Abstracts
Résumé
Cet article porte sur la conception et l’enseignement de cours en ligne dans le contexte de l’école secondaire de langue française en Ontario relativement à la reconnaissance de la diversité culturelle et linguistique des élèves. Des entretiens auprès de membres responsables de la conception des cours et du personnel enseignant ont été menés. L’analyse s’intéresse aux paradigmes et aux approches qui guident la conception de cours en ligne, à la flexibilité et à la variété de leurs composantes, à la communication qui y est prévue et à la sensibilité culturelle qui en ressort. Les résultats révèlent des approches et des pratiques qui exploitent peu ou mal certaines composantes disponibles et limitent l’apport même des élèves dans la construction des connaissances et la reconnaissance de la variété linguistique.
Mots-clés :
- conception pédagogique,
- apprentissage en ligne,
- culture,
- langue,
- équité
Appendices
Bibliographie
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