of the editorial board of 18 international journals. María Luisa has given more than 170 lectures and talks in Belgium, Poland, Germany, Portugal, Ireland, England, Mexico, Brazil, Peru, China, The United States, Japan, Australia, and all over Spain. She is currently coordinating the first intercollegiate MA degree on bilingual education and CLIL in Spain, as well as four European, national, and regional projects on attention to diversity in CLIL. She has also been granted the Ben Massey Award for the quality of her scholarly contributions regarding issues that make a difference in higher education and three awards for pedagogical innovation and best teaching practices (2010, 2020, and 2022). She has equally been a finalist in the Premios Educa Abanca a Mejor Docente de España and is included in the Top 2% of the world’s most cited scientists according to the Ranking of World Scientists drawn up by Stanford University (2021 and 2022).
Looking back to move forward: A research-based wishlist for the future of bilingual education
After more than two decades of implementation and development, Content and Language Integrated Learning (CLIL) research has undergone substantial change and moved in exciting new directions. This talk will revisit the current CLIL research panorama in striving to provide an updated, empirically-driven perspective of what’s hot and what’s not on the current CLIL research agenda. It will cast a glance back at the origins of bilingual education in the European continent in order to track the progress that has been made, determine where we currently stand, and map out future pathways for progression in the CLIL arena. A historical overview of key issues affecting bilingual education will be offered and aspects such as the shifting role of languages in CLIL, methodological issues, the importance of contextualization, diversity and inclusion, teacher education, the connection to EMI, the pluriliteracies approach, the supranational perspective, or the establishment of quality assurance frameworks will all be canvassed. The broader take-aways which stem from this empirically-oriented overview will be extracted and the issues that should truly inform current debates on bilingual education will be made salient through a research-based wishlist that will hopefully allow the future of bilingual education to stay on track and advance unfettered into the next decade.
Professor Richard Smith lectures at the University of Warwick (GB) and his research interests and projects/publications relate to the following areas: History of language learning and teaching (HoLLT) and History of applied linguistics (HoAL); Textbook research; Teaching English in Large Classes and otherwise ‘difficult’ circumstances; learner autonomy; and practitioner research/teacher development. In 2018, he co-edited The History of Language Learning and Teaching, 3 volumes (Vol. I: 16th-18th Century Europe Vol. II: 19th-20th Century Europe; Vol. III: Across Cultures). (edited with N. McLelland). Oxford: Legenda (Modern Humanities Research Association). Introduction: ‘Establishing HoLLT: the History of Language Learning and Teaching, Vol. 1: 1–19.
Re-viewing histories of language teaching: a foundation for present practice
At times of apparent rupture – or at least disruption – perhaps it becomes even more important than usual to acknowledge historical roots, trends, values and consequences. In this contribution, I first reflect on the relative lack of ‘historical sense’ in the global fields of applied linguistics and ELT (English language teaching for speakers of other languages) and consider both reasons and consequences. I compare this with the situation in some other fields, including the teaching of French as a second/foreign language. I also note that the situation may vary according to national context. Indeed, when specific educational contexts are taken into account, including histories of top-down and outside-in attempts to influence practice, it becomes quite clear that, rather than there being ‘a’ single global history of language teaching methodology, there are diverse, under-explored histories in different settings which deserve renewed attention. The present-day relevance of exploring more deeply – indeed, treating as fundamental – our particular histories of language teaching in specific national, international, colonial, neocolonial, local, institutional and biographical contexts will thus be argued for in this paper, which draws on 30 years of research into English teaching in Asian and European settings.
Call for papers
The starting point for the conference, “Teaching and Learning English as a Foreign Language in educational settings: Issues and specificities” will be the study of language and education policies around the world so as to position EFL teaching and learning in France. This particular interest arises because of a competition between two hegemonies: the French language and the English language. This rivalry has resulted in the development of teaching practices in France, such as the teaching of French as a Foreign Language or the teaching of languages in general, that were not fully centered on English. It is therefore necessary to clarify the meaning of “English didactics” as well as its place in the world.
