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In the context of opposing approaches to research and educational practices, it is important to know whether teaching practices are consistent with ministerial programs that prescribe a developmental or an educational approach. This article presents quantitative, exploratory research that aims to document pedagogical choices in preschool education in Québec. A questionnaire was given to 159 teachers. Results showed slight preferences on the part of teachers for academic approaches to language learning. The value teachers placed on play increased their preference for developmental approaches to learning. Teachers in socioeconomically disadvantaged areas expressed a more distinct preference for developmental approaches than those in comparatively more socioeconomically advantaged areas.

Keywords: pedagogical play value, preschool education, early literacy learning, academic approach, developmental approach, teaching practices, Approche scolarisante, approche développementale, pratiques enseignantes, apprentissages de la langue écrite, éducation préscolaire, valeur accordée au jeu

This article examines first-year students’ use and perception of a chatbot in higher education in Belgium. With education now being accessible to most people, pedagogical adaptations are becoming necessary in modern universities. As digital tools, chatbots offer an opportunity to diversify access to educational content, offering a possible solution to the challenge of providing quality education for all. The study addresses two research questions. How do students (N=89) perceive the use of chatbots as course tutors? What is its role according to Bernatchez’s typology (2003)? The results, in line with other studies, reveal a positive evaluation in terms of effectiveness, usability, acceptability and user experience, although lower scores were observed for motivation and behaviour. The analysis shows the students’ preference for pedagogical-cognitive support from the chatbot rather than technical support. These results are in line with other studies, highlighting the effective use of chatbots in education, with few irrelevant interactions. In conclusion, the study highlights the effectiveness and acceptability of chatbots as tutors and suggests ways in which they can be integrated into personalised learning paths.

Keywords: chatbot, chatbot, chatbot, chatbot, tuteur, tutor, tutor, tutor, perceções, percepciones, perceptions, perceptions, usos, uses, usages, utilizações, robot conversationnel

The use of artificial intelligence platforms, and ChatGPT-3 in particular, has been raising questions in the academic world since December 2022. Some teachers are afraid while others see numerous opportunities for themselves and their students. But what use do students really make of this AI? This study focuses on the use of ChatGPT-3 by first-year students at the University of Namur (Belgium). A survey was carried out in February and March 2023, a few months after the release of ChatGPT-3. Students from six faculties (computer science, law, medicine, science, economics, social sciences and management, as well as philosophy and literature) were surveyed to find out more about their use of ChatGPT, as well as the courses in which they use it. In addition, the survey highlighted the benefits perceived by students in using ChatGPT-3 and in using artificial intelligence in general. These data are interpreted according to the model of learning strategies developed by Boulet et al. (1996). Finally, we show how the data collected opens up new avenues of research into students' critical thinking in ChatGPT.

Keywords: ChatGPT, ChatGPT, ChatGPT, ChatGPT, IA, IA, AI, IA, ensino superior, enseñanza superior, higher education, enseignement supérieur, survey, enquête, inquérito, encuesta, usage, usage, utilização, uso, stratégies d’apprentissage, learning strategies, estratégias de aprendizage, estrategias de aprendizaje, Bloom's taxonomy, taxonomia de Bloom, taxonomía de Bloom, taxonomie de Bloom, pensamento crítico, pensée critique, pensamiento crítico, critical thinking

Since its adoption in 1988, Part VII of the Official Languages Act has given rise to both hope and disappointment. Too broadly worded, the first version was declared non-justiciable by the courts. The second, though more precisely drafted, was also deprived of concrete effect, before the Federal Court of Appeal intervened in 2022 in the FFCB matter to set the record straight. This article takes stock of the progress made to date and seeks to identify in greater detail the questions still awaiting a clear answer in positive law. First, the author addresses the question of the justiciability of Part VII, which has been the subject of a lengthy debate and back-and-forth between the courts and the legislature, in order to summarize the current state of the law. Next, the author analyzes the duty to consult recognized in FFCB, as well as the precondition that triggers its application, namely the fact of contemplating a decision likely to have an effect on the “vitality” or “development” of a “French or English linguistic minority,” a criterion whose scope remains nebulous given that the terms in question have still not been clearly defined by case law. Drawing on cases dealing with related issues, on the parliamentary work preceding the amendments to Part VII, and on sociolinguistic research, the author makes assumptions about the nature and scope of the protected interests.

