Littérature scientifique sur le sujet « Plurilingual and pluricultural practices »
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Articles de revues sur le sujet "Plurilingual and pluricultural practices"
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Galante, Angelica. « “The moment I realized I am plurilingual” : Plurilingual tasks for creative representations in EAP at a Canadian university ». Applied Linguistics Review 11, no 4 (26 novembre 2020) : 551–80. http://dx.doi.org/10.1515/applirev-2018-0116.
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AbstractIn many urban settings across the globe, English for Academic Purposes (EAP) classes are inherently multilingual and provide unique possibilities to explore a wealth of languages and cultures as well as the interactions among them. Although the field of applied linguistics has historically followed monolingual ideologies, a plurilingual approach in EAP can provide insights into language practices that are situated, creative and contextualized. Raising students’ awareness of their own plurilingual and pluricultural repertoire is key to preparing them to make mindful decisions about culture and language use in real-life situations; plurilingual instruction incudes translanguaging, validating plurilingual identities, as well as understanding pluriculturalism, all of which can open up possibilities for creativity in culture and language use. While research shows plurilingual-inspired pedagogies can benefit language learning, little is known about the extent to which they can enhance creative representations of language and culture. This article reports results from a study on the effects of plurilingual instruction on creativity in an EAP program. Seven EAP instructors delivered plurilingual tasks to adult students at a Canadian university. Data from demographic questionnaires, Language Portraits, student diaries (N=28), and classroom observations (N=21) were qualitatively analyzed and triangulated. Results suggest that the use of plurilingual tasks afforded a heightened awareness of plurilingual/pluricultural identity and validated the creative use of linguistic and cultural resources, including translanguaging. Suggestions for the inclusion of creative data collection instruments and plurilingual instruction in applied linguistics classroom research are made.
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Kalliokoski, Jyrki. « Plurilingual competence, styles and variation ». Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no 2 (17 juin 2011) : 87–110. http://dx.doi.org/10.12697/jeful.2011.2.2.05.
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The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding
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GUECHI, Lamia Ali, et Bouba SAADANI. « LANGUAGE PRACTICE AND DEVELOPMENT OF PLURILINGUAL COMPETENCE IN THE CLASSROOM OF FFL ». RIMAK International Journal of Humanities and Social Sciences 03, no 02 (1 février 2021) : 258–67. http://dx.doi.org/10.47832/2717-8293.2-3.20.
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In recent years, the field of didactics has been marked by the development of consensus in the intercultural field, which is of concern to many specialists in linguistic and cultural diversity. However, the objectives of the Council of Europe’s guidelines are the development of plurilingual and pluricultural competence, which is essential for teaching and learning languages. Thus, our reflection is part of a research framework that focuses on language practices as important teaching tools for the learning of a new foreign language allowing learners to broaden linguistic and cultural knowledge in situation of authentic communication. Emphasis is placed on developing plurilingual competence for an adult audience using the linguistic and cultural prerequisites of the first foreign language, how participants react in a socio-cultural context with the activation of languages other than English and mother tongue during verbal interaction. It is obvious that social representations remain anchored in the conversational exchange between subjects emphasizing this self-image, and a recognition of the other that reflects symbolic traits by appealing to culturally associated knowledge abroad. Thus, the reinvestment of knowledge underlines this capacity which is useful in a varied communication situation for the awareness of the assets of other linguistic repertoires and the tolerance of others in the improvement of the communicative competence of the learner. Our study focuses on an interactive analysis that involves taking into account the language repertoire of the participant when confronting cultural values of another language in an institutional setting
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Strasser, Margareta, et Christina Reissner. « Plurilingual and pluricultural competence ». AILA Review 35, no 1 (27 septembre 2022) : 38–59. http://dx.doi.org/10.1075/aila.22008.str.
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Abstract Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.
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Rodriguez Blanco, Natalia. « Plurilingual Perspectives, Pluricultural Contexts ». Exchanges : The Interdisciplinary Research Journal 11, no 2 (26 avril 2024) : 107–32. http://dx.doi.org/10.31273/eirj.v11i2.1137.
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The present article is concerned with the multilingual news coverage from Agence-France Presse (AFP) about the South American country of Bolivia. Firstly, the theoretical and methodological approaches are outlined in order to characterise the plurality of contexts giving rise to AFP’s coverage of the Bolivian 2020 general elections. Secondly, an analysis is proposed that contrasts these multilingual versions in terms of framing devices and translation shifts, aiming at exploring the ways in which media stakeholders represent the Bolivian reality. Thirdly, the findings of this analysis are contextualised with reference to a cross-linguistic comparison of newspaper corpora. When comparing the Spanish, French, and English versions, the first two are found to be more aligned at the level of discourse patterns. The ultimate purpose of this case-study is to observe the presence of translation in plurilingual news settings, where the role of translators often goes unacknowledged within
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Delgado Algarra, Emilio José, César Bernal Bravo et Makiko Ishida. « Citizenship and plurilingual social actors in Spain and Japan : methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category ». IJERI : International Journal of Educational Research and Innovation, no 12 (13 juin 2019) : 50–62. http://dx.doi.org/10.46661/ijeri.4166.
