Communiquer
en Sciences de l'Education (français/anglais)
Benoît
Urgelli
last up-date
:
20-mai-15
 John (Peter Hermann) un représentant du Noveau Monde ? |
[28min04] Xavier : Alors ici je fais une petite parenthèse. Quand on arrive aux Etats-Unis et qu'on est étranger, y'a un truc qu'il faut invariablement affronter, un truc un peu dur à vivre...... <--------- ça ! Quand on parle pas super bien l'anglais, on se sent assez vite comme une sorte de personne retardée, avec laquelle tout le monde fait un effort terrible pour se mettre gentiment à son niveau. Et puis, c'est peut etre ma parrano, mais je sentais en lui parlant que le mec qu'il regardait, c'était pas vraiment moi. Pour cet homme du Nouveau Monde, en étant français, c'est comme si je représentais.... l'Ancien Monde. -------------> [28min34] John : Sorry, what did you say ? Xavier : J'ai traversé cent lieux pour venir jusqu'à vous. Et pour ne point rougir de me mettre à genoux, j'ai pris l'avion ??? et me tient là debout. |
 Dans ce film, Romain Duris est Xavier, ici déguisé en homme de l'Ancien Monde. |
Extrait
de Casse-tête
chinois (2013), une comédie française écrite,
produite et réalisée par Cédric Klapisch.
Elle fait suite à L'Auberge espagnole (2002) et
Les Poupées russes (2005).
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Objectifs : Dans un contexte d’acculturation à la recherche en éducation et aux usages des outils numériques de lecture et d’écriture en français et en anglais, ces TD conduiront à adopter un esprit critique face à la littérature scientifique (revues de vulgarisation versus revues scientifiques en éducation). A l’aide des outils numériques de traduction français/anglais et anglais/français les plus courants (google traduction, linguee, reverso,...) des exercices de thèmes et versions seront proposés afin de s’approprier au mieux les démarches de traductions utiles à la lecture et à l’écriture en sciences de l’éducation. On explorera à cette occasion l'actualité nationale et internationale en Education, en s'interrogeant sur les représentations de l'éducation sous jacentes.
Evaluation : Contrôle continu. A partir d’articles en anglais et en français, librement choisis par les étudiants, ou proposés par l'enseignant, toujours en relation avec l'actualité des recherches en éducation, les étudiants devront s'interroger sur la distinction entre article de vulgarisation et article scientifique.
Activity
2
Exhibition about Students' representation |
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Google
translation French <--> English |
step
1 Poster production |
step
2 Comparative analysis |
step
3 Synthesis |
Writting
practices about Education |
4 points |
1
point |
3
points |
2
points |
10
points
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ACTIVITY 1 : About Google translation
A partir des sites BBC News Education and Family et 20 minutes Education, on réalise la traduction brute et une traduction améliorée, français-anglais et anglais-français. Analyses et commentaires des résultats obtenus. On catégorise alors les thématiques éducatives médiatisées, avec une comparasion des questionnements en France et en Angleterre.
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Exemple d'articles de vulgarisation choisis par les étudiants sur BBC News Education and Family
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ACTIVITY 2 : What do Students think about themselves... and Why ?
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Step 1 : Produire une affiche imagée sur les représentations sociales à propos de l'étudiant, vue par un étudiant, en vous inspirant de celle des représentations sociales à propos d'un enseignant, vue par un enseignant.
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Step 2 : A partir des 21 représentations imaginées produites par les étudiants, proposez une analyse comparative des représentations et logiques associées en anglais, en 250 mots maximum. Using the 21 posters produced by students, please make a comparative analysis of their own representations about student (no more than 300 words). N'oubliez d'émettre des hypothèses sur les origines des points communs et des différences constatées !
