Introduction:

Lallgement des programmes danglais du cycle moyen sest effectu dans une
approche globale tenant compte des profils dentre et de sortie.
Il sagit dinstaller des comptences et des objectifs dapprentissage des fins
de communication.
Les contenus linguistiques (ressources) ne doivent en aucun cas
tre lobjectif primordial de lenseignant, ce qui, par le pass a dmontre que les
programmes ntaient jamais termins en raison de cette approche.
Nos programmes actuels privilgi ent lautonomie des enseignants.
Cest pour cela que les contenus qui sont prsents et recycls travers les
quatre annes doivent faire lobjet de slection pour les objectifs dapprentissage
numrs (voir tableau du cycle).
Il y a des objectifs atteindre en termes de savoirs et dautres en termes de
savoir-faire (objectifs linguistiques et objectifs communicatifs)
Les allgements proposs ont t fait sous forme de suppressions et de
transferts.
!Ils rpondent aux raisons suivantes :
les thmes et les types de textes se recoupent travers le cycle,
certains contenus sont prsents dune manire isole et ne rpondent pas
des objectifs de communication,
inadquation entre certains contenus et le niveau cognitif des apprenants
(surtout en premire anne),
redondance des contenus linguistiques a travers le cycle (voir tableau des
contenus).
"Pour la russite de cet allgement, nous proposons ces recommandations :
les enseignants doivent tre forms convenablement une lecture et
analyse des programmes des fins dutilisation (ce nest toujours pas le cas),
ils doivent tre forms choisir les types dactivits qui engageront les
apprenants dans des apprentissages de communication et non la mise en place
linaire de contenus linguistiques ,
ils doivent tre forms sur lutilisation des manuels scolaires dans une approche
par les comptences et non par les contenus,
lallgement doit aussi influencer lvaluation,
les enseignants auront dterminer les objectifs dvaluation ralisables
par rapport au format existant (crit).
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