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Plurilingual and pluricultural competence refers to the ability to use languages for communicative purposes and to participate in an intercultural relationship in which a person, as a social agent, dominates -with different degrees- several languages and has experience of various cultures. From the theoretical framework and the review around the problem, a categories system is elaborated in three blocks: types of citizenship, plurilingual competence and pluricultural competence. This system is useful for the configuration of the questionnaire CYASPS® “citizenship and plurilingual social actor in Higher Education” and for the systematization of data analysis with the support of the statistical analysis program SPSS.
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Ikramova, Sh R., et V. I. Normuratova. « THE ROLE OF PLURILINGUAL AND PLURICULTURAL COMPETENCIES IN TEACHING FOREIGN LANGUAGES ». CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no 05 (1 mai 2022) : 42–45. http://dx.doi.org/10.37547/philological-crjps-03-05-10.
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The article discusses the notions of plurilingual and pluricultural competencies and the variations between plurilingualism and multilingualism. Although numerous researches have been done by western scientists in this field, it is a new field for Asian countries. It is also an essential issue for our modern multinational societies in which we live. Besides, this paper sets out to clarify the theoretical framework promoting the plurilingual and pluricultural competencies in educating FL and to reveal the significance of these capabilities in language education.
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Rokita-Jaśkow, Joanna, et Werona Król-Gierat. « Evaluating pluricultural and pluricultural awareness of pre-primary educators by means of language portraits ». Glottodidactica 51, no 2 (30 décembre 2024) : 77–102. https://doi.org/10.14746/gl.2024.51.2.4.
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Developing plurilingual and intercultural awareness is an essential aspect of Early Childhood Education and Care (ECEC) teacher training programmes in countries like Poland, with its population becoming more diverse linguistically. Plurilingual and pluricultural awareness can aid teachers in teaching early foreign languages efficiently and in working with children from diverse linguistic and cultural backgrounds. To achieve this goal, language portraits have been recognised as a useful tool in transformative and multilingual pedagogy (Coffey 2015; Hopp et.al. 2020; Lau 2016) as they help educators become more aware of their linguistic repertoires and how they can use them when working with young learners (Prasad 2020; Soares et al. 2021).This study analyses language repertoires of 75 pre-primary educators utilising the techniques of language portrait presented in the PEPELINO portfolio (Goullier et al. 2015). The content analysis of data indicates a vast repertoire of languages present in the teachers’ lives; however, they are significant only in the emotional dimension and less in the cognitive and communicative ones. This finding is interpreted as a result of a solid monolingual ideology rooted in the teachers, lack of plurilingual and pluricultural awareness and thus foreseeing difficulties in teaching a foreign language or in linguistically diverse classes. Guidelines for ECEC teacher education are provided.
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Sielanko-Byford, Elzbieta, et Janina Zielińska. « Teaching how to build bridges between languages ». Nordic Journal of Language Teaching and Learning 12, no 2 (3 décembre 2024) : XXXIV—XLV. https://doi.org/10.46364/njltl.v12i2.1331.
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The article presents examples of activities and tasks used during classes devoted to plurilingual education at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. In the first part of the paper, the context in which future teachers of languages are educated at the Centre is described. The description focuses on the Plurilingual and Pluricultural Education course and the Integrated Language Didactics course, which enable students to become acquainted with the pluralistic approaches to languages and cultures and to further develop their plurilingual and pluricultural competence. These courses are an integral part of the programme of study at the Centre and it is assumed that the students will use the knowledge and skills acquired while attending them in their future work at school in order to facilitate the teaching and learning of languages. The second part of the paper is devoted to activities and tasks presented during the 10th International Conference of the EDiLiC Association. They include an awakening to languages activity, conducted as part of the Plurilingual and Pluricultural Education course at the Centre, and tasks used during the Integrated Language Didactics course for pre-service teachers of English and German or English and French.
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Polyakova, Oksana, et Ruzana Galstyan-Sargsyan. « Sustainable Higher Education via Telecollaboration : Improving Plurilingual and Pluricultural Competence ». Integration of Education 25, no 4 (30 décembre 2021) : 544–61. http://dx.doi.org/10.15507/1991-9468.105.025.202104.544-561.
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Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.
Thèses sur le sujet "Plurilingual and pluricultural practices"
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Boullard-Liu, Marie. « Représentations, pratiques et identités plurielles chez des jeunes scolarisés dans un établissement français à l’étranger : une étude de cas longitudinale en Chine, à Shanghai ». Electronic Thesis or Diss., Paris 3, 2025. http://www.theses.fr/2025PA030013.
