{"id":329,"date":"2026-09-22T09:17:56","date_gmt":"2026-09-22T09:17:56","guid":{"rendered":"https:\/\/www.irefr.org\/?p=329"},"modified":"2026-09-28T13:14:46","modified_gmt":"2026-09-28T13:14:46","slug":"planning-de-visioconferences-mensuelles-annee-2026-2027","status":"publish","type":"post","link":"https:\/\/www.irefr.org\/index.php\/2026\/09\/22\/planning-de-visioconferences-mensuelles-annee-2026-2027\/","title":{"rendered":"Planning de visioconf\u00e9rences mensuelles (ann\u00e9e 2026-2027)"},"content":{"rendered":"

Le Collectif IREF<\/span><\/strong> propose une s\u00e9rie de visioconf\u00e9rences sur l\u2019enseignement-apprentissage du fran\u00e7ais. \u00a0Cela dans ses contextes internationaux (francophone, europ\u00e9en, africain, carib\u00e9en\u2026), nationaux \u00a0(fran\u00e7ais\u2026), r\u00e9gionaux et communautaires (r\u00e9gions historiques et ultramarines, quartiers populaires, monde des migrants). Est incluse dans ce panorama la probl\u00e9matique du genre et des cultures de genre, ainsi que celle de l’inclusivit\u00e9.
\nSeront \u00e9tudi\u00e9s les statuts et programmes du FLM (fran\u00e7ais langue maternelle) et du FLE-S (fran\u00e7ais langue \u00e9trang\u00e8re ou seconde), ainsi que des sous-disciplines d\u00e9di\u00e9es\u00a0 \u00e0 la langue, \u00e0 la communication, \u00e0 la litt\u00e9rature et aux cultures et patrimoines.
\nLes bilans seront assortis de prospectives curriculaires et de recommandations, en faveur de l\u2019enseignement du fran\u00e7ais comme \u00ab\u00a0langue commune\u00a0\u00bb et comme \u00ab\u00a0discipline transversale\u00a0\u00bb, ainsi que d\u2019une formation \u00e0 la citoyennet\u00e9 adapt\u00e9e aux enjeux g\u00e9oculturels et g\u00e9o-cognitifs de la p\u00e9riode, \u00e9mancipatrice et solidaire.<\/p>\n

——————————————————-<\/p>\n

\u00a0 \u00a0 \u00a0FLM-FLE-FLS<\/strong>:<\/strong>\u00a0bilan et perspectives institutionnels et programmatiques.<\/strong> Quels contextes et quels publics? Quelles collaborations possibles \u00e0 l’avenir?\u00a0<\/span>
\nVendredi 25 septembre 2026 (18h-20h heure fran\u00e7aise)<\/strong><\/p>\n

Martine BOUDET\u00a0Bilan et perspectives de l\u2019enseignement du FLM\/fran\u00e7ais langue maternelle en France
\nCharl\u00e8ne CHAUPRE-BERKI FLE-S : de la langue \u00e9trang\u00e8re \u00e0 la langue de socialisation, de scolarisation et d\u2019insertion. Rep\u00e8res historiques, institutionnels, \u00e9pist\u00e9mologiques et didactiques
\n—————————————<\/p>\n

\u00a0 \u00a0 \u00a0<\/span>FLM\u00a0: enseignement de la langue\/comp\u00e9tences\u00a0en lecture et \u00e9criture<\/span>
\n<\/strong>Bilan acad\u00e9mique et didactique des grammaires du discours, de la phrase, du sens. Etudes de cas
\n\u00a0 \u00a0 Vendredi 9 octobre 2026 (18h-20h)<\/strong><\/p>\n

Magali DURRIEU-GARDELLE Comment enseigner la grammaire dans le Premier degr\u00e9
\nMartine BOUDET Bilan et perspectives de l\u2019analyse du discours dans le Secondaire
\nPatrick CHARAUDEAU El\u00e9ments th\u00e9oriques et m\u00e9thodologiques en grammaire s\u00e9mantique et analyse du discours
\nAriane LORASCHI Pour une didactique inclusive de la grammaire : les \u00e9l\u00e8ves dys face \u00e0 la phrase, au discours et au sens
\n—————————————-<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0\u00a0\u00a0Orthographe\u00a0du fran\u00e7ais\/ma\u00eetrise de l\u2019\u00e9crit:<\/strong>\u00a0quel enseignement?<\/strong><\/span><\/p>\n

Vendredi 30 octobre 2026 (18h-20h)<\/strong><\/p>\n

Christophe BENZITOUN \u00a0L\u2019orthographe fran\u00e7aise, une source d\u2019in\u00e9galit\u00e9s scolaires majeure. Quelle r\u00e9forme\u00a0?
\n——————————————–<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Didactique de la litt\u00e9rature\u00a0 \u00a0<\/span>
\n<\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Vendredi 20 novembre 2026 (18h-20h)<\/strong><\/p>\n

