François
Mangenot
Université
Stendhal- Grenoble 3
Computers
and writing in French secondary schools
Although
this is not the only objective of mother tongue teaching in France, learning
how to write is considered as fundamental. This paper will therefore concentrate
on the theme " Computers and writing " and leave aside the use
of software for improving (or testing) reading, for learning grammar or
for studying literature.
1. Computers
and writing in French secondary schools : an overview
1.1
Review of present practice
The
word processor is by far the most used tool. Some specific writing software
has also been introduced.
1.2 Weaknesses
Very
few teachers manage to link formal knowledge, like grammar and vocabulary,
with the practical knowledge of writing. The link between reading and
writing is also often neglected. This tendency is encouraged by the separation
between educational software like grammar drills or reading software,
and professional software like word processors that do not include any
writing aids. Also too little attention is drawn to peer interaction.
Finally, most teachers encounter difficulties in integrating into their
curriculum the work done in the computer room.
2. Some
answers
The
availability of computers otherwise than once a week in a special room
is an important aspect.
Another
possibility is using " writing environments ", a kind of software
which on the one hand contains some texts, activities and writing aids,
and on the other hand allows teachers to easily add new activities which
fit into their curriculum. Gammes d'écriture is such an environment.
3. Experimenting
Gammes d'écriture in secondary schools
The
results observed so far show that the weakest students are those who derive
the greatest profit from such software. Peer interaction, when presented
with a precise writing task, often produces interesting metalinguistic
performances. |