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Cette recherche doctorale interroge les effets des trajectoires sociales et familiales de jeunes sur le développement de leurs représentations, pratiques et construction d’identités plurielles, observées dans un établissement français, en Section Internationale Chinois en Chine, à Shanghai. L’étude longitudinale menée problématise les modalités de développement plurilingue et pluriculturel de jeunes aux profils variés, qui évoluent dans des va-et-vient quotidiens entre leur famille, l’école et leur environnement. Dans le contexte particulier d’une communauté francophone à l’étranger, les récits d’acteurs sociaux impliqués (élèves, parents, enseignants) permettent de situer les parcours scolaires et identitaires des jeunes dans une dimension sociétale, et dans des trajectoires familiales ponctuées d’une pluralité d’expériences de mobilité. Encouragés à s’engager dans des retours réflexifs sur des expériences vécues entre les langues et les cultures, ils racontent leurs représentations et leurs pratiques langagières et culturelles plurielles, révélant leur appropriation d’un parcours éducatif marqué par les entre-deux géographiques, langagiers, culturels. Impliqués dans le développement de cette étude, les jeunes agissent en tant que participants-chercheurs, dont les réflexions et analyses révèlent les effets d’enfances plurilingues et pluriculturelles sur leur négociation d’identités plurielles. Un suivi longitudinal et multimodal, basé sur une approche biographique, permet de les suivre jusqu’à leurs premières années d’études supérieures à travers le monde, dévoilant leur mise en œuvre, notamment sur les réseaux sociaux, d’une compétence plurilingue (plurilittératiée) et pluriculturelle, susceptible de les guider vers des rôles d’intermédiaires culturelsThis doctoral research examines the effects of the social and family trajectories of a group of youth studying in the International Chinese Section of a French school located in Shanghai, China, on the development of their representations and practices, and the construction of multiple identities. This longitudinal study investigates the multiple ways in which these young people, with varied profiles, develop their plurilingual and pluricultural identities as they move back and forth between their family, school and environment on a daily basis.In the specific context of a Francophone community abroad, the narratives of the social actors involved (students, parents, teachers) help situate the educational and identity trajectories of these young people within a societal dimension, and within family trajectories punctuated by various experiences of mobility.Encouraged to engage in reflexive feedback on experiences lived between languages and cultures, they recount their representations and plural linguistic and cultural practices, revealing their appropriation of an educational journey marked by geographical, linguistic, and cultural in-betweens. Actively involved in the development of this study, the young people act as participant-researchers, whose reflections and analyses reveal the influence of plurilingual and pluricultural childhoods on their negotiation of multiple identities.A longitudinal and multimodal follow-up, based on a biographical approach, allows for tracking their journeys up to their first years of higher education across the world, unveiling their implementation, notably on social networks, of plurilingual (pluriliterate) and pluricultural competence, which may guide them toward roles as cultural intermediaries
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Brisson, Geneviève. « Plurilingual and pluricultural subject positioning of plurilingual students in a Francophone minority school in British Columbia ». Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/60416.
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In this qualitative case study, I explored the process of identity construction of plurilingual students attending a Francophone minority school in British Columbia. Using a theoretical framework informed by a sociocultural perspective on literacies (Barton & Hamilton, 2000; Street, 1984), positioning theories of identity (Davies & Harré, 1990; Blackledge & Pavlenko, 2001), plurilingualism and pluricultural competence (Marshall & Moore, 2013; Moore, 2006), and multimodality (Cope & Kalantzis, 2000; Kress, 2000a, 2000b), I investigated how focal students negotiated multiple subject positions as plurilingual and pluricultural in the context of literacy events in a classroom. My analysis focused on their use of linguistic and cultural resources in their oral interactions, and on their use of modes of representation in their digital multimodal texts. I gathered data through ethnographic methods, and I also collected multimodal digital texts. My analysis of literacy events allowed for identification of “moments of positioning” as plurilingual and pluricultural, in which students activated some of their linguistic and cultural resources, and/or modes of representation to negotiate multiple subject positions. This study of moments of positioning provides a close analysis of factors inhibiting the expression and recognition of some subject positions as legitimate in the classroom. For instance, the monolingual school Discourse – with an upper case D, as conceptualized by Gee (1996, 2001, 2005) – may limit the negotiation of plurilingual and pluricultural subject positions. This study makes significant contributions to research on identity in the fields of literacy and language learning, and in the research on identity in Francophone minority schools. It shows how a Discourse might lead students to express some of their subject positions in their classroom setting, and not others. My analysis of moments of positioning supports current poststructuralist views of identity as dynamic, fluid, and performed in interactions and adds to research demonstrating that subject positions are not stable entities negotiated once and acquired forever (Blackledge & Pavlenko, 2001). In the field of research on multimodality, my research adds to the literature arguing that multimodality can be a powerful tool that children can use when they create texts in which they negotiate subject positions.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Gouaïch, Karima. « Les pratiques langagières d'élèves alloglottes nés en France : obstacles, appuis et leviers pour la maîtrise de la langue de scolarisation ». Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0515.
