Intégration des écrits de métier en formation professionnelle du secondaire supérieur

Abstract

Integration of trade-related writing in upper secondary vocational training – This article presents a critical review of academic literature on the integration of writing into technical and vocational education and training (TVET) programmes that may be attended by adults who do not have a diploma or who have difficulties with reading or writing. It is guided by two fundamental points: on the one hand, the authors take into account the literacy issues specific to the sub-groups of people attending TVET; on the other hand, they consider the integrated literacy continuum which makes it possible to situate literacy practices in relation to linguistic or pragmatic characteristics. One finding of this critical review is the virtual absence of a problematisation of the realities of certain TVET sub-groups, including non-qualified adults and others who may make little use of the written word. Paying more attention to their characteristics and attitudes towards the written word seems important for a better understanding of TVET interactions. Another finding is that the practices and strategies for teaching and learning writing can be situated within an integrated literacy approach. The range of such practices and strategies is diverse and may promote a use of writing that is quite different from the kind applied in the workplace. The article opens with a proposal to conduct more work on vocational writing that includes modes of use in work situations and takes into account the pragmatic dispositions of students.