Extract
[...] 'The identification of the word consists in relating a written representation to the corresponding unit stored in the internal lexicon.' (Céline Clément, Elisabeth Dermont The Acquisition of Written Language, Dunod) In other words, the study of word identification means defining the way the reader reaches the mental lexicon that includes the already acquired terms as well as the various information related to these terms such as orthographic, semantic, and even phonological data. Each student has their own strategy for identifying written words and understanding a text. At cycles 3 and through historical situations evoked in class and particularly in the course itself, students stimulate written and oral language skills. Referring to the history programs, we can see the 'Practicing different languages' competence. [...]
[...] An ability to exploit the historical sources and references used in the course and those already acquired is another condition for acquiring the fundamental notions of the French language of teaching/learning. This can be valid both orally and in writing. The student must also understand the validity of a historical fact, be able to demonstrate and analyze well. In addition, they must understand that their historical competencies do not give them the possibility of being free in their production because, unlike literature, a historical narrative is not fictional. [...]
[...] In conclusion, we can say that history contributes to the acquisition of fundamental learning in French for a school establishment that uses French as the language of instruction. Indeed, fundamental learning in all cycles is composed of the three components of reading, writing, and speaking. This refers back to written and oral language. To enable their acquisition, the student must have the skills and strategies of identification, organization, hierarchization, and many others, and history, on the other hand, develops the student's abilities. Thanks to this historical discipline, the student will be able to further develop their skills. [...]
[...] Dictation and writing activities, which only illustrate what has been seen in class, are an example. Thanks to this historical approach, the student can gradually develop their historical knowledge, while bridging the gap between the past and the present. It is now time to analyze in what measure this subject favors the fundamental learning of French and what requirements must be respected. To answer this central question, we will first explain how the history discipline allows the acquisition of the fundamental bases of French. Finally, we will discuss the conditions of this acquisition. [...]
[...] It is known that the history taught at school participates in the development of students' language skills, both written and oral. If we talk about written language, we can assert that it is a developed and not a natural ability. We conceive it as being 'the product of culture'. In fact, a student will not increase his 'literacy', that is, his ability to read and write, solely by contact with writing. On the other hand, to develop his oral language, it is enough for him to be placed in a linguistic bath. [...]