 This picture from Marc Cormier on Facebook shares what people think teachers do and what they really do ? |
Cliquer
ici pour obtenir les 21 productions étudiantes
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PROPOSITION 1 : We all have a different opinion about people's thought around us. Sometimes, people think that their mother see them as someone really lazy, who doesn't work at all. And sometimes, they think that she sees them as someone who work hard for school and that is really into studies. Most of us think that our friends see us as someone who have parties really often and who doesn't work at all. Then, I would say that all of us are exhausted about school, we all think that we find school too difficult and that we have too much work to do. Or sometimes we think that we spend too much time on facebook or on the internet, and when it's not us who think that, it's teachers who do. They see us as someone who doesn't care about their lessons and who plays video game at home instead of learning. The funnier picture is the last one « What I really do », sometimes people see themselves as taking the tramway all day long or just as being really tired because of school and doing nothing... And the funnier thing is that in the picture « What I think I do » we think that we work ! We think that we do enough work but basically we know that we're just lazy, just as our mother thinks. Finally, the picture « What society thinks I do » shows that people think that the society see us as someone who does nothing or who have parties. |
PROPOSITION 2 : Concerning the rubric « Friends », we can see that the majority of us have chosen “party”. To explain this choice, we can think that’s because we see our friends mostly in party than working. Moreover, few students have chosen “sleep during work” for this category. For the category “Mom”, many of us say that their mum think that they are hardworking students. Some other students think that their mum imagines them doing nothing, being lazy or spending their time on the computer. Furthermore, most of students assert that their teachers think they work hard. According to some other students, teachers would think that we spend our time sleeping in class or doing leisure activities. For the category “what society think I do”, the majority of us answer “doing party” and “doing demonstration”. It’s true that there are often protests from students to show their displeasure about some things. Concerning the category “what I think I do”, we think in the majority that we work too hard and it’s going to drive us crazy. Besides, few of us think that we sleep more than we work during class. Finally, for what students are doing in reality, there are many different answers. A lot of us say that we spend our time of the famous social network Facebook. Some others of us think that we are doing leisure activities, sleeping during lessons, not working effectively or spending our time in the tramway to going to the university. |
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Step 1 : Identifier les évènements scientifiques (publications d'articles, de rapports, d'enquêtes, interviews, meeting, etc...) ayant inspiré le journaliste auteur de l'article d'information choisi dans BBC News Education.
| Exemple
d'articles de vulgarisation choisis par les étudiants sur
BBC News Education and Family (see also Activity 1 for possible translation)
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Step 2 : Précisez les choix qui ont été fait par le journaliste de la BBC vis à vis de ses sources (interview, rapports, enquêtes, articles, ...) et du sens socioscientifique et éducatif qu'il donne à l'évènement. Dans le récit qu'il a construit et sa manière de raconter, il a fait de choix et donner un sens particulier à l'évènement, qui n'est pas forcèment celui de ses sources scientifiques (voir le magazine Sciences Humaines, n° 129, Juillet 2002, article sur "la loi du récit" médiatique). Emettre des hypothèses sur les raisons de ses choix. Identifiez les controverses signalées ou non explicitées dans l'article, des controverses souvent liées à la question éducative traitée et à une vision spécifique de l'éducation (quelles visions des modèles d'apprentissages, quelles visions des jeunes publics, quelles visions des sciences, quelles visions de la place de l'inné et de l'acquis dans les performances scolaires, quelles visions de la place des technologies, de l'économie, dans la réussite scolaire, etc...)
Votre analyse comprendra entre 1000 à 3000 mots (plan possible : which event and data, which sources and analysis, which scientific method and limits, which controversial aspects). Elle est à rendre le 12 décembre 2014.
Modalités
d’évaluation
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Quelques
critères d’évaluation
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Optional ACTIVITY : BBC Learning English (depuis 1943)
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Our version of the ABC Song was originally created to make sure that young students could hear each letter clearly. We had found that traditional versions of the song were often too fast, and young learners could not distinguish all the letters (for example, they hear elemenopee instead of L-M-N-O-P, or Y N Z instead of Y and Z). We also wanted an ABC Song that was slow enough for young learners to be able to point at the letters (in their ABC books, on a poster, etc.) as they sing along. It turned out to be a big hit with our students and found its way on to our first CD, Super Simple Songs. When we started making videos for YouTube, it made sense to further develop the audio-visual connection between the song and the letters. The goal of the project was to present the English alphabet in the simplest way possible, so that each letter could be learned and recognized by young learners. As teachers, we often talk about ways to make the language come alive for our students… here was a way to do it (symbolically at least). The conceptual idea as developed and put into practice by Jeremy Chapman was to have the letters of the alphabet appear on the screen, one by one, as the song introduced each letter. He wanted the letters to appear as if they were moving on their own, but did not want to just use computer animation; we wanted it to feel real. Our students were very familiar with the magnetic letters on the whiteboard so seeing them come to life was exciting and something that had relevance in their lives. Also, Jeremy wanted to give the letters some personality, as though they were a large family of siblings, or old friends. After a few practice runs to develop the choreography, the video was created by carefully moving each letter just a little bit and taking a picture (with the iSight camera on a MacBook) after each move. All together, it took about 650 photos. Jeremy spent the day in one of the classrooms at school making the video, and you can actually see the light from the window change throughout the day, which gave the video a flickering effect that we think adds to it’s charm. |
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