Teacher Planning: Space for Articulation between Written and Oral Argument

Abstract

Our contribution offers a reading of the practices and representations of a high school teacher of French as a foreign language. Based on the hypothesis that the teacher would endeavour to adapt the planning to the interactional situation, the analysis of the argumentative discourse carried out on the basis of the preparation sheets, the observation of two oral expression lessons, as well as the testimonies collected during an interview, this demonstrated the hegemony of the planning over the teacher’s oral didactization.