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L’enseignement de la technologie en immersion française : et si l’on s’intéressait au contenu ?

Accepted version
Peer-reviewed

Type

Article

Change log

Authors

Sabatier-Bullock, Cécile 

Abstract

Language immersion classrooms require teachers to attend to both linguistic and disciplinary content. Didactic analyses of these classrooms highlight the difficulty of integrating language and discipline dimensions; most often teachers favor one dimension to the detriment of the other. In this article we use the case of the discipline of technology, as conceptualised in British Columbia’s (Canada) provincial curriculum, to question the epistemological foundations and motivations that underlie why technology education tends to be taught in particular ways in immersion classrooms and, in so doing, we argue that technology education is more weakly theorised than many other disciplines.

Description

Keywords

Journal Title

Bulletin suisse de linguistique appliquée

Conference Name

Journal ISSN

1023-2044

Volume Title

110

Publisher

Université de Neuchâtel

Publisher DOI

Rights

All rights reserved