Marie-Madeleine BERTUCCI (IUFM-Versailles)The use of gender and number by creole students in La Reunion. Linguistic approach and didactic perspectives2001, Vol. VI-1, pp. 75-88
This article aims at examining some linguistic dysfunctions of Creole pupils of La Reunion, via the categories of gender and number, in the particular linguistic context of diglossia. The postulate rests on the idea that variety in spelling errors hides a certain regularity. Our hypothesis tends to show that three prominent features underly the visible instability of errors: regularity, differentiation and standardization. Therefore, one expects to see a double movement of simplification and of complexification, that shows either in the absence of discrimination, or in some form of assimilation, adaptation or fixation. Dysfunctions concerning grammatical morphograms will illustrate our analysis. Finally the didactic perspectives in order to remedy these phenomena will be addressed.
Colette CORBLIN (IUFM-Cergy-Pontoise)The use of verb forms in school writing: the French past perfect2001, Vol. VI-1, pp. 63-73
Based on the description of defective verbal forms in stories, we propose an analysis of errors with a didactic aim. The past perfect is a verbal tense that children know well and use spontaneously. Deficient usage in school stories, however, reveals some difficulties when they imagine mentally the succession of the events of a story in the act of writing. Our hypothesis is two-fold : on the one hand the child has difficulties in representing the order of events, on the other he/she has to choose an event which serves as a temporal mark in the story and allows for the use of a past perfect. The study of discourse where the unsuitable form appears, indicates a conflict in the act of writing, i.e. the difficulty of the writer to unify the narrator's point of view.
Marie-Laure ELALOUF (Cergy-Pontoise)The building-up and exploitation of corpora of texts written in schools2007, Vol. XII-1, pp. 53-70
The first part of this article explains which methodological issues need to be examined in order to establish and transcribe a large corpus of texts written by pupils, along with their school context. The second part of the article states the various lines of epistemological questioning which led to a second research project, i.e. questions about how to define types of school writing as well as a corpus and context, and about the necessary links between those three elements. A variety of software programs was used to analyse corpora which were not in conformity with orthographical and stylistical standards. Such a use seems possible, joined with qualitative analysis.
Writing at school