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Variation, plurilinguisme et évaluation en français langue étrangère


Edited By Laurent Gajo, Jean-Marc Luscher, Isabelle Racine and Francoise Zay

En articulant les questions de variation, de plurilinguisme, d’évaluation et d’authenticité, cet ouvrage nourrit des débats actuels en français langue étrangère (FLE) et en didactique des langues. Pour le FLE en particulier, l’enjeu consiste à envisager la langue en contexte et en contact, la francophonie se présentant comme un espace d’appropriation du français marqué par la variation et le plurilinguisme, qu’il s’agit de didactiser. Le processus de didactisation interpelle alors les modalités d’évaluation et, en amont, la constitution même du corpus à enseigner et son rapport avec une certaine authenticité. Cet ouvrage intéressera les linguistes, les didacticiens et les enseignants, qui y trouveront des éclairages théoriques originaux et des propositions innovantes pour le travail en classe.

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Partie II : FLE et plurilinguisme


Abstract: When describing language resources of individuals and in teaching, there is a strong tendency to reify the notion of language. Each ‘language’ is usually considered as a potentially homogeneous unit (see previous section) with clear-cut boundaries, and multilingualism is generally regarded as a juxtaposition of those units. This section reasserts that multilingualism should be seen in specific terms, so that a didactics of multilingualism can then be considered.

Cecilia Serra’s article deals with the very topical notion of ‘translanguaging’ and its potential for linguistic theory and teaching approaches. It reviews the origins of this notion and discusses its specific input in comparison with code-switching. The article by Anne Grobet and Ivana Vuksanović examines the input from interaction analysis and discourse analysis in order to describe interactions in bilingual classes. Focusing on definition sequences allows a review of both the specifics of bilingual teaching and the relevance of close linguistic analysis that sheds light on the role of bilingual work (translation, code-switching) and of shifts to writing. Mariana Fonseca’s article focuses on a specific approach related to the didactics of multilingualism, namely integrated intercomprehension, which lies at the interface between bilingual teaching and intercomprehension in neighbouring languages. Through interaction analysis, we discover a typology of sequences that points to various degrees of integration between linguistic and subject knowledge. The notions of meso-alternation and re-formulation, so crucial to the process of constructing knowledge, are also reviewed.

Keywords: didactics of multilingualism, bilingual education, intercomprehension, translanguaging, code-switching,...

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