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Ce travail de recherche s’attache aux pratiques langagières d’élèves alloglottes nés en France. Son objectif est double. D’une part, il vise à étudier les pratiques langagières de ces élèves à partir de leurs compétences plurilingues et pluriculturelles et de leur exposition au français à la maison, dans une approche comparative avec des élèves allophones. D’autre part, il prétend identifier les représentations, ainsi que les choix et les actions didactiques, des professeurs de l’école primaire lorsqu’ils sont chargés d’enseigner la langue de scolarisation à ces élèves. La problématique de cette étude porte sur l’influence des pratiques langagières des élèves alloglottes nés en France sur les représentations, les choix et les actions didactiques des professeurs en éducation prioritaire (EP). Deux hypothèses en découlent : la surreprésentation des élèves alloglottes en EP conduit les professeurs à surestimer leurs difficultés langagières ; l’épistémologie pratique du professeur et les dispositions langagières des élèves alloglottes agissent sur l’action didactique conjointe en EP. Le terrain de l’étude regroupe dix-huit classes de cours préparatoire (CP) et de cours moyen 2e année (CM2) de l’EP et hors de l’EP, soit 417 élèves et 18 professeurs au total. Les pratiques langagières des alloglottes nés en France sont examinées parallèlement à celles des allophones au niveau du contexte (EP/hors EP) et du niveau de classe (CP/CM2). Il s’agit de caractériser les pratiques langagières des alloglottes nés en France et d’interroger une spécificité du plurilinguisme en EP susceptible d’influencer les représentations des professeursThis research work focuses on the language practices of alloglot students born in France. Its objective is twofold. On the one hand, it aims to study the language practices of these students based on their plurilingual and pluricultural skills and their exposure to French at home, in a comparative approach with allophone students. On the other hand, it claims to identify the representations, as well as the choices and didactic actions, of primary school teachers when they are responsible for teaching the language of instruction to these pupils. The problem of this study concerns the influence of the language practices of alloglot students born in France on the representations, choices and didactic actions of teachers in priority education (PE). Two hypotheses emerge from this: the over-representation of alloglot students in PE leads teachers to overestimate their language difficulties; the practical epistemology of the teacher and the language dispositions of alloglot students influence the joint didactic action in PE. The field of study includes eighteen classes of preparatory courses (CP) and medium courses (CM2) in EP and outside EP, for a total of 417 students and 18 teachers. The language practices of allophones born in France are examined in parallel with those of allophones at the context (EP/non-EP) and class level (CP/CM2) levels. The aim is to characterize the language practices of alloglots born in France and to question a specificity of plurilingualism in PE that may influence teachers' representations
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Valente, Eleonora <1997>. « Plurilingual Education : the Gap between Regulations and Didactical Practices The Translanguaging Approach as a Pedagogical Bridge ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21122.
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Il plurilinguismo è oggi un termine chiave nel panorama internazionale, inteso sia come approccio pedagogico che punta allo sviluppo di una competenza plurilingue e pluriculturale, sia come strumento che aiuta a coltivare una apertura nei confronti dell’educazione linguistica e una equa valorizzazione delle diversità culturali e linguistiche. Dopo aver illustrato le caratteristiche del plurilinguismo, questa tesi si concentra nell’analizzare i numerosi documenti europei ed italiani in cui si menziona la necessità di diffondere il plurilinguismo e le relative pratiche didattiche, soprattutto a livello scolastico. Attraverso il confronto con la situazione attuale a livello nazionale ed europeo, la tesi mostra l’esistenza di un gap consistente che divide la teoria dalla pratica, un divario che separa i buoni propositi e le indicazioni dei documenti da quello che realmente accade nelle varie realtà scolastiche. Questa netta separazione viene confermata anche da alcune docenti italiane della scuola primaria che hanno preso parte ad una intervista in cui si è discusso della conoscenza del tema, delle loro opinioni e di quello che viene o meno fatto nelle loro classi per promuovere il plurilinguismo. Per concludere, come possibile soluzione pratica viene presentato il translanguaging, un nuovo approccio didattico che può rappresentare un primo passo verso la creazione di uno spazio multilingue all’interno delle classi italiane in rispetto delle linee guida europee e nazionali.
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Mathis, Noëlle. « Identités plurilingues et création textuelle en français langue étrangère : une approche sociolinguistique d'ateliers d'écriture plurielle ». Thesis, Avignon, 2013. http://www.theses.fr/2013AVIG1121/document.
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Cette thèse de doctorat explore la problématique de la construction identitaire d'apprenants adultes plurilingues à travers leurs pratiques d'écrits dans une classe de français langue étrangère dans un centre universitaire d'études françaises. Cette étude, adoptant une approche ethno-sociolinguistique, touche les champs de la recherche en didactiques des langues et des cultures et en didactique de l'écriture en situation de contact. Elle vise à analyser comment les apprenants créent et manifestent leur pluralité à travers leurs écrits. Les apprenants sont considérés comme des acteurs sociaux qui utilisent leur répertoire pluriel et jouent de leur compétence plurilingue et pluriculturelle dans l'intention de se dire en tant qu'individus plurilingues. Leurs identités plurielles,dynamiques, ambivalentes, évoluent en fonction de la situation de communication et de ce qu'ils tentent de communiquer d'eux-mêmes. L'étude se base sur des interactions en classe enregistrées pendant deux semestres, les textes écrits par les apprenants et des entrevues semi-dirigées. L'analyse, portant sur le contenu et la forme des discours, met en lumière les représentations des apprenants sur leur plurilinguisme et leur apprentissage des langues, et les procédés scripturaires mis en place pour exprimer leurs identités. Une partie didactique conclusive propose des pistes de réflexion pour les enseignantsThis doctoral research examines the identity construction of adult plurilingual learnersthrough their literacy practices in a French as a Second Language class in a FrenchUniversity. This ethno-sociolinguistic study intersects the research fields of secondlanguage didactics and academic literacy in multilingual contexts. It analyzes howlearners create and express their multiple identities through their literacy practices.Learners are considered as social actors using their plurilingual resources to reveal theirmultiple identities. Identities are treated as fluid and ambivalent, changing over time,space and situations, and on what learners want to communicate about themselves. Thestudy is based on classroom interactions recorded over two university terms, textscreated by students and follow-up interviews. We use the tools of discourse analysis, oncontent and form, to show learners' representations on plurilingualism and languagelearning, and their writing process as a way to express their identities. The conclusionoffers a pedagogical discussion for teachers
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Chen, Yan-Zhen. « L’enseignement du chinois standard en tant que 3ème ou 4ème langue étrangère dans une classe de seconde en Alsace : le rôle de la notion de compétence plurilingue et pluriculturelle ». Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC042/document.
