Enseignement-apprentissage du « Guided writing » en classe de 3ème au CEG Pierre Savorgnan De Brazza

Abstract

The purpose of this article is to find out factors which hinder the initiation to the teaching and learning of guided writing in ‘3ème’ classes. In fact, the guided writing is explicitly mentioned in the syllabus of the English language teaching at secondary school, but it does not receive any teaching which can facilitate its initiation in 3ème classes. This situation does not preoccupy the ministry in charge of education or the university which is in charge of training teachers of secondary school. It is worth signifying that teachers of English who have been trained do not receive from the Training College any teaching strategies likely to help them initiate learners to this exercise. Subsequently, no pupil of secondary school has relevant competence during formative and summative evaluations. Therefore, the teaching strategies and the teaching card sample proposed in this work testify that it is possible to teach, to learn, and to assess the guided writing in 3 ème’ classes in secondary school.