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Le dialogue scolaire, un genre discursif frontalier

Abstract : Verbalisation, which covers various language activities, is too often considered as a self-sufficient activity for learning, allowing the appropriation of knowledge. Indeed, it is part of a dialogical form that goes far beyond a simple conversation that would happen at school. In between the conversational type and the established type of discourse, the school dialogue can be considered a discursive genre constrained by school – the social sphere in which it fits, and by the discursive issues, yet misunderstood by some students, which is at stake. We will first define the characteristics of this discursive genre and to set up a typology of meanings produced by students. This is useful to better understand the inequalities of learning and of academic achievement. Then, we will describe the school dialogue and the meanings that occur there. This will lead to define some needs of the educational discourse.
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Catherine Delarue-Breton. Le dialogue scolaire, un genre discursif frontalier. Raisons éducatives, De Boeck-Université, 2019, Verbalisation et apprentissages, pp.47-69. ⟨10.3917/raised.023.0047⟩. ⟨hal-02375941⟩



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