Documents found
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634.More information
The goal of this article is to present the innovative approach behind a pedagogical activity—or task in reference to the Common European Framework of Reference for Languages (CEFRL) terminology—that offers a queer alternative to renew more traditional course content. This project is part of an innovative academic initiative that focuses on a grammatical element: the introduction of the non- binary pronouns in French. French as second language learners in a Canadian context and at the beginners' level (A1 level in reference to the CEFRL) are the audience of this task. To present our approach, we first discuss the importance of introducing the non-binary pronouns (iel, iels) in a French as second language classroom as early as the beginners' level at the same time as learners have their first exposure with pronouns they can identify with (je, tu, elle, il, nous, vous singular/plural, ells, ils) in order to offer a classroom climate organized around a feeling of belonging rather than a feeling of exclusion. This offers an alternative to teaching the French political biased grammatical rule of the masculine trumps the feminine traditionally taught when introducing the gender agreement rule in French. Secondly, we advocate for the importance of queering teaching resources to include all persons in order to support finding their agency when speaking in French and how collaborative work with students is an efficient way to adopt such an approach. Finally, we present the major outcome of our project which is the creation of an authentic resource titled Le voyage d'Alex, and some possible teaching applications, in alignment with the CEFRL and EDI principles in the classroom, before ending on assessing the benefits of our teaching approach.
Keywords: pronoms non binaires, bande-dessinée, pédagogie queer, renouvellement du curriculum, Students as Partners, non-binary pronouns, curriculum renewal, comics, queer pedagogy, Students as Partners
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638.More information
This article examines the recurrent devices by which the French cartoonist Pierre La Police, in Top Télé Maximum, parodies a media genre (the television magazine) through a systematic and deliberate disruption of its main discursive and iconic components. Virtuosic despite its apparent incompetence, this remediation nevertheless tends to reveal the functioning of its target medium and to test its limits.
Keywords: Parodie, Remédiatisation, Ratage, Mimèsis, Télévision, Presse, Parody, Remediation, Failure, Mimesis, Television, Journalism