To bolster by the adult teacher in reading, is it good to twist the stick in the other direction

Abstract

Our study focuses on an observation of classeroom teachin situations in Fle. We look at the ways and procedures used by teachers to guide adult learners to understand a text and the nature of their support. We seek to highlight the different processes used by teachers during shoring, which teachers use the most and whether they promote the understanding of a text or not.

Our work is part of an interactionist perspective where we proposed questionnaires to teachers and students and filmed class sessions with two teachers.

Our goal is to provide pedagogical paths to the teaching of reading comprhension in the field of Fle’s teaching at the university.