For a genuine “education to” language in schools

Authors

  • Marie-Hélène Forget Université du Québec à Trois-Rivières
  • Alice Vanlint Université Laval

DOI:

https://doi.org/10.26443/mje/rsem.v58i2.10116

Keywords:

“Éducation à”, language, empowerment, critical thinking, teaching, learning

Abstract

This Note from the Field reflects on the fact that issues and controversies regarding language are excluded from Québec schools. We have laid the foundation for a conception of language teaching that is inspired by the francophone approach named Éducations à. By doing so, we suggest revisiting the purposes and objectives of education to better help learners develop critical thinking skills, as well as the power to act with and on language. This, we argue, would allow students to contribute to the evolution of our society’s written culture. We further propose that teachers adopt interdisciplinary pedagogical approaches, and we encourage them to take on the role of cultural mediators.

Author Biographies

Marie-Hélène Forget, Université du Québec à Trois-Rivières

is a professor of French didactics at the secondary school level in the Department of Education at the Université du Québec à Trois-Rivières and a member of the Laboratoire de recherche sur les publics de la culture (https://lrpc.ca). In the school environment, her research focuses on the cultural approach in the French classroom and on the teaching and learning of reading and writing as cultural practices. In the academic environment, she is interested in the development of cultural competence in the teaching of French and in the development of didactic mediation practices. She previously worked as a secondary school French teacher and pedagogical advisor. marie-helene.forget@uqtr.ca

Alice Vanlint, Université Laval

is an Assistant Professor in the Department of Teaching and Learning Studies in the Faculty of Education at the Université Laval. As part of her research, she is mainly interested in professional development dynamics and education actors’ development of their relationship to writing, especially when they are placed in a collaborative situation. In this context, she is particularly interested in the role that socially relevant issues surrounding language can play on the development of this relationship to writing. She anchors her work in a socioconstructivist perspective against a symbolic interactionist backdrop in order to analyze interactions as a place where school actors co-construct their experiences and meaning of reading and writing. Alice.Vanlint@fse.ulaval.ca

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Published

2024-09-20

How to Cite

Forget, M.-H., & Vanlint, A. (2024). For a genuine “education to” language in schools. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 58(2), 283–292. https://doi.org/10.26443/mje/rsem.v58i2.10116

Issue

Vol. 58 No. 2 (2023/24)

Section

Notes from the Field

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