Enjeux d’une praxis textuelle en éducation : réflexion sur l’apport des sciences de la culture en enseignement-apprentissage des langues
- Submitting institution
-
Aston University
- Unit of assessment
- 26 - Modern Languages and Linguistics
- Output identifier
- 44485640
- Type
- D - Journal article
- DOI
-
10.4000/questionsvives.2843
- Title of journal
- Questions vives recherches en éducation
- Article number
- 1
- First page
- -
- Volume
- 28
- Issue
- -
- ISSN
- 1635-4079
- Open access status
- Deposit exception
- Month of publication
- December
- Year of publication
- 2017
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
1
- Research group(s)
-
B - Forensic Linguistics
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- Yes
- English abstract
- In this article we discuss the contribution of Interpretative semantics theory to education and language learning. The aim is to grasp the challenges of a textual praxeology that implies a break with the utilitarian vision of language. After describing our theoretical anchoring, we propose to come back to the notion of “skills” (competences) which is at the center of the Common European Framework of Reference for Languages recommendations. We will illustrate our theoretical proposal through an experiment that integrate a critical approach to media texts in Arabic language learning.
