Organisation of teaching in French classes at Collège&Lycée
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Because of the existence of sub-disciplines, the teaching of French at secondary level is perceived in different ways by specialist teachers, pupils and even parents. These apprehensions immediately reveal a variety of classroom practices depending on the teacher in question. Two trends emerge from this plethora of classroom practices, namely the compartmentalisation and decompartmentalisation of activities, which are the very result of the conception that teachers have of the teaching of their subject. Most of the current didacticians and researchers in the field of French teaching, taken up ...
Because of the existence of sub-disciplines, the teaching of French at secondary level is perceived in different ways by specialist teachers, pupils and even parents. These apprehensions immediately reveal a variety of classroom practices depending on the teacher in question. Two trends emerge from this plethora of classroom practices, namely the compartmentalisation and decompartmentalisation of activities, which are the very result of the conception that teachers have of the teaching of their subject. Most of the current didacticians and researchers in the field of French teaching, taken up by almost all the official instructions of French-speaking countries such as Gabon, opt for the practice of decompartmentalisation, which is a real guarantee for the teaching-learning of French in perfect adequacy with the modern educational system oriented towards a pedagogy centred on the acquisition of knowledge and the development of competences by the learner and their implementation inpractical situations in the world of work.
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