there was work. While experts are working today on the learning of the French language, a study shows that the level of school children decrease greatly.
Parents and teachers are doubted, the statistics has proved : the French children are less good at spelling. The level of French school children is in a free fall for thirty years, and has particularly fallen in the last eight years : this is what reveals a survey published Tuesday night by the department for evaluation, prospective and performance (Depp) of the ministry of national Education, on the eve of a conference organised on Wednesday afternoon in Paris on “the contribution of research” in the new French programs in effect since the start of the year.
The examiners have made a floor CM 2, 2015 on a dictation of ten lines, and 67 words, “without language difficulties special,” says the note. The children, assessed in all types of neighborhoods and schools, public and private, have committed an average of 17,8 errors. There is only eight years old, on the same text, their elders had done with 14.3 mistakes. There are some thirty years ago, in 1987, the copies contained the 10.6 blunders.
This is the grammar that the results are of most concern, children having more and more difficulty to apply the rules of agreement, and conjugation. Lexically pure, it saves the furniture : nine out of ten children write properly “house” or ” dog “. On the other hand, they are only a quarter and put an ” s “to the adjective “worried” in the plural, and only 55 % of them combine correctly “fell” in the imperfect.
This result is of particular concern to the linguist Alain Bentolila, for whom the lack of mastery of the grammar by children ” is tantamount to a loss of the sense of what we read : it is very serious that children do not know the distinction among a sentence, a causal or subordination “.
A question of priorities
returns the dunceís cap ? The ministry of national Education, on the very air school ” this is not me “, takes care to specify that the children tested in 2015 have follow-up school programs,… of 2008, introduced by the government Fillon. A paver in the garden of the candidates in the primary from the right, who constantly demand a return to “fundamentals” and the triptych of the ” read, write, count “. In the opinion of specialists, the program itself, was it 2008 or 2016, does not have large-thing to the case, and the causes of this debacle spell are not so simple. “It is rather a question of implementation of programmes,” said Michel Fayol, university, learning specialist of the spelling.
Alain Bentolila, also points to ” a lack of teacher training in specific techniques for learning and understanding grammar “. Same observation for the scientist reading Roland Goigoux : “We could do better in spelling the teacher more precisely and more densely,” he said.
Still, put the package on the spelling would be necessarily to “remove other priorities in the programmes,” adds the researcher. “It is necessary to stop the hypocrisy : if you want the spelling to be a priority, it will be necessary to accept that other areas are more. “
QUESTION OF the DAY. Should we reform the teaching of the French language ?
we Learn enough French at school ?
Since 1969, the amount of time devoted to learning French in primary school has hardly changed, in the official texts. The teachers of schools are required to devote 10 hours per week (on 24 hours) in the language and script of the CP to the EC-2. In CM 1 and CM 2, the time is reduced to 8 hours.
often, ” the teachers go above and beyond these hours, is Viviane Bouysse, general inspector of national Education. We can not say that this teaching is neglected. “
In comparison with other european countries, the French schools are among those that spend the most time (15 hours per week) fundamentals of the ” read write count “, leaving 9 hours to other disciplines, such as history.
In fact, it is less about the amount of hours that the course content that the copy would be to review, according to experts. In summary : we spend a lot of hours to teach and too little time to check through regular and systematic, that the concepts are integrated.
The new programs have set the goal to straighten the bar. A desire welcomed by the specialists of the discipline, but some believe that it will, however, still not far enough. The “dictated day-to-day” systematic, promised by the minister of national Education, are, in fact, not carried out in all classes.
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