{"id":50480,"date":"2019-12-18T12:25:05","date_gmt":"2019-12-18T20:25:05","guid":{"rendered":"https:\/\/world.edu\/?p=50480"},"modified":"2019-12-18T12:25:05","modified_gmt":"2019-12-18T20:25:05","slug":"the-pleasure-of-reading-on-the-french-bac-program","status":"publish","type":"post","link":"https:\/\/world.edu\/the-pleasure-of-reading-on-the-french-bac-program\/","title":{"rendered":"The pleasure of reading, on the French bac program?"},"content":{"rendered":"

\"\"
\nFrom the choice of books in original formats to the sharing of stories or playful workshops around writing, parents and educators compete to help the young generations to forge strong links with books.\u00a0Promoting reading as a pleasure is the leitmotif that drives libraries,\u00a0book fairs<\/a>\u00a0and\u00a0Ministry of Culture\u00a0campaigns<\/a>\u00a0.<\/p>\n

How does the school support this relationship to the book?\u00a0As we recalled\u00a0in a previous article<\/a>\u00a0, several uses and\u00a0definitions of reading<\/a>\u00a0coexist there: reading as a skill, the foundations of which are laid during the first years of kindergarten and primary, reading as a knowledge tool , and therefore a means of accessing other disciplines, or heritage reading, a transmission belt for cultural baggage.<\/p>\n

From this last point of view, the lyc\u00e9e constitutes a key stage, and the reform of the bac which is being implemented is a game-changer.\u00a0While the new letter programs have raised\u00a0multiple reactions<\/a>\u00a0in the faculty regarding their heaviness, let us look at the vision of reading they carry.<\/p>\n

” Languages \u200b\u200b”<\/strong><\/h4>\n

Half of\u00a0the Official Bulletin<\/em><\/a>\u00a0devoted to the presentation of the French general and technological second program is devoted to “studying the language in high school”.\u00a0This attention to \u201cwork on the language\u201d is therefore strongly affirmed whereas the hours dedicated to the discipline have not increased.<\/p>\n

Teachers who entered the profession out of a taste for literature must now improve pupils’ comprehension and written and oral expression as well as impart “linguistic knowledge” to them.\u00a0It is a question of extending the spirit of the common base of culture and knowledge of the college so that, including the pupils who will not follow a \u201cliterary\u201d way, express themselves as best as possible.<\/p>\n

What will students think of this accent on language?\u00a0They left the college and find themselves in it somehow maintained, as they enter an age of personal questioning.\u00a0And these programs are not just theoretical.\u00a0The presentation of\u00a0the French test<\/a>\u00a0places first “mastery of the language and expression” for the written word and recalls that, for oral, teachers must “assess the quality of the candidate’s oral expression “.<\/p>\n

A vertically structured corpus<\/strong><\/h4>\n

The lyc\u00e9e’s French programs do not forget \u201cliterary culture\u201d, however, and it is a question of providing \u201csolid knowledge\u201d which notably covers literary analysis and history.\u00a0In this, they were designed on the basis of a vision of the spread literary production from the Middle Ages to the XXI\u00a0th<\/sup>\u00a0century.<\/p>\n

Four “objects of study” were selected and placed in the same row: poetry, theater, “literature of ideas and the press” as well as “the novel and the story”.\u00a0Between the second and the first, students must sweep these vast areas.<\/p>\n

Fun can arise if students decide to think with the program categories.\u00a0Some will no doubt succeed, but many will watch this “pleasure” escape them, failing to register in a personal capacity in a universe built for them and not by them.<\/p>\n

Just look at the latest\u00a0CNL<\/a>\u00a0survey\u00a0on young people and reading<\/a>\u00a0.\u00a0In 2018, adolescents between 15 and 19 years old first cited novels (67%) then manga (38%) and comics (36%) as genres of books read during the year.\u00a0The theater, poetry, the \u201cliterature of ideas\u201d are absent from the universe of their practices.\u00a0And among the novels, they cite almost as much science fiction (31%) and the fantastic (30%) as the “great classics” (34%).<\/p>\n

