Abstract EN:

AS A TEACHER OF FRENCH IN A SECONDARY SCHOOL, MORE THAN TWENTY YEARS AGO I FELT I HAD TO INITIATE A PEDAGOGICAL APPROACH TO THE OUTSIDE WORLD. THE COURSES I HAVE ORGANIZED - EXPECIALLY SINCE 1980 - THE CLASSES I HAVE ATTENDED AT THE UNIVERSITY OF PARIS III, AT THE ECOLE PRATIQUE DES HAUTES ETUDES ; THE QUATERLY SEMINARS FOR THE STUDENTS ORGANIZED JOINTLY BY THE UNIVERSITIES OF PARIS XIII AND THE C. N. R. S. (ALL OF WHICH I HAVE BEEN ATTENDING SINCE 1984 ON TOP OF MY OWN TEACHING AND WITHOUT BEING GRANTED ANY REDUCTION OF MY TEACHING TIME) HAVE ALL TENDED TO ALLOW A BETTER UNDERSTANDING OF WHAT "SPEAKING IN TODAY'S SOUTH-EAST PICARDY" MEANS - THE AREA BEING ON THE EDGE OF A STILL DIALECT - CONSCIOUS REGION. SO THAT MY PUPILS COULD PROFIT BETTER BY THE LEARNING OF FRENCH, I THOUGHT I WAS BOUND TO GET A DEEPER KNOW-LEDGE OF THE CULTURAL AND LINGUISTIC IDENTIY OF THEIR NATIVE REGION. THIS THESIS, WHICH ELABORATED withouT ANY HELP FROM THE CENTRAL ADMINISTRATIVE BODIES (NO REDUCTION OF TEACHING TIME, NO FINANCIAL HELP) ATTEMPS AT OFFERING SOME GUIDANCE FOR THE READER OF THE AFORESAID STUDY.