Jean-Louis DUFAYS Lecture litt\u00e9raire, \u00e9criture litt\u00e9raire : enjeux et bilan\u00a0des recherches
\n——————————————-<\/p>\n

\u00a0 \u00a0 \u00a0 <\/strong>Enseignement des litt\u00e9ratures fran\u00e7aise, r\u00e9gionales, francophone et du monde\u00a0: quelle politique \u00e9ducative\u00a0? <\/strong>Bilan et perspectives institutionnels et didactiques<\/span>
\n\u00a0\u00a0\u00a0\u00a0<\/strong>Vendredi 11 d\u00e9cembre 2026 (18h-20h)<\/strong><\/p>\n

R\u00e9mi MOGENET Enseignement des litt\u00e9ratures fran\u00e7aise et r\u00e9gionales: quelles passerelles ?
\nEthmane SALL L\u2019enseignement de la litt\u00e9rature carib\u00e9enne
\nG\u00e9rard VIGNER \u00a0La sc\u00e8ne litt\u00e9raire fran\u00e7aise \u00e0 l’\u00e9cole et au coll\u00e8ge: th\u00e8mes, mythes et imaginaire- Difficult\u00e9s d’acc\u00e8s \u00e0 cet univers chez les \u00e9l\u00e8ves allophones et des quartiers populaires
\n——————————————-<\/p>\n

\u00a0 \u00a0 \u00a0\u00a0Francophonie, plurilinguisme et inter\/transculturalit\u00e9<\/strong>:<\/strong>\u00a0bilan et perspectives institutionnels et programmatiques<\/span>
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0Vendredi<\/strong> 8 janvier 2027 <\/strong>18h 20h<\/strong><\/p>\n

Henda ZAGHOUANI Les valeurs fondatrices de la Francophonie. Cas du legs d\u2019Habib Bourguiba
\nPhilippe BLANCHET Les nouvelles orientations \u00ab\u00a0diversitaires\u00a0\u00bb de la Francophonie institutionnelle (l’OIF)
\n—————————————–<\/p>\n

\u00a0 \u00a0 \u00a0Fran\u00e7ais langue \u00e9trang\u00e8re\/FLE-Fran\u00e7ais langue seconde\/FLS :<\/strong> enseignement du fran\u00e7ais comme langue-culture (composante pluri et interculturelle), en fonction des contextes et des publics.<\/span>
\nVendredi 5 f\u00e9vrier 2027 18h 20h<\/strong><\/p>\n

Brahim AZAOUI\u00a0L\u2019enseignement-apprentissage de la plurilitt\u00e9ratie
\nSylvain MEDZOGO Le fran\u00e7ais, langue en partage (FLAP) : une langue au c\u0153ur des plurilinguismes francophones
\nDaniel GNARE L\u2019enseignement du FLE dans le secondaire au Ghana\u00a0: un plurilinguisme scolaire asym\u00e9trique
\n—————————————–<\/p>\n

\u00a0 \u00a0 \u00a0 Genre et cultures de genre:\u00a0<\/span><\/strong>\u00e9tude comparative des champs disciplinaires et perspectives didactiques en fran\u00e7ais: litt\u00e9rature, arts et th\u00e8mes f\u00e9minins…<\/span>
\nVendredi<\/strong> 19 f\u00e9vrier 2027 <\/strong>18h 20h<\/strong><\/p>\n

St\u00e9phanie LEMARCHAND, R\u00e9ception et lecture d\u2019ouvrages de para-litt\u00e9rature en fonction du genre. Quelle repr\u00e9sentation de la violence ? (Lyc\u00e9e professionnel)
\n————————————-<\/p>\n

\u00a0 \u00a0 Formation et \u00e9ducation \u00e0 une citoyennet\u00e9<\/strong>\u00a0francophone et europ\u00e9enne<\/strong> progressiste, \u00e9mancipatrice\u00a0et solidaire: quels outils programmatiques?<\/span>
\n\u00a0 \u00a0 \u00a0 \u00a0Vendredi<\/strong> 12 mars 2027 <\/strong>18h 20h<\/strong><\/p>\n

Cynthia EID Les objectifs et activit\u00e9s de la FIFP\/F\u00e9d\u00e9ration internationale des professeurs de fran\u00e7ais
\n<\/strong>\u00a0 \u00a0 \u00a0 \u00a0 Christian TREMBLAY Les objectifs et activit\u00e9s de l\u2019OEP \/Observatoire europ\u00e9en du plurilinguisme
\n————————————-<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Accueil et \u00e9ducation des<\/strong> publics migrants (mineurs et adultes)<\/strong> : litt\u00e9ratie, politiques linguistiques et certifications\u2026\u00a0<\/span> \u00a0 \u00a0 \u00a0 \u00a0 Vendredi<\/strong> 2 avril 2027 <\/strong>18h 20h<\/strong><\/p>\n

