French language mastery for teaching

Teacher(s)

Scheepers Caroline;

Language

French

Content

The course aims to consolidate the essentially written language practices of future teachers. To do this, it will address various content concerning writing, in the mode of reception (reading) or production (writing). Thus, the written word will be approached from a multidimensional perspective insofar as knowledge, procedures, conceptions or representations, affects, images of oneself and others will be worked on... Different scientific or professional genres will be covered: the scientific article in education, the abstract, the essay, the preparation sheet... For each of these genres, dimensions such as the situation of enunciation, the reception or elaboration of contents, generic characteristics, coherence and cohesion, linguistic (lexicon, morphosyntax, spelling) and paratextual aspects will be worked on.

Teaching methods

The course consists of nine lectures and two practical sessions.
Multiple approaches will alternate:
– exposé magistral ;
– viewing of video clips showing testimonies from specialists in the written word;
– elaboration of multiple texts (reflexive, argumentative, etc.);
– analysis of scientific texts;
– analysis of writings produced by students;
–debate;
– manipulation of various tools (grammar, digital spell checker, etc.);
–mock exam;

Evaluation methods

Over the course of the course, students are required to develop a portfolio in which they archive various traces (questionnaires, drafts, reading notes, reflective or argumentative texts, summaries, etc.). The portfolio is submitted during the last class session. The evaluation of this portfolio counts for a quarter of the final grade.
A written exam is organized during the exam session. It is similar to the preliminary test organized by ARES at the beginning of the year. Students are invited to read a scientific text in education, to answer a reading comprehension questionnaire, to summarize this text and to develop a reasoned text based on the text read. The mark awarded to the exam is valid for three quarters of the final mark.
For the second session, the modalities are identical. Students submit a portfolio (25% of the grade) and present a written exam (75% of the grade) with a structure similar to that of the first session exam.

Online resources

All useful materials are communicated in class and/or posted on the course's Moodle.

Bibliography

Boch, F. & Frier, C. (dir.) (2015). Écrire dans l’enseignement supérieur. Des apports de la recherche aux outils pédagogiques. ELLUG.
Bucheton, D. (2014). Refonder l’enseignement de l’écriture. Retz. 
Chabanne, J.— C. & Bucheton, D. (2002) (dir.), Parler et écrire pour penser, apprendre et se construire. L’écrit et l’oral réflexifs. PUF. 
Dolignier, C. (2024). Plagiat et auctorisation. Les étudiants face à l’écriture de recherche. L’Harmattan. 
Fairon, C., Simon, A.-C. & Grevisse, M. (2024). Le petit Bon usage de la langue française. De Boeck Supérieur. 
Haufman, S. et al. (2025). 21 jours pour réussir l’épreuve de maitrise de la langue. De Boeck Supérieur.
Reuter, Y. (2004). Analyser les problèmes de l’écriture de recherche en formation. Pratiques, 121-122, 9-27. 
Scheepers, C. (2013). L’argumentation écrite. De Boeck Supérieur. 
Scheepers, C. (dir.) (2021). Former à l’écrit, former par l’écrit dans le supérieur. De Boeck Supérieur.
Scheepers, C. (dir.) (2023). Former à l’oral, former par l’oral dans le supérieur. De Boeck Supérieur.
Scheepers, C. (dir.) (2024). Former à la lecture, former par la lecture dans le supérieur. De Boeck Supérieur.
Scheepers, C. (2025). Enseigner la lecture de l’écrit scientifique : revue de la littérature. Studia Romanica Posnaniensia, 52/1, 7-21. 
https://pressto.amu.edu.pl/index.php/srp/article/view/47124/38403
Scheepers, C. (2025). Accompagner le mémoire en formation d’enseignants. De Boeck Supérieur. 
Vanhulle, S. (2009). Des savoirs en jeu aux savoirs en « je ». Cheminements réflexifs et subjectivation des savoirs chez de jeunes enseignants en formation. Peter Lang. 
 

Faculty or entity

> EDUC