{"id":12227,"date":"2022-12-16T11:00:16","date_gmt":"2022-12-16T10:00:16","guid":{"rendered":"https:\/\/sydologie.com\/?p=12227"},"modified":"2024-11-22T15:34:45","modified_gmt":"2024-11-22T14:34:45","slug":"la-telecollaboration-pour-apprendre-une-langue-etrangere","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2022\/12\/la-telecollaboration-pour-apprendre-une-langue-etrangere\/","title":{"rendered":"Les innovations p\u00e9dagogiques qui feront demain – La t\u00e9l\u00e9collaboration"},"content":{"rendered":"

Nous sommes nombreux \u00e0 ne pas avoir eu l\u2019occasion de vivre \u00e0 l\u2019\u00e9tranger, et donc \u00e0 n\u2019avoir qu\u2019une connaissance th\u00e9orique des langues \u00e9trang\u00e8res<\/strong> que nous avons apprises d\u00e8s l\u2019\u00e9cole primaire ou le coll\u00e8ge.
\n 
\nSi pouss\u00e9e qu\u2019elle soit, cette connaissance ne peut pas remplacer la pratique indispensable <\/strong>pour \u00eatre capable d\u2019utiliser ces langues. Nous pouvons nous faire comprendre s\u2019il s\u2019agit de commander une bi\u00e8re ou un plat de p\u00e2tes, dans le meilleur des cas traduire un texte ou lire un livre en langue \u00e9trang\u00e8re, mais s\u2019il faut \u00e9crire un message qui ne sonne pas trop faux, exprimer une pens\u00e9e un peu nuanc\u00e9e ou avoir des \u00e9changes dans le cadre du travail, il n\u2019y a plus personne.
\n 
\nPour am\u00e9liorer le niveau de ma\u00eetrise d\u2019une langue \u00e9trang\u00e8re des \u00e9tudiants, le rapport d\u2019Open University propose de syst\u00e9matiser le recours \u00e0 un dispositif qui mise sur la pratique et le partage : la t\u00e9l\u00e9collaboration.<\/a> <\/strong>
\n <\/p>\n

La t\u00e9l\u00e9collaboration, all around the world <\/h2>\n

 
\nLa t\u00e9l\u00e9collaboration met \u00e0 profit les outils de visioconf\u00e9rence<\/strong> type Zoom dont l\u2019utilisation s\u2019est syst\u00e9matis\u00e9e avec la pand\u00e9mie de COVID-19 et qui permettent de converser facilement avec la terre enti\u00e8re. L\u2019id\u00e9e est de mettre en relation deux \u00e9tudiants de nationalit\u00e9s diff\u00e9rentes<\/strong> afin qu\u2019ils collaborent dans le cadre d\u2019un projet donn\u00e9 en utilisant chacun leur langue maternelle pour faire progresser l\u2019autre. Chacun est donc alternativement enseignant et \u00e9l\u00e8ve, l\u2019objectif \u00e9tant que tous les deux aient l\u2019occasion de parler une langue \u00e9trang\u00e8re et d\u2019entendre parler dans cette langue pour, in fine, s\u2019am\u00e9liorer.
\n 
\nAdopter la posture d\u2019un enseignant<\/strong> de sa propre langue et faire face aux interrogations d\u2019un \u00e9l\u00e8ve<\/strong> est tr\u00e8s formateur : cela oblige \u00e0 avoir un recul critique par rapport \u00e0 ce qui rel\u00e8ve de l\u2019automatisme. En observant avec un oeil neuf une mati\u00e8re qui nous para\u00eet famili\u00e8re, on prend conscience de certaines difficult\u00e9s, et cela nous aide en retour \u00e0 aborder la langue de l\u2019autre. Un syst\u00e8me gagnant-gagnant, en somme.
\n <\/p>\n

Quelques conditions sont n\u00e9cessaires pour que le syst\u00e8me porte ses fruits <\/h2>\n

