De la recherche aux pratiques de classe : lignes vers des transpositions didactiques de la pluralité des pratiques linguistiques

Abstract

In this article, I define the orientations that seem to me particularly significant of the sociodidactic approach in research, in teacher training and in terms of didactical practices. To illustrate, I present an example of research methodology that seems particularly coherent with the positioning of sociodidactics (action-research) and some examples of proposals for transposing the plurality of linguistic practices for the class.