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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

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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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INTRODUCTION. Relating Universes of Beliefs to the Language Classroom. A European View (David Newby) 15

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15 INTRODUCTION Relating Universes of Beliefs to the Language Classroom A European View David NEWBY University of Graz (Austria) The title of the conference at the Université de Cergy-Pontoise in- cludes two terms that point both to the diversity and to the complexity of themes discussed during the three days of presentations and workshops. These terms are univers de croyance, which brings with it not only a universe of beliefs but also a universe of accompanying theories, and reliance, or interdependence, which presents researchers with the task of finding a principled coherence and a unified paradigm within which theoretical insights and research findings may be made accessible and relevant to teachers of languages and culture. This is a daunting task, even more so in the light of what Joëlle Aden refers to in her conference introduction as the “asymmetries” to be found in current language teaching: “Une asymétrie entre professeurs et élèves, élèves et locuteurs natifs, élèves et documents supports ou élèves entre eux.” The overrid- ing goal of the conference may thus be seen as the search for greater symmetry, both in theories and in practice. For many years, the language classroom represented a safe and clear- ly structured haven for learners and teachers, in terms of both the lan- guage being learnt and the cultures of its speakers. In the case of the former, a view implicit in many teaching practices prevailed: i.e. that the skill of communicating in the foreign language...

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