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This paper offers an analysis of the discourse of publishers of children's literature in France towards the end of the 1960s, a moment of radical change in the editorial field and in children's institutions. What might the legitimacy of these discourses be in the literary field at a time when, traditionally, works for children were considered of minor importance? An analysis of publishers' catalogues shows that the very existence of an editorial discourse is not a given. The discourse was a strategy developed by new innovative publishers. The monographic study of one such publisher, François Ruy-Vidal, reveals multiple functions that the discourse serves, be they didactic, literary or political, Moreover, the study shows the discourse's limitations and its risks.

This study, conducted with ten first-grade teachers and forty children in their classes, was concerned with the nature of teacher-pupil interaction elicited during story reading. These interactions were classified according to their degree of decontextualization. Thus we found it appropriate to distinguish between two kinds of verbalization: 1) non-context-bound interactions, assigning more importance to information beyond the text and aiming thereby to be cognitively stimulating; 2) context-bound interactions, emphasizing information immediately available from the text or the illustration and thereby calling upon lower-level cognitive abilities. The results obtained indicate that teachers tend to resort more to non-context-bound than context-bound interventions. Moreover, the same phenomenon was observed among their pupils who, as shown by our analyses, tend to imitate their teacher.

The objective of the study presented in this article was to examine the relationship between self-initiated self-repairs, the revisions that speakers initiate and perform on their own speech (Salonen & Laakso, 2009, p. 859) and working memory, defined as limited capacity system responsible for the temporary storage and manipulation of information (Baddeley, 2012). Although a few studies have examined the relationship between self-initiated self-repairs and working memory, the results show discrepancies that can be explained by methodological differences. Therefore, we wanted to shed new light on the relationship between these two variables by observing self-initiated self-repairs using an image-based narrative task and a complex numerical task to measure working memory. Thirty adult non-native speakers of French participated in the study. The results obtained from the principal component factor analyses show a differentiated relationship according to the type of self-triggered self-repair produced.

Keywords: second language, oral production, working memory

The aim of this article is to restore the logic that structures Belgian-French literary production from the beginnings of independence to the transformation of the unitary state into a federal state that has few equivalents in the world. This terminus ad quem is also the one that sees, in Belgium, the proclamation of belgitude and, in the world, the emergence of literary francophonies. The specifics of the invention of the first francophone literature in the strict sense of the term – and, moreover, of a native francophone world – can be explained by an insufficiently taken into account interplay between the History of an old and recent country, which cannot become a nation-state in the canonical sense of the term, and the relationship(s) with a mother tongue that has become the core of the identity of the great French neighbor. The pas de deux that follows is the subject of these pages.

This article focuses on Canada's language regime and looks at how it seems to affect representations of territory, identity and others in Acadian literature and social sciences. This interdisciplinary perspective sheds light on the subtle ways in which the language regime structures literary representations and the scope of knowledge production. Moreover, it elucidates fundamental elements of contemporary Acadian nationalism. This article pleads for a richer dialogue between literature and social sciences, in order to broaden the scope of knowledge and of literary representations.

The question of postures is a relatively recent concern for the actors involved in teacher education. It is important for the teacher educator to identify the postures he adopts so that the student teacher can learn to practice his profession independently and develop his professional singularity. In the same way, the mentor during the induction period, by adopting certain postures, plays a major role in the professional development of the beginning teacher. These aspects have been the subject of a doctoral research conducted through a qualitative multiple-case study in a context of teacher induction. From the conversations between the mentors and the beginning teachers, several postures were identified. In addition, semi-structured interviews with the mentors revealed their conceptions relating to the accompaniment, which gave an orientation to the postures adopted. Once the theoretical framework of the accompaniment postures exposed, this paper states the link between these and the ethical principles underlying their practice, the vision of their role and their position towards the beginner.

Keywords: Accompagnement, postures, conceptions, Accompaniment, postures, conception

In this article, we focus on the place of gender in transliteracy practices performed by youth. Within an information environment involving the imaginary actors in information and communication. First we analyze the impact of gender on the conditions of use of digital tools in formal and informal contexts. Then we examine the feelings of expertise in the digital use. Finally, we focus on the figure of geek, which greatly informs us of gendered perceptions of teenagers attraction for digital and allows point beyond the risks of inequalities related to gender-specific concerns.

Keywords: translittéracie, pratiques juvéniles, imaginaires, enseignement-apprentissage, genre, translitteracy, youth culture, imaginary, teaching, gender issues