Analyser les effets socialisateurs des stratégies professionnelles déployées pour enseigner l'EPS à des élèves allophones nouvellement arrivé·es en France.
The article highlights three professional strategies used by teachers to teach PE allophone students in the classrooms: observation through practical and collective immersion, personalized guidance through decomposed focus and affiliation with a French-speaking student. Deployed over nine months in...
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| Main Authors: | , , |
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| Format: | Book |
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Presses universitaires de la Méditerranée.
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A1234.567 |
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| Copy 1 | Available |