Marie-Paule Jacques

Marie-Paule Jacques is a Professor of Linguistics at Université Toulouse - Jean Jaurès, affiliated with the Cognition, Languages, Language, Ergonomics (CLLE) research unit. Previously associated with University of Grenoble Alpes where she completed her Habilitation à diriger des recherches (HDR) in 2017, her academic career spans over two decades of research in corpus linguistics and applied language studies. She has held positions as a teacher-researcher focusing on language sciences, general linguistics, and phonetics.

Her research interests center on corpus-based linguistic analysis, particularly examining academic writing practices across educational levels from primary school to university. She investigates textual coherence, discourse organization, and the development of transdisciplinary scientific lexicon. Her work bridges theoretical linguistics with practical applications in language teaching, especially for vocational students transitioning to higher education. She has made significant contributions to understanding how students develop writing skills and how educators can effectively evaluate and support this development.

Analysis of her recent publications reveals a strong focus on discourse routines in academic contexts, writing evaluation methodologies, and collaborative projects between researchers and practitioners to improve writing instruction. Her work frequently examines the challenges faced by students from vocational backgrounds in academic writing environments, developing targeted interventions to support their success.

Professor Jacques has been actively involved in numerous research collaborations, particularly with Luca Pallanti, Catherine Brissaud, and Rui Yan, focusing on writing pedagogy for diverse student populations. She has contributed to the development of corpus resources like CORLI (Corpus Ouvert du Français) and has worked extensively on creating educational tools for writing instruction across different educational stages.

Her research has practical applications in teacher training programs, where she develops modeling approaches to language study for future primary education teachers. She also investigates linguistic challenges faced by specific learner populations, such as Sinophone learners of French, examining their use of passive constructions in academic writing.