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La question du contexte dans l’enseignement en français : le cas des écoles confessionnelles dites « bilingues » en Égypte

Abstract : The question of the context and its process, contextualisation, is considered through two perspectives, the reseacher's one and the mathematics or science in french language teacher's one. Our article presents two dinstinct reflections, one about the context as reseacher's tool and one about context as a teacher's resource. Our reflection is based on our own current research about mathematics and science teachers using French in private confessional schools in Cairo and Alexandria. Those two perspectives are linked as a focal lengths set. In a first step, the context takes place in the wide shot, as a required plasticity to comprehend the issue of such a social phenomenon as teaching/learning of a foreign language. A reflection about how to qualifiy the context in the field of didactic of the french language will follow. In a second part, by zooming on a classroom and on the act of teaching, we will identify the teaching gesture as contextualisation gestures, which use the context to make sense for students.
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https://hal.univ-rennes2.fr/hal-02512506
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Marjorie Pégourié-Khellef. La question du contexte dans l’enseignement en français : le cas des écoles confessionnelles dites « bilingues » en Égypte. Contextes et Didactiques, Université des Antilles/ESPE, 2016, Juin (7). ⟨hal-02512506⟩

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