Il est maintenant reconnu que l\u2019enseignement de la grammaire ne devrait pas \u00eatre r\u00e9alis\u00e9 en silo. En effet, pour que les \u00e9l\u00e8ves per\u00e7oivent l\u2019utilit\u00e9 des notions grammaticales qu\u2019on leur enseigne et qu\u2019ils transf\u00e8rent leurs connaissances sur la langue dans divers contextes de productions orales et \u00e9crites, il est important que leur enseignement repose sur des contextes linguistiques authentiques. C\u2019est notamment dans cette perspective que le plus r\u00e9cent programme-cadre de fran\u00e7ais en Ontario privil\u00e9gie une approche int\u00e9gr\u00e9e et que, de ce fait, il invite le corps enseignant \u00e0 mettre la grammaire au service des autres composantes du fran\u00e7ais (la lecture, l\u2019\u00e9criture, etc.), voire des autres disciplines scolaires. Dans le cadre de cette s\u00e9rie de trois ateliers, nous proposerons ainsi des pistes concr\u00e8tes pour que le personnel enseignant puisse contextualiser son enseignement de la grammaire en utilisant une vari\u00e9t\u00e9 de textes se voulant authentiques.<\/p>\n
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