Littératures d’expression française et insécurité linguistique dans l’apprentissage du FLE
Bibliographic record
Abstract
<p style="text-align:justify"><small><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span calibri="" style="font-family:"><span style="color:black">Cet article analyse les effets d’un enseignement consacré aux littératures d’expression française dans un cursus de FLE à l’Université de Lausanne (2022-2024). L’étude repose sur des entretiens qualitatifs menés auprès d'étudiant·e·s allophones ayant suivi au moins un semestre de séminaire. Le dispositif pédagogique articulait lectures d’extraits littéraires issus de divers espaces francophones (Afrique subsaharienne, Maghreb, Québec, Louisiane, Caraïbes), textes critiques accessibles et documents audio-visuels.</span></span></span></span></small> <p style="text-align:justify"><small><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span calibri="" style="font-family:"><span style="color:black">Les résultats indiquent : un décentrement culturel favorisant des formes d’identification avec des expériences narratives de migration, de conflictualité linguistique et de rapports de domination ; une reconfiguration des représentations normatives : la confrontation à des façons de parler le français autres que celle de l’Hexagone fonctionnant comme ressource d’interprétation et d’apprentissage ; une relativisation de la notion d'"erreur" et une diminution de l’insécurité linguistique grâce à la découverte, de la part des participant·e·s, de pratiques littéraires hybrides ; la classe comme communauté interprétative, favorisant l’inscription de soi dans une francophonie plurielle ; enfin une redéfinition de la catégorie de patrimoine littéraire, envisagé comme construction ouverte et dynamique.</span></span></span></span></small> <p style="text-align:justify"> <p style="text-align:justify"><b><span style="font-size:12pt"><span new="" roman="" style="font-family:" times=""><span calibri="" style="font-family:"><span style="color:black">Abstract:</span></span></span></span></b> <small>This article analyses the effects of teaching French literature in a French as a foreign language course at the University of Lausanne (2022-2024). The study is based on qualitative interviews conducted with non-native speakers who have completed at least one semester of the seminar. The teaching programme combined readings of literary excerpts from various French-speaking regions (sub-Saharan Africa, the Maghreb, Quebec, Louisiana, the Caribbean), accessible critical texts and audio-visual materials.</small> <small>The results indicate: a cultural shift away from the centre, promoting forms of identification with narrative experiences of migration, linguistic conflict and power relations; a reconfiguration of normative representations: exposure to ways of speaking French other than those used in mainland France, which served as a resource for interpretation and learning; a relativisation of the notion of ‘error’ and a reduction in linguistic insecurity thanks to the participants' discovery of hybrid literary practices; the classroom as an interpretative community, promoting the inscription of the self in a plural Francophonie; and finally, a redefinition of the category of literary heritage, envisaged as an open and dynamic construction.</small>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".