 
\n– les \u00e9tudiants doivent avoir \u00e9t\u00e9 sensibilis\u00e9s au dispositif<\/strong> afin qu\u2019une v\u00e9ritable r\u00e9ciprocit\u00e9 puisse \u00eatre mise en place : la t\u00e9l\u00e9collaboration ne fonctionne que si les \u00e9changes se font pour moiti\u00e9 dans une langue et pour moiti\u00e9 dans l\u2019autre
\n– les \u00e9tudiants doivent \u00eatre impliqu\u00e9s pleinement dans le dispositif<\/strong> pour \u00eatre v\u00e9ritablement autonomes en tant qu\u2019apprenants, c\u2019est-\u00e0-dire pour tirer profit de toutes les occasions d\u2019apprendre dans le cadre du dispositif, et en tant que tuteurs
\n– ils doivent \u00eatre accompagn\u00e9s par des enseignants<\/strong> pour que les deux conditions pr\u00e9c\u00e9dentes soient remplies.
\n 
\nLes r\u00e9sultats semblent sans appel<\/strong> : gr\u00e2ce aux feedbacks que les \u00e9tudiants re\u00e7oivent de la part de leurs pairs, on constate qu\u2019ils progressent dans la ma\u00eetrise de la langue (grammaire, syntaxe, vocabulaire et notamment) mais \u00e9galement dans la mani\u00e8re d\u2019apprendre. Ils acqui\u00e8rent par ailleurs de nombreuses connaissances sur les diff\u00e9rences culturelles entre les pays.
\n 
\nIl nous reste \u00e0 trouver des t\u00e9moignages d\u2019\u00e9tudiants ayant particip\u00e9 \u00e0 un tel dispositif pour avoir leurs sentiments en direct et savoir quels enseignements ils tirent de cette exp\u00e9rience : si c\u2019est votre cas, n\u2019h\u00e9sitez pas \u00e0 nous \u00e9crire !<\/strong>
\n 
\n 
\nVoici l’ensemble des articles de la s\u00e9rie :
\n– Les innovations p\u00e9dagogiques de demain \u2013 Les moments optimaux d\u2019apprentissage<\/a>
\n– Les innovations p\u00e9dagogiques de demain \u2013 La r\u00e9alit\u00e9 virtuelle et augment\u00e9e<\/a>
\n– Les innovations p\u00e9dagogiques qui feront demain \u2013 Gratitude et p\u00e9dagogie<\/a>
\n– Les innovations p\u00e9dagogiques qui feront demain \u2013 Chatbots et apprentissage<\/a>
\n– Les innovations p\u00e9dagogiques qui feront demain \u2013 La t\u00e9l\u00e9collaboration<\/a>
\n– Les innovations p\u00e9dagogiques qui feront demain \u2013 Evidence based teaching<\/a>
\n– Les innovations p\u00e9dagogiques qui feront demain \u2013 La p\u00e9dagogie bas\u00e9e sur le corpus de textes<\/a><\/strong>
\n 
\n 
\n <\/p>\n","protected":false},"excerpt":{"rendered":"Nous sommes nombreux \u00e0 ne pas avoir eu l\u2019occasion de vivre \u00e0 l\u2019\u00e9tranger, et donc \u00e0 n\u2019avoir qu\u2019une connaissance th\u00e9orique des langues \u00e9trang\u00e8res que nous avons apprises d\u00e8s l\u2019\u00e9cole primaire ou le coll\u00e8ge.   Si pouss\u00e9e qu\u2019elle soit, cette connaissance ne peut pas remplacer la pratique indispensable pour \u00eatre capable d\u2019utiliser ces langues. Nous pouvons… Voir l’article<\/a>","protected":false},"author":6,"featured_media":12229,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[71,2036,1709,1807,2038,2037],"class_list":["post-12227","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-apprentissage","tag-apprentissage-par-les-pairs","tag-classe-virtuelle","tag-langues","tag-telecollaboration","tag-zoom"],"yoast_head":"\nLes innovations p\u00e9dagogiques qui feront demain - La t\u00e9l\u00e9collaboration - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2022\/12\/la-telecollaboration-pour-apprendre-une-langue-etrangere\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Les innovations p\u00e9dagogiques qui feront demain - La t\u00e9l\u00e9collaboration - Sydologie\" \/>\n<meta property=\"og:description\" content=\"Nous sommes nombreux \u00e0 ne pas avoir eu l\u2019occasion de vivre \u00e0 l\u2019\u00e9tranger, et donc \u00e0 n\u2019avoir qu\u2019une connaissance th\u00e9orique des langues \u00e9trang\u00e8res que nous avons apprises d\u00e8s l\u2019\u00e9cole primaire ou le coll\u00e8ge.   Si pouss\u00e9e qu\u2019elle soit, cette connaissance ne peut pas remplacer la pratique indispensable pour \u00eatre capable d\u2019utiliser ces langues. 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