Réponses des enseignants stagiaires à une unité pédagogique basée sur la linguistique systémique-fonctionnelle dans une université publique en Colombie
DOI :
https://doi.org/10.17533/udea.ikala.v26n01a11Mots-clés :
linguistique systémique-fonctionnelle, grammaire fonctionnelle, anglais langue étrangère, enseignants stagiaires, formation des enseignantsRésumé
Reconnaissant le besoin des futurs enseignants d’apprendre des structures de la langue, plusieurs programmes de formation à l’enseignement ont intégré des cours de grammaire dans leur cursus. Depuis quelque temps, des chercheurs en Linguistique Systémique Fonctionnelle prônent le changement à une vue plus fonctionnelle de la grammaire dans ces cours. D’après ces chercheurs, ce changement peut mieux préparer les futurs enseignants à développer des pratiques d’écriture transdisciplinaires et à enseigner l’écriture à leurs futurs élèves. Malgré les bénéfices potentiels, ce changement ne s’est pas encore produit dans beaucoup de contextes. Cette réticence a créé chez les enseignants un vide quant à pouvoir assumer ce type d’enseignement en pratique des approches informées par la Linguistique Systémique Fonctionnelle a créé une méconnaissance quant à la compréhension de la manière dont les futurs enseignants répondraient à ce type d’enseignement. Considérant ce vide/ cette méconnaissance, des chercheuses sur la formation de professeurs d´anglais d´une université de Medellin, Colombie, ont mis en place pendant trois mois une unité pédagogique ayant pour but d´encourager les futurs professeurs d´anglais de dépasser leur vue traditionnelle de la grammaire au profit d´une orientation fonctionnelle. Elles ont alors conduit une étude de cas analysant la réponse des futurs enseignants à cette unité. L’analyse des données indique que la plupart de ces futurs enseignants d’anglais se sont montrés ouverts, quelques-uns ont manifesté des réactions variables, alors que quelques autres ont réagi avec un refus catégorique. Les résultats indiquent que les cours de grammaire offerts aux futurs enseignants peuvent sans doute avoir les approches traditionnelles à la grammaire comme un point de départ et ensuite mettre en pratique des approches plus fonctionnelles et critiques. Ils révèlent aussi qu’il est important d’identifier des stratégies à utiliser avec ces professeurs en formation qui se montrent réservés ou réticents.
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