L'oralité au cœur de l'ingénierie collaborative : co-conception d'outils pour soutenir les élèves de milieux précarisés

Details

Supervisors

De Croix, Séverine

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres françaises et romanes, orientation générale, à finalité didactique

Abstract

enIn the Wallonia-Brussels Federation, inequalities in school related to oral proficiency remain particularly marked. Often considered as the "poor relation" of education, the spoken word contributes to the reproduction of social disparities. In this context, explicit oral teaching appears as a promising avenue to reduce these gaps, even if teachers still have few truly operational tools to support these learning. It is in this perspective that an approach inspired by collaborative engineering was developed, bringing together two teachers around the co-design of a didactic sequence focused on self-presentation as part of a job interview. Based on the model of Dolz and Schneuwly, the device articulates an initial diagnostic production, several formative workshops targeting the professional codes of oral as well as activities with a playful dimension, before a final production. All the students' exchanges and productions were analyzed in order to answer the following question: "To what extent can the co-design of a didactic sequence focused on orality meet the specific needs of students from disadvantaged backgrounds and strengthen their sense of oral competence from the perspective of preventing inequalities?" The results highlight a qualitative transformation of students' speech, from a simple enumeration of adjectives to more structured and professionalized expression. The study also shows a strengthening of their metacognitive posture, notably thanks to the use of digital technology. Finally, several limits and areas for improvement appear, in particular the need for ergonomic adjustments to ensure the ecological validity of the device.