Dominique Groux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):107-123

EARLY LANGUAGE TRAINING: SOCIOLOGICALLY AND POLITI- CALLY DETERMINED PRACTICES – Throughout the world there is a great diversity of curricula for introducing early foreign language training more or less intensively. These curricula correspond to different pedagogical approaches. But these pedagogical choices are not neutral. They are the result of political choice. They are also sociologically discriminatory. The author studies and contrasts various forms of language training of certain countries and within the same countries (for example, the correlation between bilingual training and private schools, or the choice of bilingual education as a political goal). She proposes a scale for classifying the kinds of early foreign language training, depending on sociological criteria and political choice.

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Zusammenfassung FREMDSPRACHENUNTERRICHT IM FRüHEN KINDESALTER: SOZIOLOGISCH UND POLITISCH DETERMINIERTE PRAKTIKEN – Weltweit gesehen besteht eine gro?e Diversit?t in den Lehrpl?nen für die Einführung von Fremdsprachenunterricht im frühen Kindesalter (in mehr oder weniger intensiver Weise). Solche Lehrpl?ne entsprechen verschiedenen p?dagogischen Zugangsweisen. Aber diese p?dagogischen Entscheidungen sind nicht neutral. Sie sind das Ergebnis politischer Entscheidungen. Sie sind auch, soziologisch betrachtet, diskriminierend. Die Autorin untersucht und vergleicht verschiedene Formen von Sprachunterricht in bestimmten L?ndern und innerhalb dieser L?nder selbst (z. B. das Verh?ltnis von bilingualem Unterricht und Privatschulen oder die Wahl der bilingualen Erziehung als ein politisches Ziel). Sie schl?gt ein Raster vor, mit dem sich die Arten des Fremdsprachenunterrichtes im frühen Kindesalter abh?ngig von soziologischen Kriterien und politischen Entscheidungen klassifizieren lassen.

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Resumen EL APRENDIZAJE PRECOZ DE LAS LENGUAS LAS PRàCTICAS SOCIOLOGICA Y POLíTICAMENTE DETERMINADAS – Alrededor del planeta existe una gran diversidad de planes de estudio para el aprendizaje más o menos intensivo de una lengua extranjera a temprana edad. Estos currículos se corresponden con diferentes enfoques pedagógicos. Sin embargo, la elección de estos enfoques no es neutral; estos enfoques son el resultado de una elección política, y también son discriminantes a nivel sociológico. La autora analiza y contrasta diferentes formas de aprendizaje de lenguas extranjeras de determinados países y dentro de los mismos países (por ejemplo, la correlación existente entre ense?anza bilingüe y escuelas privadas, o la elección de una educación bilingüe como objetivo político). La autora propone que se confeccione una escala, para clasificar las formas de ense?anza precoz de lenguas extranjeras en función de criterios sociológicos y de elecciones políticas.

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Résumé Il existe, dans le monde, une grande diversité de curricula qui proposent un apprentissage des langues plus ou moins intensif et plus ou moins t?t dans le cursus. Ces curricula correspondent à des choix pédagogiques différents. Mais ces options pédagogiques ne sont pas neutres. Elles sont le produit de choix politiques. Elles sont aussi sociologiquement discriminantes. L’auteur étudie les différentes formes d’apprentissage des langues dans certains pays (contrastés) et à l’intérieur même de ces pays (corrélation entre enseignements bilingues et écoles privées, par exemple, choix d’une éducation bilingue à des fins politiques). Elle propose une grille de classement de ces formes d’enseignement précoce des langues étrangères en fonction de critères sociologiques et de choix politiques.

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L’auteur: Dominique Groux est professeur des université s à l’IUFM de Versailles. Elle est actuellement dé taché e comme attaché e de coopé ration universitaire à l’Ambassade de france en Allemagne et elle travaille à l’université de Potsdam (Allemagne). Ses champs de recherche sont l’é ducation comparé e, l’apprentissage pré coce des langues, les échanges internationaux et l’é ducation à l’alté rité . Addresse: 5, cité de Phalsbourg, 75011, Paris, France. E-mail: dgroux@noos.fr.  相似文献   

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献   

Regimes of Knowledge Production in Society: Towards a More Political and Social Reading     

Pestre  Dominique 《Minerva》2003,41(3):245-261

The `co-productions' of science and society have undergone dramatic changes in recent decades. However, contrasts between `Mode 1' and `Mode 2' are not compelling inhistorical terms. This essay will argue that, in fact, they offer too naturalistic and a-political a picture.  相似文献   

Éros et Pédagogie     

Dominique Mvogo 《Interchange》1991,22(3):1-8

Sans résumé  相似文献   

The “Opera de Paris” and technical progress     

Dominique LeRoy 《Journal of Cultural Economics》1978,2(2):73-77

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A change management,systems thinking,or organizational development approach to the No Child Left Behind act     

