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<title><string language="fre"><![CDATA[Simon Coffey - “within the consciousness of living men”: Charting conceptions of French learning in England since 1945 and how disciplinary epistemologies have shaped its historiography]]></string></title>
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<string language="fre"><![CDATA[In this
paper I first present a brief overview of the development of French as a
discipline of study in England since the post-war period, in particular how
French has been conceived for and by different groups of students. Then, in the
second part of the paper, I consider how the historiography of French language
and teaching has reflected different epistemological concerns.
 
During
the initial post-war period, the study of modern languages remained highly
differentiated across school types. While some introductory languages courses
were offered for the majority attending mainstream secondary moderns, most
national exams were sat by the minority of selected pupils attending grammar
schools, reinforcing the conception of French as an integral element of a
liberal education for the elite. The massification of schooling from the 1960s
challenged this status quo and led to the “languages for all” mantra
culminating in a compulsory national curriculum for languages in 1992. The
uniformity of content, however, has not resolved the tensions between highly
differentiated motivations stemming from sociocultural perceptions of the value
of learning languages. 
 
As a
university discipline the need for validation against the deeply-rooted
preference for classical languages led John Orr, in his 1933 inaugural lecture,
to describe French as “the third classic”. This privileging of the textual
canon, whether as literature or philology, was challenged in the post-war
period, and invited to respond to a protest against compulsory philology, Denis
Saurat, Director of the Institut Français in London and Professor of French at King’s, argued
for a focus on current cultural developments, stating that “the basis of our
university studies of French should be the concrete facts of France’s culture
as they exist within the consciousness of living men” (p. 65).
 
It was
in particular, the turn to ‘communication’ and the influence of new disciplines
such as ‘applied linguistics’ that allowed a reorientation of language study as
an inherently practical discipline that could investigate problems through a
newly formulated toolkit of methodological procedures. Such methods yield
‘data’, whereas more established humanities disciplines such as literary
analysis and textual historiography deal with ‘artefacts’. These differences
are not simply procedural but affect the context of research, its temporality,
material and discursive circulation, and the synergies that result in new
knowledge production. 
 
While
remaining a niche field, the historiography of French language and teaching
itself has been shaped by particular disciplinary perspectives. Although an
inherently interdisciplinary field of enquiry, it is telling, for instance,
that the history of French teaching has been researched within university
language and/or history departments rather than in education faculties. The aim
of this paper, therefore, is to examine the development of French learning in England
since 1945, and how the history of French teaching has itself been researched. The
epistemological and methodological frames cited, which include selection of
sources and scales of periodisation, are inextricably linked to disciplinary
constructions of French, such as the socio/linguistics of French, French as a
school curriculum subject, ‘French studies’ as humanities discipline in
university departments.
 
Coffey, Simon (2020, in press) Périodisation et bornes
disciplinaires dans l’historiographie de l’enseignement du français en
Angleterre. Langue Française.
Forsdick, Charles (2011) Why French
Studies matters: Disciplinary identity and public understanding. In French Studies in and for the 21st Century.
Edited by Philippe Lane and Michael Worton (pp 37-57). Liverpool: Liverpool
University Press. 
Wygant, Amy (2009) Modern studies:
Historiography and directions. French Studies Bulletin 30/ 113: 75-78.]]></string></description>
<keyword><string language="fre"><![CDATA[motivation]]></string></keyword><keyword><string language="fre"><![CDATA[didactique des langues]]></string></keyword><keyword><string language="fre"><![CDATA[histoire des idées]]></string></keyword><keyword><string language="fre"><![CDATA[disciplinary epistemologies]]></string></keyword><keyword><string language="fre"><![CDATA[French in England]]></string></keyword><keyword><string language="fre"><![CDATA[historiography]]></string></keyword><keyword><string language="fre"><![CDATA[social mobility]]></string></keyword>
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