Without necessarily starting from the students’ practices, it would be conceivable to choose themes (love, otherness, the fantastic, etc.) from which links would be woven between \u201cliterary culture\u201d and their own world of books.<\/p>\n

An ideal student<\/strong><\/h4>\n

This vertical choice rests on a conception of the pupil as a receptacle of programs of which they are the recipients.\u00a0And, in this case, his ideal portrait amounts to drawing that of the designers of programs that are both cultivated and strong of a high quality of expression.<\/p>\n

The instructions show this difference not only in the type of book to read but also in the number of books to read.\u00a0In the second, students must read 4 books (one per “object of study”) and 3 works in “cursive reading” and eight in first (4 + 4).<\/p>\n

According to the 2018 CNL survey, middle and high school students declare that they read 5.3 books per year as part of their studies (compared to 8.9 for their leisure time).\u00a0We can therefore already predict that many students will not read two to three of the books on the program.<\/p>\n

Rather than taking note of the report of young people to school reading, the official texts maintain the illusion of a high intensity of this practice, which makes it possible to design “ambitious” programs.<\/p>\n

Change of direction ?<\/strong><\/h4>\n

Since the 1970s and the emergence of the social problem of illiteracy, the educational institution has considered reading as a practice to be fostered.\u00a0The idea develops that the prescription of readings can have a repelling effect on the whole practice.<\/p>\n

Max Butlen<\/a>\u00a0showed how this vision, supported by the libraries, was imposed in the school environment.\u00a0And again in the\u00a02008 college programs<\/a>\u00a0, this request appeared: “the professor seeks to arouse the taste and pleasure of reading”.<\/p>\n

The official texts\u00a0of the 2015 college programs<\/a>\u00a0are already seeing the disappearance of this request.\u00a0Pleasure only finds its place in physical and sports education, the plastic arts or musical education.\u00a0There remains, however, the idea that pupils must take “a taste for reading” to acquire a “literary culture”.\u00a0In the last high school programs, the pleasure of reading has given way to “the pleasure of literature”.<\/p>\n

In other words, the pleasure of reading is reduced to that of the prescribed corpus.\u00a0And it is not certain that teachers can give them this pleasure as they are themselves subject.\u00a0They have no choice of works and must draw from a\u00a0list of three titles imposed<\/a>\u00a0for each of the objects of study and renewed (by half every year) of\u00a0the school heritage<\/a>\u00a0.\u00a0Difficult to personally invest in texts that change so often.\u00a0The pace of renewal of the works on the program is currently under\u00a0discussion<\/a>\u00a0.<\/p>\n

Thus, the new French baccalaureate program marks a distance from the dominant discourse of “pleasure to read” and the students will have to learn to deal with this inventory, and to combine the classics of the programs with comics, manga, and screens of their hobbies.<\/p>\n

Author Bio:<\/strong> Claude Poissenot is Lecturer-researcher at IUT Nancy-Charlemagne and at the Center for Research on Mediations (CREM) at the University of Lorraine<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

From the choice of books in original formats to the sharing of stories or playful workshops around writing, parents and educators compete to help the young generations to forge strong links with books.\u00a0Promoting reading as a pleasure is the leitmotif that drives libraries,\u00a0book fairs\u00a0and\u00a0Ministry of Culture\u00a0campaigns\u00a0. How does the school support this relationship to the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":50481,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[11664],"coauthors":[],"class_list":["post-50480","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-reading-2"],"acf":[],"yoast_head":"\nThe pleasure of reading, on the French bac program? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/the-pleasure-of-reading-on-the-french-bac-program\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"The pleasure of reading, on the French bac program? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"From the choice of books in original formats to the sharing of stories or playful workshops around writing, parents and educators compete to help the young generations to forge strong links with books.\u00a0Promoting reading as a pleasure is the leitmotif that drives libraries,\u00a0book fairs\u00a0and\u00a0Ministry of Culture\u00a0campaigns\u00a0. 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