Texte intégralRésumé :
Cette thèse a consisté en une recherche qualitative et ethnographique. Elle visait à déterminer le rôle joué par la compétence plurilingue et pluriculturelle d’une enseignante et de ses vingt-deux élèves grands débutants au sein d’un enseignement du chinois langue étrangère. Comment une enseignante de chinois langue étrangère interprète-elle cette notion ? Comment peut-elle prendre en compte et s’appuyer sur les langues acquises précédemment de ses élèves, soit le répertoire plurilingue de ses élèves, pour faciliter son enseignement ? Il ne s’agissait pas simplement d’identifier les mécanismes et la fréquence d’utilisation du répertoire plurilingue dans l’enseignement du chinois standard, mais aussi d’interroger les représentations de l’enseignante et de ses élèves afin de saisir les causes du décalage entre le discours et les instructions officiels d’une part et les pratiques d’enseignement et d’apprentissage d’autre part. Ma thèse a démontré deux résultats significatifs : la « sloganisation » de la notion de compétence plurilingue et pluriculturelle dans les politiques linguistiques éducatives de la France et le manque de conscience du recours à la compétence plurilingue et pluriculturelle chez les protagonistes du terrainThis thesis consists of a qualitative and ethnographic research. It aims to determinate the role played by the plurilingual and pluricultural competence of a teacher and her twenty-two full beginner students in the context of the teaching of Chinese as a foreign language. How does this teacher interpret this notion? How can this teacher take into account and make use of her students’ previously acquired languages, i.e. their plurilingual repertoire, to facilitate her teaching? This thesis concerns not only identifying the mechanisms and the frequency of the use of the plurilingual repertoire in the teaching of standard Chinese, but also interrogating the teacher and the students’ representation. This analysis intends to seize the causes of the gap between the official discourse and instructions on one hand and the empirical teaching and learning practices on the other hand.This thesis demonstrated two significant results: the “sloganization” of the notion of plurilingual and pluricultural competence in French educative language policies and the lack of awareness of the protagonists concerning their solicitation of the plurilingual and pluricultural competence in the classroom
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Stratilaki, Sofia. « Pratiques discursives et représentations du bi-plurilinguisme dans trois établissements franco-allemands [Buc, Fribourg, Sarrebruck] ». Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030140.
Texte intégralRésumé :
Notre étude s’inscrit dans la ligne des questionnements en linguistique et en didactique des langues et porte sur les conditions dans lesquelles s’opère la construction d’une compétence dans plusieurs langues chez des apprenants placés, du fait de leur biographie langagière ou de leur mode de scolarisation, dans des établissements institutionnellement valorisants et réputés, tels que les lycées franco-allemands de Buc (Versailles), de Fribourg (Brisgau) et de Sarrebruck (Sarre). La recherche s’intéresse plus particulièrement aux apports réciproques des représentations sociales du bi--plurilinguisme et des contextes d’acquisition et interroge les conditions dans lesquelles les corpus recueillis permettent de constater ou d’inférer des transformations en cours dans les représentations des apprenants, que ces représentations soient relatives aux langues et à leur apprentissage ou qu’elles relèvent de la construction des connaissances. Dans un premier temps, elle se propose, en s’appuyant sur une analyse qualitative et quantitative d’un corpus composé de questionnaires et d’entretiens semi-dirigés de groupe, de contribuer à définir ce qu’est une compétence plurilingue, d’une part, au niveau macrolinguistique, c’est-à-dire dans une perspective d’organisation curriculaire et de parcours d’apprentissage individuels, et, d’autre part, au niveau microlinguistique, c’est-à-dire dans sa réalité discursive et interactionniste dans les pratiques langagières plurilingues des apprenants. À cette fin, l’étude interroge tout d’abord les contenus et les processus discursifs d’élaboration des représentations sous l’angle dynamique de leurs propriétés structurelles et argumentatives puis analyse, à l’aide des outils de l’analyse du discours, les pratiques discursives en tant qu’activités langagières conjointement construites dans l’interaction par lesquelles s’élaborent et se [co-]construisent des représentations du plurilinguisme. Dans un second temps, l’étude met les outils de l’analyse du discours et de celle du contenu au service de la didactique, en essayant de tirer au clair la façon dont se dessine, à la rencontre des profils typologiques et des traits constitutifs des représentations identitaires du plurilinguisme, le répertoire langagier pluriel des apprenants franco-allemands. Enfin, suite à l’analyse du corpus et dans une perspective de recherche-action, des réflexions et des propositions pour une didactique du plurilinguisme sont envisagéesOur research is in the field of linguistics and the didactic practices of languages. It concerns the conditions of building competence in multiple languages in learners who, due to their language biography or the educational system, are studying in prestigious institutional school environments, such as the French-German schools of Buc (Versailles), Freiburg (Breisgau) and Saarbrücken (Saarland). In particular, the research examines the reciprocal interaction between social representations of bi--plurilingualism and contexts of acquisition. We review the conditions in which the data collected lead us to conclude or to infer changes in learners’ representations related to the languages and their language-learning or to their accumulation of knowledge. Firstly, based on a qualitative and quantitative analysis of data elicited in the form of questionnaires and semi-directive interviews, we aim to define the concept of plurilingual competence. This competence exists on two levels: first, on the macrolinguistic level, from the perspective of the organisation of curriculum and of individual trajectories of learning, and secondly, on the microlinguistic level, in its discursive and interactional reality in the learners’ plurilingual language practices. With this aim, the study begins by investigating the content and the discursive processes of the development of representations by considering the dynamics of their structural and argumentative components. The next stage is to analyse [using speech analysis tools] discursive practices such as language activities, which are situated in the interaction and contribute to the development and mutual construction of representations of plurilingualism. The study continues by using the tools of content and discourse analysis for didactic purposes. We try to reveal how the plurilingual language repertoire of French-German learners takes shape, through typological profiles and examining the constituent components of representations of identity and plurilingualism. Finally, in an active research mode, we suggest possibilities for future research on the didactics of plurilingualism
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Komai, Rei. « Appropriation du japonais, construction identitaire et trajectoire plurilingue et pluriculturelle : Étude de profils d'étudiants japonisants et réflexions sur la didactique du japonais langue étrangère ». Thesis, Paris, INALCO, 2021. http://www.theses.fr/2021INAL0002.
