TALC

Project Overview

TALC (From Text to Classroom)

The TALC project is an exploratory study designed to provide a descriptive and comprehensive analysis of the actual classroom practices of Cycle 3 teachers (CM and 6e) in literature classes (literary reading sessions), at a time when the curricula that took effect in 2016 assign literature the role of fostering “personal development”—a focus that goes beyond the literary education traditionally associated with the discipline. Data will be collected through filmed sessions, self-reflection interviews, and cross-interviews. The project’s methodological originality lies in the fact that the choice of text to be read will be dictated to the teachers, while the instructional approach will be left entirely to the teacher’s discretion. The primary aim is to construct a multi-faceted analytical framework: didactic analysis, linguistic analysis of student interactions, and analysis of the teacher’s professional practices, drawing on the combined scientific expertise of the LIRDEF researchers involved in the project.

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• Observe actual classroom practices in a small number of classes using different literary genres: poetry, plays, novels, short stories, and comic books
• Specifically encourage students to reflect on these types of issues in Cycle 3.
• Discuss the question of the work's value in a school setting.
• Analyze the effects of teaching practices on student learning.
• Observe how teachers address the tension between literary concerns and issues of personal development.
• To experiment with a multi-framework data collection and analysis approach that integrates didactic analysis, linguistic analysis, analysis of professional practices, and activity analysis, with the aim of opening up new research perspectives.