Classroom practices in the teaching of French in Burundi - Nsengiyumva, Athanase;Ntahonkiriye, Melchior
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Based on data collected in cycle IV of the basic school in Burundi, the authors contribute to the debate on classroom practices in French language teaching. This book explores the components of the pedagogical space of French teaching, namely the didactic pole, the pedagogical pole and the learning pole, in the socio-cultural context of Burundi. After presenting the socio-cultural framework of French teaching/learning, the book then reviews the didactic relationships at work in French lessons in Cycle IV of basic education. Finally, it analyzes the teachers' representations of the "fundamental" reform.…mehr

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Produktbeschreibung
Based on data collected in cycle IV of the basic school in Burundi, the authors contribute to the debate on classroom practices in French language teaching. This book explores the components of the pedagogical space of French teaching, namely the didactic pole, the pedagogical pole and the learning pole, in the socio-cultural context of Burundi. After presenting the socio-cultural framework of French teaching/learning, the book then reviews the didactic relationships at work in French lessons in Cycle IV of basic education. Finally, it analyzes the teachers' representations of the "fundamental" reform.
Autorenporträt
Athanase NSENGIYUMVA es profesor en la Universidad de Burundi. Es doctor en Ciencias Políticas y Sociales (opción Antropología) por la Universidad Católica de Lovaina (Bélgica). Melchior NTAHONKIRIYE es ex Decano de la Facultad de Letras y Humanidades. Es doctor en Lingüística por la Universidad de LAVAL (Canadá).