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L'oral et l'écrit dans la construction de connaissances via le français langue seconde à l'école

Abstract : We address the relation between oral and written language in the process of building knowledge through French as a second language in the school system in Togo. The acquisition of French takes place in a quite paradoxical situation. The language used in the environment is a native tongue (exclusively in rural areas, predominantly in urban areas). Most children discover the French language as they first go to school. French will then serve three main purposes: (i) discovering what is a writing system; (ii) accessing the body of knowledge that school conveys; (iii) becoming bilingual (i.e. more or less francophone) and suited for employment in the 'modern' sectors of economic life. Tuition at school is monolingual, i.e. it takes place exclusively in French. Due to the scarcity of textbooks, it relies mainly on oral classroom interaction, but at the same time, for its pedagogical method, it draws heavily on written resources available to the teacher. French is viewed as the 'language-for-writing', and is taught as such, whereas training to use it in oral communication has a very limited place in classrooms. Consequently children face a double bind: acquiring language for acquiring knowledge, and acquiring knowledge in a language yet to be discovered. This makes the learning process an excessively complex cognitive task for them
Mots-clés : Linguistique
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Colette Noyau, Alilou Cisse. L'oral et l'écrit dans la construction de connaissances via le français langue seconde à l'école. Symposium international 'Textes en contexte : langues et écrit face à l'oralité africaine', Oct 2001, Zürich, Suisse. pp.245-258. ⟨halshs-00642177⟩

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