First, the notion of “English didactics” makes one think of English Learning/Teaching for the purposes of communication, in the context of the academic discipline, English and Anglophone studies. One of the goals of this conference is to establish what we mean when we say “English” today, since the word could refer to English as a second language, English as a foreign language, English as an academic language, English for specific purposes, or English as a lingua franca.
One must also consider the difference between teaching English and teaching through English (intensive courses, CLIL programs, the internationalization of certain degree programs, etc.). This discipline could be interpreted as belonging to the field of the didactics of languages and cultures (Galisson & Puren, 1999; Galisson, 2002), a discipline centered around observation, analysis, interpretation and intervention in the interconnected environments, practices and processes involved in teaching and learning.
One may also consider English didactics as a unique branch within the field of language didactics, that can be divided into several sub-fields: linguistics (Bailly, 1998), history (Puren, 1988), praxeology (Galisson & Puren, 1999; Bailly, 1998; Narcy-Combes, 2005), among others. It may also fall within the field of the didactics of plurilingualism (Huver & Macaire, 2021; Candelier, 2008; Moore, 2006; Macaire et al., 2003), which focuses on the language user’s linguistic and communicative repertoire when exchanging with the “other,” as well as on the intercultural dimension in which the native speaker is not the only point of reference.
English didactics therefore appears as a complex domain, requiring further reflection. To summarize, this conference aims to understand and define the peculiarities of English didactics and its place in today’s globalized world.
This conference will be an opportunity to analyze the epistemology of the field, in relation to its historical evolution and other types of didactics (French and other foreign languages, plurilingualism). Also, it will offer a chance to study common objects of research (the most salient, those which require further development, and those which have become obsolete), the teaching-learning environments including tools and resources (pedagogical practices, classroom contexts, etc.), and lastly, methodological questions and the relationship between research, fieldwork, and training.
4 subthemes are proposed:
Subtheme 1 – Epistemology
The first subtheme will allow us to establish a new epistemological anchor.
How do the didactics of English today relate to the didactics of French as a foreign language, the didactics of languages, the didactics of languages-cultures, the didactics of plurilingualism, etc.? What are their foundations? How have they evolved since it became a field of research? This subtheme calls for a genealogical approach that will allow us to complete the history of English didactics up to the present day, taking into account how its role has evolved in educational settings (Sarré & Whyte, 2016; Smith & McLelland, 2018 ; Tardieu, 2021, 2023). Here, we are referring to the predominance of English over other languages in France and Europe as a whole. How is this “hegemony” dealt with in the world, in terms of language policy? This approach will also attempt to situate English didactics in relation to other didactics and the other research disciplines that contribute to didactics (linguistics, psycholinguistics, sociolinguistics, cognitive sciences, neurosciences, etc.) and/or teaching (linguistics, literature, civilization, translatology). Reflections could also focus on the geographical evolution of the discipline, potentially in parallel with the historical evolution (France, Great Britain, USA, Europe, Asia, world…) or its evolution in institutions (primary, secondary, higher education).
The contributions within this subtheme will help clarify the position of English didactics in the global landscape.
Subtheme 2 – Objects of Research and contexts for teaching-learning
Presenters could talk about the focus of their current research: foreign/second language learning, LANSOD (LANguages for Specialists of Other Disciplines), English for Specific Purposes (translation, literature, grammar, history, etc.), English for Academic Purposes, Specialized English, Content and Language Integrated Learning, inclusive & Special Needs Education, etc. These topics can be applied to different contexts: primary and secondary school, higher education, continuing education, teacher training and professional development. Different course setups, in formal and less formal learning contexts, can be studied: in-person, blended learning, flipped classrooms (Alsowat, 2016), distance learning, synchronous and asynchronous learning. This subtheme is meant to give a full view of current research in English didactics. It will show the most salient and frequently studied research objects, including those which have been abandoned and those which require further attention. For example, it will include contributions about evaluations and certifications, autonomous learning, oral interactions in class, corpus-based learning, the use of online translators, remote tutoring, the use of technology, e-tandems (Jauregi & Melchor-Couto, 2017), the use of plurilingualism (Gabillon, 2022), and the link between formal and informal learning (Sockett, 2016; Toffoli & Sockett, 2015).
