Zehra Gabillon

University of French Polynesia | Polynesie · Instituts nationaux supérieurs du professorat et de l'éducation (INSPE)

This paper overviews the research into L2 learners’ beliefs through sketching some conceptualizations of beliefs from the psychological and educational literature as they appear in SLL/FLL (Second Language Learning/Foreign Language Learning) belief research. What beliefs are, how they are formed, and how they impact on language learning are reviewe...

Cette étude vise à explorer les types d’interactions utilisées dans les leçons d’anglais langue vivante étrangère avec l’objectif d’étudier le degré d’implication de l’apprenant en s’appuyant sur une approche socioculturelle et interactionniste du discours. Cette perspective met l’accent sur le rôle de la collaboration, l’implication cognitive et l...

This state-of-the-art article reviews the literature on content and language integrated learning (CLIL) – enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) – through an analytical lens. Since its inception in the 1990s, CLIL has evolved and become part of the educational literature as a dual-focused and multi-dimensional e...

Cet ouvrage destiné aux lecteurs s’intéressant au plurilinguisme et à l’enseignement de langues additionnelles examine les approches pédagogiques qui intègrent l’enseignement de contenus disciplinaires. Il présente un compte rendu de l’enseignement d’une matière par l’intégration d’une langue étrangère, il explique les raisons des transformations q...

This book is intended for readers who seek information on issues related to plurilingualism and the integration of subject content teaching with additional languages such as heritage, autochthonous, regional and foreign languages that are taught in school contexts. The book provides information on recent theoretical and pedagogical paradigm shifts...

This chapter attempts to show how the use of artifacts and gestures in additional language teaching could extend dialogic exchanges with beginner-level English language learners and improve both fluency and communicational quality. The research study was designed and implemented using the Content and Language Integrated Learning (CLIL) approach. Th...

Cet article rend compte d’une recherche empirique utilisant l’approche Enseignement d’une Matière Intégré à une Langue Étrangère (EMILE), avec des élèves tahitiens âgés de 10-11 ans. Cette étude a été conçue pour examiner si l’approche EMILE pourrait être appliquée efficacement avec des jeunes apprenants de niveau débutant dans des activités de 25...

Dans ce numéro de la revue Contextes et Didactiques, nous revisitons l’enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) du point de vue de la théorie, de la recherche, de la pédagogie et de la formation des enseignants. Ce numéro présente à la fois des articles de recherche et des articles sur l’état de l’art. Ce 15ème nu...

This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers’ beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school...

Les recherches dans le champ de l’éducation et la formation soulignent que les bénéfices apportés par le numérique dépendent essentiellement des conditions préalables que sont les représentations (positives ou négatives) des enseignants en général, du statut du numérique à l’école et de la nature des compétences enseignantes. Ces réflexions conduis...

This paper describes an interaction analysis study, which was carried out in a French Polynesian elementary school context. The corpus for the study was gathered via video recordings during an extensive educational project. This project aimed at collecting corpora on various school subjects from French Polynesian elementary schools between the year...

This classroom-based study, which took place in a French Polynesian primary school context, attempts to highlight the role played by social artefacts on the quality of dialogic exchanges and mediation of learning in beginner level young foreign language learners in Content and Language Integrated Learning (CLIL) classes. The CLIL experience describ...

Content and Language Integrated Learning (CLIL) has gained widespread acknowledgement in numerous education systems not only in Europe but also in other continents since its onset in the 1990s in Europe. However, despite its extensive reputation, CLIL has not yet attained a fully developed educational model. This study highlights the need for a coh...

Multilingual education is receiving remarkable attention in language policy planning efforts of many countries, and aiming at providing culturally responsive education. French Polynesia, which is an overseas territory of France, represents a fine example for its efforts towards maintaining and revaluing multilingual education. The foreign and local...

Cite: Gabillon, Z. (2013). Language Learner Beliefs from an Attributional Perspective. Procedia-Social and Behavioral Sciences, 106, 1697-1711. This qualitative study, aimed to analyze eight French-speaking learners' beliefs about English and English language learning. The data were obtained via semi-structured interviews. The study drew on Weiner...

Cite: Gabillon, Z., & Ailincai, R. (2013). CLIL: A Science Lesson with Breakthrough Level Young EFL Learners. Education, 3(3), 168-177. This paper reports on the implementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners. The participants of the study were 10-11 year-old elementa...

Cite: Gabillon, Z. (2012). Discrepancies between L2 Teacher and L2 Learner Beliefs. English Language Teaching (Canadian Center of Science and Education), 5(12), 94-99. This state of the art article overviews the literature on discrepancies between foreign language teacher and learner beliefs. In the first section, the author draws the reader’s att...

Gabillon, Z. (2012). Revisiting Foreign Language Teacher Beliefs. Frontiers of Language and Teaching, 3, 190-203. This state of the art paper revisits foreign language teacher beliefs. The first part of the paper reviews some factors that have an impact on foreign/second language (L2) teachers’ beliefs. The second part outlines some characteristi...

Cite: Gabillon, Z. (2007). L2 Learners' and L2 Teachers' Stated L2 Beliefs (Doctoral dissertation, Université Nancy 2). This study was an exploratory study, which was designed to explore a group of university students’ statements of their L2 beliefs. In this study the learners were the students who were studying at a two-year technical university...

Cite: Gabillon, Z. (2007). Learner Beliefs on L2 Attitudes and Motivation: An Exploratory Study. Lingua et Linguistica, 1(1), 68-90. This small-scale exploratory study investigated a group of French university students’ beliefs about the English language and English language learning, and the impact these beliefs had on the learners’ L2 attitudes...