The purpose of this work is to explore how to work with early reading and writing and find out what really comes first of the two. The work also involves the best known literacy learning methods and deals with methods to work around reading and writing.   I have read previous research on the subject and watched a movie from our AV-central on children’s early language development. It includes an interview with two professors of education, Mats Myrberg and Mats Ekholm where they talk about the pros and cons of early learning literacy. My research is based on literary sources and interviews with educators who work with reading and writing in the early years.  The results showed that even if a teacher tries to work with early writing skills we still remain in the traditional school, beginning with learning how to read. The school of today is characterized by individualized learning. The need for levelled education is huge and the teachers often feel the time is insufficient.

The aim of this thesis is to analyse the linguistic awareness of children at the first and second grade of elementary school in both reading methods, i.e. the analytic-synthetic and the genetic method of reading. In the theoretical part of the thesis, the critical analysis of the terms "linguistic awareness" and "linguistic sense" is done and further the approaches and traditions used abroad are compared to actual situation in the Czech Republic. In the analytic part of the thesis, the research project focused on the comparison of two tests of linguistic awareness is developed. The first method is the traditional Linguistic Sense Examination (Žlab, 1992), used not only for the diagnosing of the specific learning disorders, but also for diagnosing of bilingual children, children from minority groups and children with hearing or mental disabilities. The second method is the new Linguistic Awareness Test (Kucharská, Šmejkalová, under the preparation) prepared in the cooperation with Department of Czech Language and the Department of psychology PedF UK. In the research project, there were 40 schoolchild from the first and second grade of elementary school, 20 of them in the analytic-synthetic method of reading and 20 of them in the genetic method of reading. Several areas were monitored. Firstly, the...

