À partir de Bally et Brunot : la langue française, les savants et les pédagogues

Abstract

ABSTRACT : Is the interest shown by linguists and grammarians in the teaching and learning of language a permanent feature in the history of linguistics or is it contingent 7 Such is the background of this article, which explores some of the ways linguists — mainly F. Brunot and C. Bally — play a part in the field of teaching during the period of reference (turn of the XlXth/XXth century) in French-speaking countries. More specifically, the debates on grammar and the teaching of grammar a are dealt with, the aim being to stress the conceptual solidarities between linguistic research proper and the choices made in teaching. A frame of reference is then proposed with a view to the theorisation of the relationship between the scientific study of language and the teaching of language/languages. Beyond the biographical/instutionaldata which the sociology of language takes into account, these remarks aim to become part of a history of the processes through which the social sciences become a full-fledged part of the curricula.