Research presented as part of this subtheme will help to establish a more stable definition of English didactics and its signature research foci (specific objects, common points with language didactics, etc.), while also offering a critical look at its issues and limitations.
Subtheme 3 – Teaching aids, resources, tools, and educational materials
Research under this subtheme will cover teaching aids, resources, and pedagogical tools that result in reflective practices. Within a course, different tools are utilized: note sheets, logbooks, learner diaries, games (serious games, video games, board games, simulations, children’s games, etc.). They pertain to different fields: children’s literature, the arts, drama, the professional world, the world of culture, academia, etc. What is the function of these educational tools? How are they used: in their original state or modified, transformed, and adapted? Do they facilitate English learning or add to reflections in this field? Can the use of these educational materials be guided by specific theories in teaching?
Presenters can reflect on various types of resources and how teaching aids are selected in relation to concepts such as authenticity, creativity, or engagement. They could also consider their own use of teaching/learning materials to facilitate task completion, solve problems, or develop language skills, and question their relevance to the needs and interests of the learners. Lastly, presenters may also focus on the advantages and disadvantages of using a variety of resources.
Essentially, presentations within this subtheme will encourage the sharing of teaching practices and experimenting with new concepts and approaches in English didactics.
Subtheme 4 – Theory, methodological questions, and training reflective teachers
Research in English didactics is backed by linguistic theories and learning theories. These theories could be explained, along with the pedagogies they inspire.
Those presenting under this subtheme could discuss specific methodological practices within often restricted research contexts. Different approaches could be presented: comprehensive or experimental research, action-research and development, research and creation, etc. Researchers in English didactics are often faced with institutional and ethical obstacles: difficulties obtaining authorization to observe classrooms, a lack of means, personal data protection, data management plans, etc. Meanwhile, English didactics training courses are being offered to students in universities via teacher preparation and continuing education, professional development, research training and research-based training (Wright, 2010).
Presentations could focus on research methodology and field research, with a focus on the “practitioner-researcher” perspective (Narcy-Combes, 2005): experiential, participatory, and collaborative approaches; the creation of corpora; data collection procedures; analyzing qualitative, quantitative, and mixed data; data processing tools, etc.
Discussions will allow us to situate English Didactics in terms of its contributions to society.
Didactique de l’anglais langue étrangère en contexte éducatif : enjeux et spécificités
Appel à communication Colloque ARDAA 2024 – 26, 27 & 28 juin 2024
Sorbonne Nouvelle, Paris
Texte de cadrage
Le point de départ de ce colloque « Didactique de l’anglais langue étrangère en contexte éducatif : enjeux et spécificités » est à rechercher dans le contexte de politique des langues et de politique éducative spécifiques à la France, caractérisées par la concurrence de deux hégémonies : la langue française et la langue anglaise. Cette concurrence s’est traduite par un développement de didactiques non exclusivement centrées sur l’anglais comme la didactique du FLE ou la didactique des langues. Il nous a semblé important de clarifier le domaine ainsi que sa place dans le paysage mondial.
De prime abord, la « Didactique de l’anglais » renvoie à l’enseignement-apprentissage de l’anglais à la fois langue de communication et discipline institutionnelle relevant de l’anglistique ou études anglophones. L’un des enjeux du colloque sera d’envisager ce que l’on entend par « anglais » aujourd’hui puisque cela peut recouvrir l’anglais langue étrangère, l’anglais langue seconde, l’anglais académique, l’anglais de spécialité, l’anglais lingua franca, etc.
Se pose aussi la question de l’anglais comme langue d’apprentissage par opposition à l’anglais langue d’enseignement (parcours renforcés, dispositif EMILE, internationalisation des formations, etc.). Le domaine peut être compris comme appartenant à la didactique des langues-cultures (Galisson et Puren, 1999 ; Galisson, 2002), discipline centrée sur l’observation, l’analyse, l’interprétation et l’intervention concernant les environnements, pratiques et processus situés et interreliés d’enseignement-apprentissage.
