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.
Document type :
Journal articles
Complete list of metadatas

Cited literature [6 references]  Display  Hide  Download

https://hal.univ-rennes2.fr/hal-01589412
Contributor : Laurence Leroux <>
Submitted on : Wednesday, September 20, 2017 - 2:36:32 PM
Last modification on : Thursday, July 18, 2019 - 1:29:43 AM

File

reperes-967.pdf
Publisher files allowed on an open archive

Licence


Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives 4.0 International License

Identifiers

Collections

Citation

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⟩

Share

Metrics

Record views

186

Files downloads

168