Texte intégralRésumé :
Dans cette thèse, nous avons réfléchi à l’enseignement/apprentissage du japonais du point de vue de la trajectoire d’étudiants plurilingues français. À la lumière de l’évolution récente de notre société mondialisée et dynamique, nous avons pris en compte la diversification des objectifs d’apprentissage du japonais, la mobilité et la complexité des itinéraires individuels d'apprentissage.Notre objectif était de soumettre le cadre théorique de l'éducation plurilingue à l’apprentissage du japonais et, par la suite, d’explorer de nouvelles pistes d’enseignement/apprentissage de cette langue éloignée du français. Les résultats de nos investigations ont clairement montré que la motivation et le processus de construction identitaire conduisant des étudiants à s’investir dans leur apprentissage, ainsi que les stratégies/méthodes d'apprentissage mettant en œuvre des compétences plurilingues et plurilittératiées favorisaient l'appropriation du japonais. À travers une activité collaborative de process writing, nous nous sommes particulièrement intéressée au processus de recherche du vocabulaire ainsi qu’aux interactions verbales par des activités de translanguaging. Cela nous a permis de montrer le fort potentiel de la recherche et de l’apprentissage multimodal du vocabulaire à l’aide d’outil TIC et de ressources multilingues, non seulement pour le développement de la compétence en production écrite mais également pour la formation à un apprentissage autonome et une pratique langagière réelleThis thesis considers the learning and teaching of Japanese from the point of view of the trajectory of plurilingual students who study in the French higher education establishment. In light of the recent evolution of our globalized and dynamic society, I take into account the diversification of Japanese learning objectives, mobility, and the complexity of individual learning routes.My objective was to apply the theoretical framework of plurilingual education to the learning of Japanese and, thereafter, to explore new avenues for teaching and learning this distant language. The results show that motivation and the process of identity building lead students to invest in their learning and also that the learning strategies and methods that implement plurilingual and pluriliterate skills favor the appropriation (acquisition) of Japanese.I was particularly interested in the vocabulary research process as well as verbal interactions through translanguaging activities, which allow students to organically develop language skills. Through multimodal vocabulary research and learning activities (using ICT [Information and Communication Technology] tools and multilingual resources), learners develop not only production skills in the target language but also independent learning skills. They also experience real language practice.This is done through a collaborative activity called process writing in which learners use their plurilingual repertoire and apply pluriliterate learning and communication strategies to produce texts in Japanese. The interactions that arise between the participants of this activity create an opportunity for semantic negotiation towards mutual understanding
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Coulibaly, Laurent. « L'Education bi-plurilingue au Mali : entre politiques linguistiques éducatives, pratiques et discours enseignants et représentations sociolinguistiques ». Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20010.