Elle peut être considérée également comme une spécificité au sein de la didactique des langues dont on distingue plusieurs courants : linguistique (Bailly, 1998), historique (Puren, 1988), praxéologique (Galisson & Puren, 1999 ; Bailly, 1998 ; Narcy-Combes, 2005), entre autres. Elle s’inscrit également dans la didactique du plurilinguisme (Huver & Macaire, 2021, Candelier, 2008, Moore, 2006, Macaire et al., 2003) qui s’intéresse au répertoire linguistico- communicatif de l’usager des langues, à la rencontre de l’autre et à la dimension interculturelle où le locuteur natif n’est plus la seule référence.
La didactique de l’anglais apparaît ainsi comme un domaine complexe qui mérite que l’on s’interroge sur son identité. Pour résumer, ce colloque vise à comprendre et à définir les spécificités de la didactique de l’anglais. Dans un monde globalisé, comment « situer » la didactique de l’anglais au terme de ce premier quart du XXIe siècle ?
Il s’agira d’interroger l’épistémologie de la discipline, en relation avec l’évolution historique et les autres didactiques (du FLE, des langues, du plurilinguisme), mais aussi ses objets de recherche (quels sont les objets les plus saillants, ceux qui devraient être développés, ceux qui sont devenus obsolètes), les dispositifs d’enseignement-apprentissage incluant les supports, ressources et outils didactiques (démarches pédagogiques, contextes de classe etc.) et enfin, les questions méthodologiques et le lien entre la recherche, le terrain et la formation.
4 axes d’étude sont proposés :
AXE 1 – Épistémologie
Le premier axe permettra de faire émerger un nouvel ancrage épistémologique.
Comment la didactique de l’anglais se situe-t-elle aujourd’hui par rapport à la didactique du FLE, la didactique des langues, la didactique des langues-cultures, la didactique du plurilinguisme, etc. ? Quels sont ses fondements ? Comment ont-ils évolué depuis qu’elle s’est constituée en champ de recherche ? Cet axe fait appel à une démarche généalogique qui permettra de compléter l’histoire de la didactique de l’anglais jusqu’à aujourd’hui en tenant compte de l’évolution de la place de cette langue dans les systèmes éducatifs (Sarré & Whyte, 2016 ; Smith & McLelland, 2018 ; Tardieu, 2021, 2023). On fait ici référence à la prédominance de l’anglais face aux autres langues dans le contexte français et européen. Comment l’impact de cette « hégémonie » est-il ressenti et traité dans le monde, en termes de politiques linguistiques ? Cette approche généalogique pose également la question du positionnement de la didactique de l’anglais vis-à-vis des autres didactiques et des autres disciplines de recherche qui sont de puissantes sciences contributoires à la didactique (linguistique, psycholinguistique, sociolinguistique, sciences cognitives, neurosciences, etc.) et/ou d’enseignement (linguistique, littérature, civilisation, traductologie). La réflexion pourra aussi porter sur l’évolution géographique de la discipline, potentiellement en parallèle avec l’évolution historique (France, Grande-Bretagne, USA, Europe, Asie, monde…) mais aussi sur les aires institutionnelles (primaire, secondaire, supérieur).
Les contributions au sein de cet axe permettront de clarifier la posture de la didactique de l’anglais dans le paysage mondial.
AXE 2 – Objets de recherche et terrains d’enseignement-apprentissage
Les intervenants pourront présenter leurs objets de recherche : langue étrangère/seconde, Lansad, Anglais sur Objectifs Spécifiques (pour la traduction, la littérature, la grammaire, l’histoire, etc.), Anglais sur Objectifs Académiques, Anglais de Spécialité, Enseignement d’une Matière par l’Intégration d’une Langue Étrangère (EMILE), enseignement inclusif – élèves à besoins éducatifs particuliers, etc. Ces objets s’inscrivent dans des contextes divers : enseignement 1er et 2nd degrés, enseignement supérieur, formation initiale, continuée et continue des enseignants etc. Ils se déclinent selon des modalités variables : présentiel/hybride, distanciel, co-modalité, classe inversée (Alsowat, 2016), enseignement synchrone, asynchrone, etc. dans un cadre plus ou moins formel. Le contenu même de ce volet offrira un bon tour d’horizon de la recherche actuelle en didactique de l’anglais. Il permettra de voir quels sont les objets les plus saillants, les plus fréquents, quels sont ceux qui font défaut et mériteraient d’être développés. À titre d’exemples, citons l’évaluation-certification, l’apprentissage en autodirection, les interactions orales en classe, l’apprentissage sur corpus, l’utilisation des traducteurs en ligne avec les élèves, le tutorat à distance, le recours aux TICE, les (télé)-tandems (Jauregi & Melchor-Couto, 2017), la prise en compte du plurilinguisme (Gabillon, 2022), le lien entre apprentissage formel et informel (Sockett, 2016 ; Toffoli & Sockett, 2015).
