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Enseigner les langues-cultures à l’ère de la complexité / Teaching Language and Culture in an Era of Complexity

Approches interdisciplinaires pour un monde en reliance / Interdisciplinary Approaches for an Interrelated World


Edited By Joëlle Aden, Trevor Grimshaw and Hermine Penz

Le 21 e siècle présente des défis importants pour l’enseignement des langues et des cultures. Les enseignants sont plus que jamais confrontés à un environnement complexe et dynamique de croyances et de pratiques, où la diversité et l’interculturalité créent des identités constamment mouvantes. Cet ouvrage propose une réponse interdisciplinaire aux incertitudes de notre époque. Il s’organise autour de deux notions clés, la reliance et les univers de croyance. Les auteurs proposent des perspectives éclairantes sur des thématiques telles que l’empathie, les constructions de Soi et de L’Autre, le développement de la conscience interculturelle et le rôle de l’anglais comme lingua franca. Cet ouvrage constitue ainsi une avancée significative pour le développement d’un paradigme théorique et pédagogique adapté à notre monde plurilingue et pluriculturel.
The 21 st century presents significant challenges for the teaching of language and culture. More than ever before, educators are faced with a complex and dynamic landscape of beliefs and practices, where diversity and interculturality create constantly shifting identities. This volume offers an interdisciplinary response to the uncertainties of our era. It takes as its focus two key notions: interrelatedness and universes of belief and thought. The contributors offer illuminating insights on topics such as empathy, constructions of Self and Other, the cultivation of intercultural awareness and the role of English as a Lingua Franca. As such, the volume makes a significant step towards developing a theoretical and pedagogical paradigm appropriate for our plurilingual and pluricultural world.


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Foreword Claire Kramsch 11


11 Foreword Claire KRAMSCH UC Berkeley (USA) It has been said that switching languages is like opening a door onto other worlds – new ways of speaking –, thinking, and relating to things, people, events. When I switch to French, I find new ways of cutting up reality; I let myself be carried by the French words and their historic resonances. So it is with the notion of la reliance, a term that I now wonder how I ever lived without and that is so much prettier than ab- stract entities like ‘relationality.’ First coined by the Belgian sociologist Marcel Bolle De Bal in 1996 within a freemasonic worldview, social reliance was meant to denote rupture from social isolation and was synonymous with appartenance, i.e., belonging, affiliation. Extended since then to capture the general act of creating links, it has come to mean a principle of life ifself – the creation, recreation of webs of relations between people, objects and even with the self – an act that includes both thought and action (Maffesoli, 1996; Bolle De Bal, 2003; Morin, 2005). In that sense reliance is related to the Bakhtinian notion of dialogism (Holquist, 1996) with which it shares a desire to go beyond the Cartesian dualities of mind and nature and to engage the body, the emotions, and the imagination in a joint human enterprise. Reliance also shares with dialogism a profoundly ecological sense of ethical responsi- bility and agency. The timeliness of the notion of reliance has been attributed to the growing...

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