Quelle place est accordée à la composante graphomotrice de l’écriture dans les classes au début du primaire? Enquête auprès d’enseignants québécois

Abstract

Cette enquête traite d’une habileté de base, qui, comme tendent à le démontrer plusieurs recherches, serait nécessaire au développement de la compétence à écrire, mais qui reste pourtant négligée dans le curriculum scolaire actuel, soit l’aspect graphomoteur de l’écriture. Cent quatre-vingt-deux enseignants québécois du 1er cycle du primaire ont répondu à un questionnaire qui a permis de décrire, d’une part, leurs connaissances déclarées au regard de l’enseignement-apprentissage de la composante graphomotrice de l’écriture et, d’autre part, leurs pratiques déclarées en classe relatives à cette composante. L’analyse des résultats a fait ressortir que les connaissances des enseignants ne semblent pas s’appuyer sur une instruction formelle ou sur les connaissances scientifiques actuelles et que leurs pratiques sont assez diversifiées.This study deals with a basic skill which, as a great deal of research shows, appears to be necessary for developing the competency of writing and yet remains neglected in the current school curriculum, namely the graphomotor aspect of writing. One hundred eighty-two first cycle primary teachers in Quebec answered a questionnaire aimed at describing, on one hand, their declared knowledge about teaching-learning the graphomotor component of writing; and, on the other, their declared in-class practices relating to this component. The analysis of results reveals that the teachers’ knowledge does not seem to be based on formal instruction or on current scientific knowledge, and that their practices are fairly diversified.Esta encuesta trata de una habilidad base, la cual, como tienden a demostrarlo varias investigaciones, sería necesaria al desarrollo de la competencia de la escritura, pero de la cual, sin embargo, el currículum escolar actual hace poco caso, es decir el aspecto grafomotor de la escritura. Ciento ochenta y dos docentes quebequenses del primer ciclo de la primaria contestaron a un cuestionario que permitió describir, por una parte, sus conocimientos declarados ante la enseñanza-aprendizaje del componente grafomotriz de la escritura y, por otra parte, las prácticas declaradas en clase relacionadas con este componente. El análisis de los resultados hace resaltar que los conocimientos de los docentes no parecen apoyarse en ninguna instrucción formal ni en los conocimientos científicos actuales, y que las prácticas son bastante diversificadas

A description of teachers’ approach to handwriting instruction in primary schools

“…Looking closer at the handwriting style taught in each grade highlights the lack of consensus concerning when each handwriting style should be introduced. This result differs from that of Labrecque, Morin, and Montésinos-Gelet (2013), where the majority of teachers reported that their school dictated the handwriting style to be taught.…”

Teaching cursive handwriting: A contribution to the acceptability study of using digital tablets in French classrooms

“…In clarifying the criteria used by French teachers for the motor component, a variety of responses reflected a lack of teacher consensus. In line with the study conducted in Quebec by Labrecque et al (2013), this lack of consensus shows that practices are not sufficiently guided by scientific, research-based knowledge. For example, penhold was frequently cited as an indicator that a pupil is able to start learning cursive writing, but there are currently no empirical data supporting this (Schwellnus et al, 2012).…”

“…identify the criteria they use to decide when a pupil is able to learn cursive handwriting, understand how they ensure their presence during the learning process and how they manage diversity in learning handwriting). Given the complexity of institutional recommendations and of a learning process with cognitive, motor and perceptual components, we hypothesized that the professional obstacles encountered by teachers would lead to a lack of consensus in professional teaching practices and thus in responses to the questionnaire, as has already been underlined in other studies (Baraud et al, 2018;Labrecque et al, 2013). Second, given that this is a preliminary study for the design of a digital device (stylus-equipped digital tablet) to support the teaching of handwriting, we set out to assess the representation and use of digital devices for teaching handwriting in France.…”

“…The first is to understand how teachers translate three complex French institutional requirements (MEN, 2008(MEN, , 2015 (i) identify pupils who are able to start learning cursive writing, (ii) ensure a the control of the handwriting process by his/her presence near the child and (iii) manage diversity. Given the complexity of institutional recommendations and of the learning process covering cognitive, motor and perceptual components, we hypothesize that the professional obstacles encountered by teachers will be revealed in questionnaires as lack of response or consensus in professional teaching practices, as already highlighted in other countries (Labrecque et al, 2013). The second objective is to identify some acceptability criteria for a digital tool that supports cursive writing teaching-learning in France.…”

La séquentialité phonogrammique et l’influence de l’âge de l’apprenant sur sa production chez les élèves apprentis en français langue étrangère (FLE)

“…Apprendre à écrire n'est pas une activité simple pour les élèves apprentis au début de leur scolarité. Cet apprentissage exige plusieurs compétences à acquérir comme la compétence de former des lettres, de construire les règles de correspondance phonème/graphème, de s'approprier certaines règles orthographiques, de gérer l'agencement de mots conformes à certaines règles syntaxiques et de procéder à une organisation textuelle de façon cohérente et conforme aux intentions de communication initiales (Labrecque, Morin et Montésinos-Gelet, 2013). Ce processus complexe conduit les élèves à rencontrer plusieurs difficultés lors de leurs premières tentatives de l'écrit (Asher, 2006 ;Benbow, 2006 ;Lurçat, 2004).…”