For many decades, native languages were largely inaudible or absent from our screens, with filmmakers implicitly participating in the process of linguistic colonization of Native American peoples. The last twenty-five years have seen the emergence of initiatives aimed at revitalizing native languages and remediating the oral tradition, both in print and on screen, in a context of increasing intercultural collaboration. In the Quebec context, filmmakers such as Marquise Lepage, Myriam Verrault and Chloé Leriche work closely with aboriginal individuals and communities, developing horizontal (rather than vertical) relationships with them and integrating them into the creative process. This article examines a particular case of intercultural collaboration, that of the Arnait Video Productions collective, co-founded by Quebec filmmaker Marie-Hélène Cousineau and Inuit elders Susan Avingaq and Madeline Ivalu. Through interviews with Cousineau and drawing on the work of indigenous language specialists, this text looks at the process of translation, seen as an action contributing to cultural and intercultural mediation, but also how this process engenders new ways of seeing, thinking and hearing indigenous languages on screen. Greater attention is paid to the strategies, aesthetic scope and modes of resistance associated with the translation process in Arnait’s trilogy.

Keywords: self-translation, autotraduction, diglossia, diglossie, revitalisation, revitalization, Indigenous languages, langues autochtones, cinema, cinéma

Keywords: ACPQ, éducation cinématographique, jeunesse, Québec, témoignage

This article explores the dynamics of work within the platform economy, focusing on the experiences of young Uber and Uber Eats workers in Quebec. The authors examine how these workers perceive their job security, freedom of work, and the meaning they ascribe to their professional activity in a context dominated by algorithmic management. The article first highlights the distinction between rights associated with employee status and those associated with the status of an independent worker, the latter being characteristic of the platform economy. The analysis of interview data with 48 young Uber and Uber Eats workers operating in Quebec then leads to three findings. Firstly, young workers express a sense of job security linked to the flexibility and direct access to the job market that platforms provide, despite the absence of traditional social guarantees. Secondly, they highly value the freedom offered by this type of work, especially in terms of autonomy in organizing work and timetable flexibility. However, this freedom is qualified by the dependence on platform algorithms that manage task allocation. Thirdly, the analysis reveals that for these young people, work on the platforms represents a productive participation in society, contrasting with the perception of "empty or meaningless labour" often associated with traditional employment. This experience is perceived as more rewarding because it is directly linked to market demand. Although the platform economy has challenges, particularly in terms of social protection and job security, it nevertheless offers young workers valued opportunities for security, freedom, and meaning in their work.

Keywords: Plateformes numériques, organisation du travail, jeunes, conditions d'emploi, sens du travail

Teacher shortage is an international issue that does not spare Quebec (Desmeules et Hamel, 2017; Mukamurera et al., 2023; Portelance et al., 2008; Létourneau, 2014). Quality continuing education is one of the ways to retain and attract teachersbecause it equips them for the new realities of their profession and fosters their professional commitment (Homsy et al., 2019; OCDE, 2018). The current situation has a direct impact on the quality of teaching and the future of students. This leads us to question the solutions to be considered to promote the attraction and retention of teaching staff and the documented issues that link the shortage of teaching staff to the training that is currently on offer. The aim of this literature review is to examine how the development of teaching skills can contribute to improving the attraction and retention of teaching staff in Quebec. The analysis of existing work has led us to explore a new angle that could be useful both in Quebec and internationally: the integration of concepts from educational technology as courses of action to support the implementation of a professional development approach.

Keywords: formation continue, continuing education, formación continua, formação em serviço, pénurie du personnel enseignant, teacher shortage, escasez de profesores, escassez de professores, desenvolvimento profissional, desarrollo profesional, professional development, développement professionnel, compromiso profesional, professional commitment, engagement professionnel, empenho profissional

Keywords: conseillance pédagogique, coenseignement, innovation, enseignement du vocabulaire, inclusion scolaire

Various digital integration models make it possible to consider the integration of digital tools in education from the perspective of improving teaching and learning practices (Fiévez, 2017). However, only two models focus on both the innovative nature of digital tools use and the improvement of student learning in an integrated way: the SAMR (Puentedura, 2010) and ASPID (Karsenti & Bugmann, 2018) models. As these models have certain shortcomings, particularly of a methodological nature, we decided to propose a new one that would make it possible to understand the relationship between the transformation of teaching practices through the integration of digital technology and the improvement in learners' learning. Based on this model, 56 practice analyses were carried out. Preliminary interviews with the teachers, recordings of the sequence and debriefing interviews were used to gather the data required for these analyses. This article presents the methodology used to develop the model, the model itself and the results of the practice analyses carried out to verify its usability.

Keywords: Intégration du numérique, digital integration, integración de lo digital, integração digital, educación, education, educação, éducation, modelo, modelo, model, modèle, valor añadido, valor acrescentado, added value, plus-value