Les travaux présentés au sein de cet axe permettront de mieux cerner l’identité de la didactique de l’anglais, sa signature de recherche (objets spécifiques, objets communs à la didactique des langues, etc.) mais aussi de porter un regard critique sur ses questionnements et ses limites.
AXE 3 – Supports, ressources, outils et dispositifs didactiques
Il s’agira de présenter des communications sous l’angle des supports, ressources et autres outils didactiques suscitant des pratiques d’appropriation et des pratiques réflexives. Au sein d’un dispositif pédagogique, différents supports et outils sont utilisés : fiches, carnets de bord et journaux d’apprentissage, jeux (jeux sérieux, jeux vidéo, jeux de plateau, jeux de simulation, jeux d’enfants, etc.). Ils sont au service de différents domaines : littérature jeunesse, pratiques artistiques, théâtre, monde professionnel, culturel ou académique, etc. Quelle est leur fonction ? Comment sont-ils utilisés : bruts ou détournés, transformés, adaptés ? Sont-ils au service de l’apprentissage et/ou de la réflexion sur l’apprentissage de l’anglais ? Les utilisations de ces supports peuvent-elles s’inscrire dans des théories didactiques précises ?
Les intervenants pourront s’interroger sur les types de ressources, le choix des supports en relation avec des notions telles que l’authenticité, la créativité, l’engagement. Ils réfléchiront également à leur intégration dans des dispositifs d’enseignement/apprentissage facilitant la réalisation de tâches, la résolution de problèmes, le développement de compétences langagières et s’interrogeront sur leur pertinence en fonction des besoins et intérêts des élèves/apprenants. Ils pourront également montrer les avantages et les inconvénients qu’il y a à diversifier ces ressources.
La réflexion au sein de cet axe favorisera le partage de démarches pédagogiques et expérimentales sur l’actualité de la didactique de l’anglais.
AXE 4 – Ancrages théoriques, questions méthodologiques et formation de praticiens réflexifs
La recherche en didactique de l’anglais s’appuie nécessairement sur des théories linguistiques et des théories de l’apprentissage qui pourront être explicitées, de même que les modélisations et les dispositifs auxquels elles donnent forme.
Les communications souligneront les aspects méthodologiques spécifiques adoptés en fonction des terrains de recherche qui sont souvent très contraints. Différentes approches pourront ainsi être présentées : recherches compréhensives, expérimentales, recherches-action ou développement, recherches-création, etc. La recherche en didactique de l’anglais se heurte également à diverses contraintes institutionnelles et éthiques : difficultés à entrer dans les classes, manque de moyens, RGPD, plan de gestion des données etc. Se développe en parallèle une formation en didactique de l’anglais dispensée dans l’enseignement supérieur : formation initiale et continue des enseignants, formation de formateurs, formation à et par la recherche (Wright, 2010). Il pourra s’agir aussi de communications qui articulent la méthodologie de la recherche avec le terrain et s’inscrivent dans la perspective du « praticien-chercheur » (Narcy-Combes, 2005) : approches expérientielle, participative, collaborative ; constitution de corpus, collecte de données, méthodes de traitement quantitatives, qualitatives, mixtes ; outils de traitements des données, etc.
Les échanges permettront de situer la didactique de l’anglais dans les contributions qu’elle apporte à l’ensemble de la société.
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Josephine Rémon (September 16, 2024). 2024 ARDAA conference 26, 27, 28 June 2024 / Colloque ARDAA PARIS 26-28 juin 2024 Paris 2024. ARDAA. Retrieved January 16, 2025 from https://doi.org/10.58079/cwey
