ENS Éditions : Repères - Recherches en didactique du français (English)

Journal : Repères - Recherches en didactique du français

Repères publishes ongoing research into the didactics of French as a mother tongue or of neighbouring fields, such as didactics of other disciplines, other first languages or foreign languages, linguistics, psycho- and social linguistics, education sciences, etc. Repères is an international journal published in French (with summaries in English, German and Spanish), but is also open to foreign contributions in the French language. Its international editorial and review boards include the best experts in the field. Rated as a reference journal, it is the only international French-language journal with this profile. It is aimed at researchers and will also be of interest to teacher trainers and advanced students.

• ISSN : 2826097x

• 2 issues per year

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Claudine Garcia-Debanc, Florence Mauroux, Véronique Paolacci

Repères, n°71/2025

Modèles didactiques et formation des enseignants : quelles fonctions ? quelles tensions ? (I)
Models in French language didactics and teacher training: What Functions? What tensions? (I)

Issue 71 of Repères questions the complexity of the concept of model in French language didactics. It represents a step towards epistemological clarification by proposing models developed by French language didacticians and tested through the analysis of data relating to teaching or training practices.

Sandrine Aeby Daghé, Véronique Boiron, Séverine De Croix

Repères, n°70/2024

Objets d'enseignement et sujets apprenants à l'école maternelle : le défi de la diversité
Teaching objects and learning subjects in pre-primary education: the challenge of diversity

This volume of Repères focuses on teaching objects and learning subjects in pre-primary education. It explores this transitional space in the formation of the subject in terms of school and subject-based knowledge, and expectations in terms of learning, particularly language learning, by looking at the conditions of their appropriation.

Catherine Brissaud, Sylvie Plane

Repères, n°69/2024

À quoi servent les évaluations institutionnelles ?
What are institutional assessments used for?

This issue offers critical analyses that examine how institutional assessments, which have sometimes-intertwined certifying, selective and/or informative functions, influence teachers' practices and teaching choices and, as such, are used for the political management of teaching.

Ana Dias-Chiaruttini, Joaquim Dolz

Repères, n° 68/2023
Repères, n°68/2023

Nouveaux objets et nouveaux contextes d'enseignement de l'oral
New objects and new contexts in the teaching of oral language

Where do we stand with the teaching of oral language? This issue of Repères, devoted to new objects and new contexts in the teaching of oral language, aims to take stock of the progress made in this area, across countries, and through design research and the analysis of teaching practices.

Marthe Fradet-Hannoyer, Marie-France Bishop

Repères, n° 67/2023
Repères, n°67/2023

Quelles mutations dans le champ de la didactique du français, à l'école primaire ?
What changes are taking place in the teaching of the French language in primary schools?

This dossier examines how the teaching of French deals with the question of changes in education. Work in this area which observes and analyses these changes lies at the center of this discussion, which is as much about learning and teaching issues as those of training.

Christine Boutevin, Marie-Sylvie Claude

Repères, n° 66/2022
Repères, n°66/2022

Commentaire, commentaires
Literary commentary, litterary commentaries

This dossier examines text commentary, defined either in a broad sense as a kind of metatextual discourse, which brings together different forms of writing about reading, or as a specifically standardised examination test, in different contexts. It considers what kind of reader these various exercises are likely to create.

Bernadette Kervyn, Véronique Miguel Addisu, Marie-Claude Penloup

Repères, n°65/2022

Élèves plurilingues en classes ordinaires : outils et questions pour la didactique du français
Multilingual students in mainstream classes: tools and issues for the teaching of the French language

This issue focuses on the teaching of the French Language, the teaching of languages and sociolinguistics. It brings together current research on multilingualism in so-called monolingual classes, classroom practices and related training. The implications for inclusion and effective teaching are huge.

Anissa Belhadjin, Marie-France Bishop

Repères, n°64/2021

Lire des œuvres en extraits, quels enjeux pour l'enseignement de la littérature ?
Reading works of literature in the form of extracts, what are the implications for literature teaching?

Based on the observation that extracts have implications for the teaching of literature and the selection of works for study in schools, this dossier seeks to ascertain the relationships which are established between a work and extracts from it. These different articles, we discover how extracts reveal the challenges involved in teaching literature

Sylvie Plane, Fanny Rinck

Repères, n°63/2021

La place de la vulgarisation dans la culture professionnelle des enseignants
Popularisation in the professional culture of teachers

This issue of Repères focuses on popularisation and its dissemination in a context where the teaching and learning of French is the subject of heterogeneous discourses. The question of popularisation is approached in terms of transmission, interpretation and appropriation, and through its role as an instrument of the professional culture of teacher

Magali Brunel, Jean-Louis Dufays

Repères, n°62/2020

La progression dans la lecture des textes littéraires
The progression in teaching and learning to read literary texts

The nine contributions gathered here focus on the progression of teaching and learning to read literary texts by questioning the methodological choices relating to this object of study and reporting new research results. Particular attention is paid to the comparative, and even international, approach to effective classroom practices.

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