Dans ce travail de thèse, j’ai entrepris d’éclairer le mode de structuration du répertoire langagier, concept sociolinguistique introduit par l’ethnographe de la communication John Gumperz dans les années soixante, afin de pouvoir proposer des applications pédagogiques en vue de la formation des enseignants de langues à cette notion. Le concept de répertoire langagier constitue, en effet, un concept phare de la didactique du plurilinguisme, didactique qui a donné lieu à de nombreux projets éducatifs en Europe depuis une vingtaine d’année, et qui vise au développement d’une compétence plurilingue et pluriculturelle. Aussi, après avoir essayé de cerner au mieux le mode de structuration du répertoire langagier, qui implique que l’on considère un niveau intermédiaire de genres de discours permettant de passer des formes linguistiques aux formes de la communication, j’ai proposé une recherche-action dont l’objectif était l’élaboration d’un modèle de répertoire langagier. Cette recherche exploratoire a été menée grâce au concours de douze étudiants de licence 3 de science du langage de l’université de Rouen, déjà sensibilisés à la notion de répertoire langagier, et dont la majorité se destinait à l’enseignement du français langue étrangère. Le dispositif comprenait deux parties. La première partie, à visée réflexive, consistait à demander aux étudiants de représenter sous la forme d’une représentation graphique l’idée qu’ils se faisaient de leur répertoire langagier. La seconde partie plus analytique visait à sensibiliser les étudiants à la notion de genre discursif, grâce à l’étude d’extraits issus de l’article de John Gumperz (1964) dans lequel il explicite le mode de structuration du répertoire langagier. Chacune des parties comportait une succession d’opérations intellectuelles susceptibles de faire surgir les représentations des étudiants et de les interroger. En effet, réfléchir au mode de structuration du répertoire langagier implique nécessairement de conscientiser les comportements langagiers que l’on adopte au cours des différentes activités langagières auxquelles on participe dans la vie de tous les jours. Ainsi, les étudiants étaient amenés à prendre du recul sur la notion de langue, « invention des linguistes » (Calvet, 2004), pour s’interroger davantage sur les pratiques langagières qui, en vérité, constituent les langues. Ce changement de paradigme n’a pas été facile à opérer car les représentations se construisent « à travers des formules primitives stéréotypées » (Py, 2000 :6), qui circulent dans les milieux sociaux, et non sur la réalité des pratiques langagières et des comportements. Par ailleurs, les noms des langues qui constituent très souvent des archilexèmes qui recouvrent et masquent la pluralité des pratiques langagières, et par là-même l’expression de la pluralité des individus d’une part, et d’autre part les outils linguistiques véhiculés notamment par l’école : dictionnaires, manuels de langues, grammaires, qui adoptent rarement une approche sociolinguistique des langues, accréditent la représentation d’entités homogènes et bien délimitées. Ainsi, les discours des étudiants, qu’ils portent sur leurs dessins réflexifs ou sur le cours, montrent qu’ils sont réceptifs à la diversité langagière qui les entoure, qu’ils ont conscience d’accommoder leur discours dans certaines circonstances, de faire des choix langagiers en fonction du degré de formalité d’une situation, et qu’ils distinguent différentes variétés linguistiques qui relèvent notamment de la variation diatopique et de la variation diastratique. / This research aims at highlighting the structuration of the verbal repertoire, which is a sociolinguistic concept introduced by ethnographer of communication John Gumperz in the sixties, with the view to raising language teachers’awareness on this notion. Indeed, verbal repertoire has become a core concept in didactic of plurilingualism which has been developed in Europe over the past two decades, and whose goal is the development of a plurilingual and pluricultural competence. Thus, in the first part of this work, I set out to better understand the structuration of verbal repertoire, assuming that an intermediate level consisting of registers lies between linguistic forms and communicative forms. I then proposed an action-research project with the aim of shaping a verbal repertoire model. This exploratory research involved 12 students carrying out graduate studies in sociolinguistics at the University of Rouen, already acquainted with verbal repertoire notion, and whose goal is to teach French as a foreign language. This educational setting comprised two parts. The first part required a reflective approach by the students who had to propose a graphic representation of their own verbal repertoire; the second part was more analytical, and should raise their awareness about the concept of registers, by analysing extracts of John Gumperz’s article (1964) in which he clarifies the structuration of the verbal repertoire. Each part of the action-research consisted of operating intellectual sequences aiming at bringing out students’representations and questioning them. Indeed, examining ways of structuring the verbal repertoire necessarily means developing a self-awareness of language behaviour about everyday communication. Thus, students were encouraged to step back from an abstract conception of language to adopt a more concrete point of view exploring language practices. This paradigm shift had been very challenching for the students, as social representations are built on stereotypical primitive ideas (Py, 2000:6) circulating in the social circles, not on the observation of language practices. Moreover, both the use of generic names regarding languages on the one hand, which covers and conceals the plurality of language practices and at the same time the plural identity of individuals; and on the other hand, the linguistic approach taken by most of the educative tools, such as dictionaries, method books, grammars, confirm the representation of well bounded and clearly defined languages. Thus, speeches provided by student regarding their graphic representation of their verbal repertoires and the course content, show that they are receptive to the linguistic diversity around them, they are aware of accommodating to others while interacting in certain circumstances and making language choices to adjust to the formality of the situation, and make distinctions between different linguistic varieties especially diatopic and diastratic variations

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This study investigates how four teachers working in preschool class–grade 3 perceive the concept of phonological awareness, how they work to stimulate this awareness and whether they see any change over time. Four teachers were interviewed and turned out to have different perceptions of what phonological awareness is. The interviewed teachers obtained their teaching certificates in different years, which can explain the differences in their knowledge and use of the concept. Half of them worked according to the Bornholm model, which is based on phonological awareness. Those who said that they worked more according to the Whole Language and LTG method nevertheless sometimes used rhymes and chants and language exercises, mostly because they appreciated the playfulness and pleasure of these exercises. Through in-service training and contact with other teachers, the interviewed teachers have become increasingly interested in the concept of phonological awareness.