Dominique L. Galloway 《Performance Improvement》2007,46(5):10-16

Problems with implementation of the No Child Left Behind Act (NCLB) can be assessed in light of change management theory. Viewing stakeholders collectively as a corporate entity supports employing change management strategies to make the NCLB work. Examining ways that organizational controls and change management can work together points to possible reasons for the problems NCLB has encountered. Finally, strategies are suggested that may facilitate education reform and also have broad application for human performance technology practice.  相似文献   

Research on epistemological models of older adult education: the need of a contradictory discussion     

Dominique Kern 《Educational gerontology》2018,44(5-6):338-353

Since the 1950s in the USA and a bit later in Europe, researchers have started publishing results of systematic research on the learning of older adults. Some have also contributed to constructing theoretical definitions within this theme of research. The perception of older adults as potential learners is a widely shared paradigm. However, there is much variation in disciplinary approaches and suggested outcomes for practice. A qualitative analysis of nine models of older adult education allows us to identify the nature of these differences and highlight what this means for research in Education Sciences. The analysisd authors are from seven different countries and three continents (North-America, Europe and Australia). This article should be regarded as a preliminary synoptic summary, leading to point the need of a contradictory epistemological reflexion for going further. In fact, this comparative analysis makes it obvious that research in this emerging field, by crossing “education” (learning) and “older adults”, is in its pre-paradigm stage of development. This means that even rudimentary points like the definition of the public are not yet fixed and largely accepted. The absence of shared paradigms makes it impossible to compare or transfer results from research works. The systematic construction of a common topic needs a solid base of academic knowledge.  相似文献   

Archival representations of immigration and ethnicity in North American history: from the ethnicization of archives to the archivization of ethnicity     

Dominique Daniel 《Archival Science》2014,14(2):169-203

This article traces the representations of ethnicity and immigration in mainstream American and Canadian archives since the 1950s. It identifies three main periods of evolution of these ethnic archives: the era prior to the civil rights movement, the 1960–1980s and the 1990s and beyond. Relying on an understanding of archival collections as social constructions anchored in specific historical contexts, the article considers the various political, economic, social and technological factors that affected ethnic archives over time, especially as they relate to changing scholarly and popular conceptions of ethnicity in North America. It pays particular attention to the impact of historical scholarship in fields related to immigration and ethnicity and of postmodernist archival theories that challenge the traditional view of archives as evidence of the past. It suggests that the relationship between ethnic archives and their historical context is dialectical: not only are they affected by the context in which they are developed and managed, but they also have an impact on that context as they favor certain conceptions of ethnicity and types of ethnic groups at the expense of others. Both curators and users of archival materials should therefore pay closer attention to the history of the processes that went into the construction of these archives to avoid falling victims to the illusion of ethnic authenticity.  相似文献   

Trajectory-based real-time control of an electrical circuit against unknown faults     

Tushar Jain  Joseph J. Yamé  Dominique Sauter 《Journal of The Franklin Institute》2014

This paper presents a trajectory-based online control reconfiguration mechanism against unknown fault occurring in an electric circuit. First, we demonstrate the modeling of an electric circuit by taking the time-trajectory viewpoint, where no a priori input–output partition has been made. The uniqueness of this viewpoint lies in the fact that it deals only with variables that describe the system without any dedicated (external or internal -type) representation. Subsequently, we illustrate a novel real-time fault-tolerant control (FTC) strategy based on this trajectory standpoint, which does not require an explicit model-based fault diagnosis unit. Instead, the controller is reconfigured directly based on the trajectories generated by the system in real-time, and the given control specifications. In this way, we efficiently excrete the shortcomings that are often seen in model-based fault-tolerant systems. The proposed FTC method is effectively demonstrated on an RLC circuit.  相似文献   

Knowledge transfer in alliances: the moderating role of the alliance type     

Hamid Mazloomi?Khamseh  Dominique?JollyEmail author 《知识管理研究与实践》2014,12(4):409-420

We analyse how the impact of determinants of inter-firm knowledge transfers in alliances can be moderated by the proximity of the resources pooled by partners. Six factors are examined: relative absorptive capacity (RAC), inter-partner trust, cultural distance between allies, knowledge ambiguity, knowledge protection, and the partners’ learning intent. We distinguish alliances mobilizing similar resources by partners (called ‘endogamies’ as allies build on their similarities) from alliances pooling different resources (called ‘exogamies’ as allies build on their differences). We propose that: (a) the impact of RAC on knowledge transfers is reinforced in exogamies, but reduced in endogamies; (b) the knowledge ambiguity and cultural distance effect is less in endogamies than in exogamies; (c) the trust and knowledge protection impact is stronger in exogamies than in endogamies; (d) the learning intent impact on knowledge transfers is similar in endogamies and exogamies.  相似文献