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International audienceFrench pupils’ constantly emphasized declining level mainly concerning agreement notion makes spelling teaching sensitive. Hence, teachers have to face linguistic difficulties linked to French language systemic side and to its opaqueness, particularly concerning plural forms. Teachers also have to face psycholinguistic difficulties since number agreement in number is a complex cognitive whose increasing difficulties (among others) depend on words position in sentences.Our choice of working on “spelling as it is taught” sets us on the teaching process side. For some years, researchers have worked on documenting effective teaching practices. Our study fits into such research and wishes to contribute both by documenting how spelling is taught in everyday class and by studying the impact the innovating processes implemented in class have.In order to try and give answers, our analysis describes and analyzes two teachers’ practises in an ordinary class through the contrasting analysis of two filmed lessons about subject-verb agreement. We pick out and analyze the elaborating processes and their didactic transposition chosen by teachers through the choices made and class interaction. Therefore, we put some prominent characteristics forward concerning the ways of teaching subject-verb agreement.L'enseignement de l'orthographe est un sujet sensible, avec une baisse sans cesse soulignée du niveau des élèves français pour la notion d'accord. L'enseignant doit faire face à des difficultés linguistiques, liées au caractère systémique de l'orthographe française et à son opacité, et à des difficultés psycholinguistiques, l'accord en nombre étant un processus cognitif complexe, avec des difficultés accrues selon la position des mots dans la phrase. Notre choix de travailler sur «l'orthographe telle qu'elle s'enseigne » rejoint les recherches qui, depuis quelques années, se sont attachées à documenter les pratiques en situation effective de classe. Notre étude souhaite étudier d'une part comment l'orthographe s'enseigne en classe ordinaire, et d'autre part si les résultats de recherche quant aux dispositifs innovants ont un impact sur ces classes observées. Pour répondre à cela, notre recherche décrit et analyse la pratique de deux enseignants de cycle3 en classe ordinaire, à travers l'étude contrastée de deux séances filmées sur l'enseignement de l'accord sujet-verbe. Nous relevons les modes d'élaboration et de transposition didactique choisis par ces enseignants, grâce à l'analyse des choix effectués et des interactions en classe. Nous dégageons alors quelques caractéristiques saillantes de l'enseignement de l'accord sujet/verbe. Abstract. Spelling as it is taught : contrasting analysis of two lessons in an ordinary class about subject-verb agreement.French pupils' constantly emphasized declining level mainly concerning agreement notion makes spelling teaching sensitive. Hence, teachers have to face linguistic difficulties linked to French language systemic side and to its opaqueness, particularly concerning plural forms. Teachers also have to face psycholinguistic difficulties since number agreement in number is a complex cognitive whose increasing difficulties (among others) depend on words position in sentences.Our choice of working on " spelling as it is taught " sets us on the teaching process side. For some years, researchers have worked on documenting effective teaching practices. Our study fits into such research and wishes to contribute both by documenting how spelling is taught in everyday class and by studying the impact the innovating processes implemented in class have.In order to try and give answers, our analysis describes and analyzes two teachers' practises in an ordinary class through the contrasting analysis of two filmed lessons about subject-verb agreement. We pick out and analyze the elaborating processes and their didactic transposition chosen by teachers through the choices made and class interaction. Therefore, we put some prominent characteristics forward concerning the ways of teaching subject-verb agreement. L'enseignement de l'orthographe est un sujet sensible, avec une baisse sans cesse soulignéedu niveau des élèves français, principalement en ce qui concerne la notion d'accord (Cogis, Manesse, 2007). Les recherches montrent un décalage entre l'enseignement des règles (Jaffré, Bessonnat, 1993) et la capacité des élèves à les appliquer en situation de production (Cogis, Manesse, 2007, Brissaud, Cogis, 2011)

L’orthographe telle qu’elle s’enseigne : analyse contrastée de deux séances en classe ordinaire sur l’enseignement de l’accord sujet-verbe