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Francia
Leutenegger, Itziar Plazaola Giger
Didactics
phenomenons in immersion’s classes |
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This essay is part of a
wider reflection on the issues raised by the study of various
didactics. We will focus on the didactic interactions that occur
in so called « immersion » classes, during lessons
dedicated to the resolution of arithmetic problems. The school
is bilingual French-English. These classes are taught in French
and attended by approximately 12 years old pupils of diverse
linguistic origins. How does the teacher manage such classes,
with respect to the taught/learnt contents? Based on a in depth
scrutiny of such a class, the following essay presents a cross
disciplinary analysis, referring to two different entry points:
on one hand, a theoretical framing stemming from French second
language didactics, and on the other a framing derived from
mathematics didactics articulated with comparative didactics. |
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