Reframing language difficulties in priority education : Teachers’ social situatedness, diagnoses, and an improvisational alternative to normative pedagogies
Authors
Valentine Rey (ORCID: https://orcid.org/0000-0003-1019-1819)
Mélanie Sargeac
Frédéric Jaëck
Christina Romain
Institutions
Centre National de la Recherche Scientifique (FR)
Université Paris-Est Créteil (FR)
Aix-Marseille Université (FR)
Université Gustave Eiffel (FR)
Laboratoire Parole et Langage (FR)
Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt
Centre Gilles-Gaston Granger (FR)
Publication Details
Journal
SPIRE - Sciences Po Institutional REpository
Published
2026-01-08
Primary Topic
Educational Theory and Curriculum Studies
Type
article
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article
Reframing language difficulties in priority education : Teachers’ social situatedness, diagnoses, and an improvisational alternative to normative pedagogies
Valentine Rey, Mélanie Sargeac, Frédéric Jaëck, Christina Romain
Journal
SPIRE - Sciences Po Institutional REpository
Topics
Educational Theory and Curriculum Studies
article
Reframing language difficulties in priority education : Teachers’ social situatedness, diagnoses, and an improvisational alternative to normative pedagogies
Valentine Rey, Mélanie Sargeac, Frédéric Jaëck, Christina Romain
article en
Abstract
No abstract available for this paper.
Publication Tag
SPIRE - Sciences Po Institutional REpository
Institutions
Centre National de la Recherche Scientifique (FR), Université Paris-Est Créteil (FR), Aix-Marseille Université (FR), Université Gustave Eiffel (FR), Laboratoire Parole et Langage (FR), Laboratoire Interdisciplinaire d'étude du Politique Hannah Arendt, Centre Gilles-Gaston Granger (FR)