la coopération entre les enseignants de sciences et les enseignants de langues dans trois écoles rurales privées : enjeux, modalités, résultats et propositions
Education integrating a foreign language for the learning and teaching of both content and language is a widespread phenomenon, both globally and among many Arabic speaking countries, including Lebanon. These countries have adopted a multilingual education system covering a wide variety of subject areas, among which science education. This research focuses on cooperation-based teaching between French as second language teachers and non-linguistic subject teachers, in particular life and earth sciences teachers. It seeks to broaden the knowledge base about the nature and range of teaching practices among teachers in multilingual education systems, with the ultimate goal of contributing to improve the overall quality of education in francophone schools that follow the Lebanese curricula and system of schooling. This study attempts to define cooperation and to identify barriers to cooperation-based work by examining the case of three rural francophone schools belonging to the Makassed network, with a focus on grade 6 classes (primary education 2). It investigates the extent to which the French teacher could, through cooperation with life and earth sciences teacher, design and implement much needed pedagogical approaches and practices that could improve students’ performance in sciences, stimulate their motivation and help them increase their focus. This study also highlights successful ways for cooperation-based education between linguistic subject, non-linguistic subject teachers. This work presents the outcomes of a theoretical research on one hand, and of an empirical study on the other hand. It follows a mixed-methods approach combining both qualitative and quantitative approaches. (Author’s abstract)