Le dialogue pédagogique en tant qu’outil de la médiation cognitive en classe de langue. Cas des élèves en difficulté d’apprentissage
Pedagogical dialogue as a tool of cognitive mediation in language class. Case of students with learning difficulties

Summary/Abstract: We would like to propose in this article an innovative approach to dialogue in a language class going beyond its usual function of only being a means to develop the communicative competence in a foreign language. From our point of view, the dialogue of an educational and formative type allows to give better tools of thinking to the learner and to remedy to his deficits in his learning ability, this through exchange around ways of learning and his mental processes. In the theoretical framework thus defined are concepts that have proven themselves in different educational contexts: the pedagogical dialogue of Antoine de La Garanderie, the explication interview of Pierre Vermersch and the cognitive interview aiming at Learning of Michael Perraudeau and Maria Pagoni. On the basis of these analyses, we conducted our research that aims to demonstrate the value of dialogue in a language class, especially for students with learning difficulties. In the article we present the main lines of this reflection and examples of dialogues with Polish students in a school in Warsaw.

• Details
• Contents