Texte intégralRésumé :
De nombreuses recherches (Dabène, 1994 ; Cummins, 2001 ; Vilpoux et Blanchet, 2015 ; Maurer, 2007, 2011a, 2013b, 2016, 2018) s'accordent sur les avantages pédagogiques d'un système éducatif bi-plurilingue, prenant en compte la langue première de l'apprenant, ou au moins une de ses langues premières. Le Mali s'est lancé depuis le début des années 1980 dans une politique éducative bi-plurilingue articulant langues locales et langue française, l'objectif étant d'amener les apprenants à effectuer les premiers apprentissages dans une langue de leur environnement social eUou familial (langue 1) de telle sorte que les apprentissages ultérieurs du et en français (langue 2) s'en trouvent facilités. Des résultats encourageants issus de différentes phases d'expérimentation ont montré un net avantage des écoles bilingues sur les écoles classiques monolingues (Nounta, 2015 ; ELANAfrique, 2016). Cependant, le Mali n'est pas encore parvenu à généraliser l'éducation bi-plurilingue. Combinant observation des pratiques de classes et des entretiens semi-directifs (Blanchet, 2012)aussi bien avec les acteurs de terrain (enseignants et directeurs d'écoles bilingues) qu'avec des autorités éducatives, cette thèse propose d'explorer l'éducation bi-plurilingue au Mali. Elle s'intéresse ainsi aux pratiques enseignantes en matière d'éducation bi-plurilingue et aux représentations sociolinguistiques de différents acteurs impliqués (enseignants, directeurs, parents d'élèves ... ) sur l'enseignement et l'apprentissage des langues locales à l'école. Elle soulève également la question de la formation des enseignants et de leur adhésion à cette politique éducative. Des facteurs politiques qui freinent la généralisation de l'éducation biplurilingue sont également abordés. Cette thèse contient également des propositions pour une politique éducative bi-plurilingue efficienteMany studies (Dabène, 1994 Cummins, 2001; Vilpoux and Blanchet, 2015; Maurer, 2007, 2011 a, 2013b, 2016, 2018) agree on the educational advantages of a bi-plurilingual education system, taking into account the learner's first language, or at least one of their first languages. Since the beginning of the 1980s, Mali has embarked on a bi-plurilingual educational policy linking local languages and the French language, with the objective of getting learners to carry out their first learning in a language of their social and/or family environ ment. (language 1) so that subsequent learning of and in French (language 2) is facilitated. Encouraging results from different phases of experimentation have shown a clear advantage of bilingual schools over traditional monolingual schools (Nounta, 2015; ELAN-Afrique, 2016). However, Mali has not yet managed to generalize biplurilingual education. Combining observation of classroom practices and semi-structured interviews (Blanchet, 2012) bath with actors in the field (teachers and directors of bilingual schools) and with educational authorities, this thesis proposes to explore bilingual education in Mali. lt is thus interested in teaching practices in terms of biplurilingual education and in the sociolinguistic representations of the different actors involved (teachers, principals, parents of students, etc.) on the teaching and learning of local languages at school. . lt also raises the question of teacher training and their adherence to this educational policy. Political factors that slow down the generalization of biplurilingual education are also discussed. This thesis also contains proposais for an efficient bi-plurilingual educational policy
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Franceschi, Valeria. « ELF Users as Creative Writers : Plurilingual Practices in Fan Fiction ». Doctoral thesis, 2014. http://hdl.handle.net/11562/692564.
Texte intégralRésumé :
I processi di globalizzazione e la diffusione di pratiche transnazionali nella società contemporanea hanno favorito la comunicazione internazionale in molteplici campi. Queste interazioni avvengono tramite una lingua condivisa, molto spesso l'inglese, che assume il ruolo di lingua franca (ELF). La prospettiva ELF può essere infatti applicata a contesti comunicativi internazionali, virtuali e non, in cui l'inglese costituisce la lingua di lavoro. Un contesto frequente di utilizzo dell' ELF si può identificare nei gruppi internazionali online, formatisi in relazione a hobby e interessi comuni. Ad esempio, gli appassionati di testi relativi alla cultura di massa - i fan - sono molto attivi all'interno di queste comunità virtuali, in cui stabiliscono rapporti interpersonali e si cimentano in attività creative per mezzo dell'ELF. La scrittura creativa ispirata da questi testi, o fan fiction, è particolarmente diffusa; i fan pubblicano i loro lavori online, assumendo il ruolo di 'scrittori' all’interno di queste comunità virtuali. Nonostante l'inglese costituisca la lingua primaria nei gruppi internazionali, i fan portano con loro un bagaglio socioculturale e linguistico che trova spazio nelle fan fiction: dialoghi e segmenti narrativi includono infatti spesso elementi di altre lingue, che sono stati analizzati allo scopo di determinare quali funzioni svolgano nei racconti. Le nozioni di eteroglossia linguistica e super-diversità sono applicate in relazione all'analisi qualitativa dell'uso delle risorse plurilingui degli scrittori, in un corpus di fan fiction costituito da storie ispirate da fumetti e cartoni giapponesi - manga e anime - pubblicate online da 26 scrittori la cui lingua madre è diversa dall'inglese. Un'analisi preliminare degli elementi paratestuali e dei commenti dei lettori ha evidenziato supporto e collaborazione da parte di questi ultimi, e ha sottolineato come le risorse plurilingui dei fan siano utilizzate per promuovere il rapporto interpersonale tra scrittori e lettori, indicando affiliazione o supporto a specifiche linguaculture, oltre che per esprimere identificazione con la comunità manga/anime. L'inserimento nel testo di elementi dal giapponese è particolarmente frequente e significativo, e costituisce un elemento di 'autenticità' in rapporto al testo originale. Inoltre, il giapponese e le altre lingue svolgono una serie di funzioni nelle fan fiction analizzate che si possono raggruppare in: sociali, pragmatiche e narrative. Le risorse plurilingui sembrano dunque essere utilizzate consapevolmente per scopi specifici all'interno di questi testi di narrazione creativa. Ulteriori studi su altri aspetti relativi all’ELF nel contesto del fandom potrebbero contribuire allo studio dell'ELF nel mondo digitale.Globalization processes and the increase of transnational practices in contemporary society have promoted international dialogue in a variety of fields and settings. Such interactions occur in a shared common language, most often English. The English as a Lingua Franca (ELF) perspective may be applied to all communicative contexts where English acts as the working language of international interactions in both physical and digital