Anthippi POTOLIA Les dispositifs d’apprentissage du fran\u00e7ais pour les \u00e9tudiants en exil
\n—————————————<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 Cr\u00e9ation et critique litt\u00e9raires et artistiques<\/strong>:\u00a0quels outils de r\u00e9flexion-action\u00a0pour leur promotion?\u00a0<\/span>
\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Vendredi<\/strong> 7 mai 2027 <\/strong>18h 20h<\/strong><\/p>\n

Chantal DANJOU Comment traduire sans passer par l’exp\u00e9rience de l’\u00e9criture et d’une certaine analyse critique ?
\n—————————————-<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 Intelligence artificielle, r\u00e9seaux sociaux et d\u00e9rives cognitives li\u00e9es \u00e0 la d\u00e9sinformation<\/strong>:<\/strong> quels outils m\u00e9thodologiques pour une adaptation et une rem\u00e9diation?<\/span>
\n\u00a0 \u00a0 \u00a0 \u00a0 Vendredi 28<\/strong> mai 2027 <\/strong>18h 20h<\/strong><\/p>\n

Fran\u00e7oise CAHEN Complicit\u00e9s cr\u00e9atives et distance critique avec les IA au lyc\u00e9e
\n—————————————–<\/p>\n

\u00a0 \u00a0\u00a0\u00a0 \u00a0INSPE et\/ou d\u00e9partements universitaires:<\/strong>\u00a0quel(s) si\u00e8ge(s) pour la cr\u00e9ation d’IREF? Dossier de pr\u00e9sentation du projet.<\/span>
\n\u00a0 \u00a0 \u00a0 \u00a0 Vendredi 11 juin<\/strong> 2027<\/strong>18h 20h<\/strong><\/p>\n

Collectif \u00a0IREF<\/p>\n

\n

Contact<\/strong> (pour connexion aux visioconf\u00e9rences): collectif.iref@gmail.com<\/span><\/strong><\/p>\n

Republications:<\/strong>
\nSite de l’OEP
\n<\/strong><\/span> https:\/\/www.observatoireplurilinguisme.eu\/dossiers-thematiques\/international\/88889104-les-grandes-aires-linguistiques\/177778669-langue-fran%C3%A7aise\/19222-collectif-iref-institut-de-recherche-pour-l-enseignement-du-fran%C3%A7ais-programme-de-visioconf%C3%A9rences-ann%C3%A9e-2026-2027<\/a><\/span><\/p>\n

LinkedIn
\n<\/strong>https:\/\/www.linkedin.com\/pulse\/planning-de-visioconf%C3%A9rences-mensuelles-ann%C3%A9e-2026-2027-boudet-m7lre\/<\/span><\/span><\/p>\n


\n<\/strong><\/span><\/p>\n

 <\/p>\n

\u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Le Collectif IREF propose une s\u00e9rie de visioconf\u00e9rences sur l\u2019enseignement-apprentissage du fran\u00e7ais. \u00a0Cela dans ses contextes internationaux (francophone, europ\u00e9en, africain, carib\u00e9en\u2026), nationaux \u00a0(fran\u00e7ais\u2026), r\u00e9gionaux et communautaires (r\u00e9gions historiques et ultramarines, quartiers populaires, monde des migrants). Est incluse dans ce panorama la probl\u00e9matique du genre et des cultures de genre, ainsi que celle de l’inclusivit\u00e9. Seront […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ocean_front_end_style_editor":"no","ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"0","ocean_second_sidebar":"0","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"0","ocean_custom_header_template":"0","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"0","ocean_menu_typo_font_family":"0","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"0","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"on","ocean_gallery_id":[],"footnotes":""},"categories":[9,6,22],"tags":[12,15,13,14,11],"class_list":["post-329","post","type-post","status-publish","format-standard","hentry","category-contributions-des-membres","category-didactiques-du-flm-du-fle-fls","category-documents-officiels","tag-didactique-du-francais","tag-histoire-des-idees","tag-methodologie-de-lecture-ecriture","tag-philosophie-educative","tag-politique-educative-et-de-recherche","entry"],"_links":{"self":[{"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/posts\/329","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/comments?post=329"}],"version-history":[{"count":12,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/posts\/329\/revisions"}],"predecessor-version":[{"id":349,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/posts\/329\/revisions\/349"}],"wp:attachment":[{"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/media?parent=329"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/categories?post=329"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.irefr.org\/index.php\/wp-json\/wp\/v2\/tags?post=329"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}