The “Contextes et Didactiques” journal invites article submissions for their special issue, “Content and Language Integrated Learning (CLIL): Research and pedagogy” before 28 February 2020 electronically to the journal’s address, as well as, to the editors of this special issue: email@example.com, firstname.lastname@example.org et email@example.com
The manuscripts will be submitted for a double-blind review and then to the editorial committee. Reviewers’ comments will be returned to the authors by 30 May 2020.
The final manuscripts will be received by 30 September 2020.
The Issue Number 15 of the journal “Contextes et Didactiques” will be published on the journal’s website in electronic format by 30 December 2020.
For information about the publication formats (recommendations to authors, style sheet), please consult information on the website of the journal “Contextes et Didactiques” at: https://www.contextesetdidactiques.com
All published issues are available online and accessible to the public free of charge at: https://www.contextesetdidactiques.com/71
To understand a didactic interaction, and the professional gestures that support it, it is necessary to be able to perceive it according to different scales of analysis, from the most local to the most global. While taking into account the context is essential, we should keep in mind that a certain number of events emerge in a localized way. Therefore, professional gestures, situation and context can hardly be considered independent to each other.
Many works insist on the relation of circularity between context and situation (Bourdieu, 1984; Béguin and Clot, 2004; Giddens, 1987) whereas if the context acts on the individual, the reciprocal is also true. The context has an impact on individual behaviors and by its adaptation, the actor also creates a context. Context and situation thus offer to the actor many opportunities to exercise adjustment, adaptation and contextualization skills which are the product of contextual constraints and of an embedded past, but also singular creations that emancipate these constraints due to the reflexivity, the intentionality or even the strategic rationality of the actors.
It is therefore important to raise interest in contextualization operations and not in fixed contexts (Lahire, 2012). Contextualization has been extensively defined in the sociological literature (Lahire, 2012) but also in the didactic one as: "active consideration of contexts in the concrete weaving of didactic practices" according to Blanchet (2009), "set of transposition processes" for Delcroix, Forissier and Anciaux (2013) or "all interactive relationships between the teacher and the context in action" according to Marcel (2002). All agree that contextualization is a process that helps to better understand the dynamic links between contextual constraints and a situational action, between teacher -student joint action and contextual elements.
This process of contextualization is operationalized in professional gestures that take into account the diversity of contexts. Brière-Guenoun and Musard (2012) make it a primary characteristic of the professional gestures that they describe as "anchored in practice" and revealing "the ways in which the teacher defines, interprets and adapts to the context in order to conceive and conduct his own in situ education". Finally, we can say that the contextualization work of a teacher is a skill which articulates different scales of context to understand and to empower students’ activity ; in a way, it is a competence to set the conditions of possibility of the teaching situation to build the latter. The "didactic contextualization" consists in linking elements of context and situation around the mediation of knowledge to teach and to learn.
The contributions of this thematic issue aim to examine the forms taken by this process, to understand the evolutions, to identify the levers and the resistances in various contexts and in different teaching disciplines, in various environments, at different times of the year or of aschool curriculum, etc.
We invite researchers and professionals from the field of Physical Education, and more broadly from the field of Educational Sciences, to participate through their submitted articles in the reflection upon the conditions of linking professional gestures and contexts.
Béguin, P. et Clot, Y. (2004). L’Action située dans le développement de l’activité [en ligne]. @activités, volume 1, 2. Consulté le 15 mars 2006 : http://www.activites.org/.
Blanchet, P. (2009). Contextualisation didactique : de quoi parle-t-on ? Le français à l’université, 2. Consulté le 10 juin 2010 : http://www.bulletin.auf.org/IMG/pdf_Journal_AUF_14-2-3.pdf
Bourdieu, P. (1984). Questions de sociologie. Paris : Les Editions de Minuit.
Brière-Guenoun, F. et Musard, M. (2012). Analyse didactique des gestes professionnels d’étudiants stagiaires en éducation physique et sportive. Revue des sciences de l'éducation 38(2), 255-454.
Delcroix, A., Forissier, T., & Anciaux, F. (2013). Vers un cadre d’analyse opérationnel des phénomènes de contextualisation didactique. Dans F. Anciaux, T. Forissier et LF. Prudent, Contextualisations didactiques (pp. 141-188). Paris : L’harmattan.
Giddens, A., (1987). La Constitution de la société-Éléments de la théorie de la structuration. Paris : PUF. (Édition originale : 1984).
Lahire, B. (2012). Monde pluriel. Paris : Seuil.
Marcel, J. F. (2002). Le concept de contextualisation : un instrument pour l'étude des pratiques enseignantes. Revue française de pédagogie, 138, 103-113.