environments. International, interest-based groups on the Internet are a common context of use for ELF. Aficionados of pop culture texts - fans - are very active members of such virtual communities, engaging in social and creative practices with like-minded people via ELF. Creative writing inspired by these pop culture texts – fan fiction - is especially popular, and fans publish their work online, positioning themselves as successful writers within their communities. While employing ELF as the primary language of their texts, fan writers bring their sociocultural and linguistic repertoires to their stories, interspersing narration and dialogue with non-English language elements. These were analyzed in order to determine which functions they play within the texts. The notions of linguistic heteroglossia and super-diversity are adopted in relation to the qualitative analysis of plurilingual resource exploitation in a fan fiction corpus constituted of online-published stories - inspired by Japanese comics and animation, known as manga and anime - written by 26 non-native users of English. A preliminary analysis of the paratext and of reader reviews highlights the supportive and participatory attitude of the readers in relation to non-native writers, and how plurilingual resources are employed to foster social cohesion between writers and readers, who show affiliation or solidarity to specific linguacultures as well as mark themselves as members of the manga/anime community. The insertion of Japanese elements in the text is particularly frequent and significant in the story texts as well, where it acts as an authenticity device in both dialogues and narrative segments. In addition, Japanese and other languages fulfill a number of functions in the fan fiction analyzed: social, pragmatic, and narrative. Plurilingual resources appear then to be employed deliberately and to specific purposes in these creative texts. Analysis of other aspects of ELF use in fandom may help shed light on ELF in CMC contexts.
Livres sur le sujet "Plurilingual and pluricultural practices"
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Masats, Dolors, et Luci Nussbaum. Plurilingual Classroom Practices and Participation. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123.
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Hu, Adelheid, et Patrick Grommes. Plurilingual education : Policies - practices - language development. Amsterdam : John Benjamins Publishing Company, 2014.
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Lüdi, Georges, Katharina Höchle Meier et Patchareerat Yanaprasart, dir. Managing Plurilingual and Intercultural Practices in the Workplace. Amsterdam : John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/mdm.4.
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Merce Bernaus, Ana Isabel Andrade, Martine Kervran, Anna Murkowska, Fernando Trujillo Saez. Plurilingual and pluricultural awareness in language Education : A training Kit. Council of Europe, 2008.
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Källkvist, Marie, et Päivi Juvonen. Pedagogical Translanguaging : Teachers and Researchers Shaping Plurilingual Practices. Multilingual Matters, 2021.
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Källkvist, Marie, et Päivi Juvonen. Pedagogical Translanguaging : Teachers and Researchers Shaping Plurilingual Practices. Multilingual Matters, 2021.
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Melo-Pfeifer, Silvia, et Christian Helmchen, dir. Plurilingual literacy practices at school and in teacher education. Peter Lang D, 2018. http://dx.doi.org/10.3726/b13093.
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Helmchen, Christian, et Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.
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Helmchen, Christian, et Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.
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Helmchen, Christian, et Silvia Melo-Pfeifer. Plurilingual Literacy Practices at School and in Teacher Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2018.
Trouver le texte intégralChapitres de livres sur le sujet "Plurilingual and pluricultural practices"
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Galante, Angelica, et Le Chen. « Advancing Plurilingual and Pluricultural Competence in the Language Classroom ». Dans Educational Linguistics, 259–81. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87124-6_10.
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Lüdi, Georges, Katharina Höchle et Patchareerat Yanaprasart. « Plurilingual practices at multilingual workplaces ». Dans Multilingualism at Work, 211–34. Amsterdam : John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hsm.9.12lud.
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Llompart, Júlia. « Students as teachers, teacher as learner ». Dans Plurilingual Classroom Practices and Participation, 54–65. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-7.
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Dooly, Melinda, et Anna Czura. « “Let's talk about el catalan's 😉” ». Dans Plurilingual Classroom Practices and Participation, 200–211. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-22.
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Masats, Dolors. « Doing ‘being sociolinguists' ». Dans Plurilingual Classroom Practices and Participation, 95–106. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-11.
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Pratginestós, Cèlia. « Interactional competence in transnational plurilingual peer interactions ». Dans Plurilingual Classroom Practices and Participation, 188–99. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-21.
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Moore, Emilee. « “How do the apples reproduce?” ». Dans Plurilingual Classroom Practices and Participation, 134–46. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-15.
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Borràs, Eulàlia, et Luci Nussbaum. « Plurilingual modes of interaction in English-medium university classes ». Dans Plurilingual Classroom Practices and Participation, 15–26. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-3.
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Corona, Víctor. « Professional language in automotive maintenance training ». Dans Plurilingual Classroom Practices and Participation, 177–87. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-20.
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Cots, Josep M. « Going out on a limb ? » Dans Plurilingual Classroom Practices and Participation, 3–14. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003169123-2.
Texte intégralActes de conférences sur le sujet "Plurilingual and pluricultural practices"
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ANDRIOAIE, Ana-Maria. « Developing the intercultural competence of upper secondary school students during the english-lesson classes ». