L'atelier d’écriture : un dispositif didactique pour apprendre à écrire à un groupe multiculturel d'adultes en reprise de formation
(2010)
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- Abstract
- (en) The research, within the teaching of writing, has been conducted among a multicultural and disadvantaged group, with little education, experiencing writing as well as identity difficulties. This target group, called trainees, was found in some adult education centres in Brussels and was undertaking some access programmes leading to accredited courses or to social and vocational re-integration. This research, based on previous research in several disciplines, first highlighted the consequences that could result from deficiencies in writing mentioning, among other things, social and professional exclusion, the deficit of self-esteem and misrepresentation of others. These difficulties have also a negative impact on children's academic achievement as illustrated by the case of pupils from underprivileged backgrounds in the Belgian French Community. As opposed to this first reality, research in the teaching of writing has shown that the writing workshop tool/method has positive effects on the text and its author. But, as most experiences aiming to develop writing skills have been realized among socially and culturally privileged groups, we wondered whether there was a model of writing workshop that was likely to lead to the same results among such groups as the ones we dealt with. Departing from the strengths and the limits of the existing models, we have built and experimented a new didactic tool/method that we have, on the one hand rooted in the pedagogy of the project as well as in the differentiated pedagogy, and focused, on the other hand, on re-writing and producing narratives about oneself. Given the profile of our target group and our own research concerns, this new didactic tool/method had the primary mission of improving the relationship with oneself, with others and with the writing of the participants, as well as identifying their skills and their difficulties. The analysis of the collected data showed that, with this didactic tool/method, trainees were able to understand better, understand each other, and stopped underestimating themselves. The relationship with writing has meanwhile been changed in its emotional, axiological, conceptual and metascriptural components. The writing workshop has also revealed that our target group had more control over the macrostructure and superstructure of texts than over the microstructure and that it swung between oral language proficiency and scriptural inexperience.
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Niwese, M. (2010). L’atelier d’écriture : un dispositif didactique pour apprendre à écrire à un groupe multiculturel d’adultes en reprise de formation. https://hdl.handle.net/2078.5/129013