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45 | 2012
Pratiques de formation à la lecture-écriture des adultes en parcours d’insertion

Enjeux didactiques et institutionnels
Reading-Writing Training Practices for Adults on an Integration Pathway: Didactic and Institutional Challenges
Edited by Marie-Cécile Guernier and Véronique Rivière
Lidil, n° 45 (2012)
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192 p. - 16 €
ISBN 978-2-84310-226-4

Written acculturation and its acquisition is a lifelong process, by way of a strong articulation between personal experience in relation with social, cultural, and professional activities and formal learning received in school or within training and educational structures. However, this process does not always lead to sufficient reading and writing proficiencies to face all social and professional situations. In fact, several people have to either relearn the language (illiterate people, young adults who left school early or workers poorly qualified for professional mobility, people who have lived a long time in France but who are not native French speakers) or learn French (people who have recently arrived in France, signatories to a Contrat d’accueil et d’intégration (French Reception and Integration Contract), asylum seekers). Therefore, the domain of basic training includes several strategies developed in a competitive and strongly demanded field and in an ever-changing socioeconomic context. This issue focuses on these training and teaching practices in the fields of literacy and linguistics for these people aiming for social and professional integration. The contributions assembled in this issue tackle their description along three axes: 1) Analysis of the effects of context; 2) References and programmatic texts; 3) Pedagogical and didactic activity description within the academic sessions.

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