Tests à enjeux élevés et les élèves du programme appliqués : (Dé)connexions entre les attentes curriculaires et les conceptions de la « littératie » dans les examens
DOI :
https://doi.org/10.25071/1916-4467.40823Mots-clés :
classes d'anglais appliqué, examens `a enjeux élevés, curriculum, littératie, évaluation, Test de littérature des écoles secondaires de l'OntarioRésumé
En 2019, 59 % des apprenants inscrits dans les cours d'anglais appliqués ont échoué au Test provincial de compétences linguistiques de l’Ontario (TPCL) une exigence pour l’obtention d’un diplôme d'études secondaires dans la province. Les auteurs se sont interrogés sur les 41 % d’élèves qui ont réussi cet examen. Nous nous sommes posés les questions suivantes : Quels liens curriculaires sont (ou ne sont pas) établis ? Qu'est-ce qui fonctionne bien ? C’est dans cet optique que nous présentons les résultats d'une analyse thématique de la littérature portant sur les apprenants appliqués et le TPCL. L’article intègre également les résultats d'un sondage recueillant les perspectives et les expériences des enseignants·e·s d'anglais qui accompagnent les élèves dans leurs classes appliquées en vue de la réussite au TPCL. Les résultats révèlent qu'il y a un écart entre les attentes curriculaires et celles de l'évaluation standardisée du TPCL quant à ce qui est considéré et valorisé comme littératie. Cet article souligne la nécessité accrue d’identifier et de développer des pratiques exemplaires pour l’enseignement dans les classes d'anglais appliqué, et de diffuser ces stratégies fondées sur des données probantes. Ces pratiques exemplaires peuvent contribuer à mieux appuyer les enseignant·e·s à soutenir les élèves dans ces classes, à les préparer plus efficacement au TPCL, et potentiellement à développer le curriculum, l'enseignement de la littératie et la conception des évaluations standardisées.
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© Claire Ahn, Nathan Rickey, Alexandra Minuk, Jane Chin, Rebecca Luce-Kapler 2025
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