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Devenir lecteur et scripteur de poésie en primaire : quelle expérience ? Quels enjeux ?

Abstract : The use still made of poetry by the educational system today largely suggests that as a literary form, it should mostly be used as mere teaching material for students’ speaking skills and memorization techniques. As such, it is presented as poorly adapted to elemen-tary school reading and writing skills acquisition. However, should it not be embraced rather as a great field of opportunity to bring back the fun in learning for pupils who struggle at school? Deeper knowledge of contemporary poetry, along with both a greater interest for experimenting on creative writing instructions and better efforts in making pupils more familiar with poetry, bring fresh insights on the question. A 3-year experi-ment on how poetry can be taken advantage of in reading and writing skills from as early as Year 3 (UK) / 2nd grade (US) classes in a Grenoble school saw pupils keeping “writers’ notebooks”. This study analyzes samples from these students’ notebooks to show evi-dence of the skills developed thanks to the students’ strong, regular exposure to poetry.
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Nathalie Brillant Rannou, Céline Petit. Devenir lecteur et scripteur de poésie en primaire : quelle expérience ? Quels enjeux ?. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2015, pp.159-176. ⟨10.4000/reperes.967⟩. ⟨hal-01589412⟩



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