Place des enjeux d'acquisition langagière dans le multi-agenda de l'enseignant de DdNL : l'exemple d'un cours d'histoire pour collégiens allophones.

This research explores the potential for language acquisition during a history lesson taught to young newly arrived migrant pupils in a French secondary school. Such a context is characterized by a multi-dimensional asymmetry between participants (ability to communicate in French, knowledge in history, degree of familiarity to the institutional codes), an asymmetry that classroom interaction aims to reduce by developing the pupils' knowledge and skills. The analysis of the potential for language acquisition of the metalinguistic sequences focused on lexical items that occur in the corpus shows how intricate these different aims are and how necessary it is, in the perspective of teacher training, to take them all into account when considering the teacher's guidance of the classroom verbal interaction. [ABSTRACT FROM AUTHOR]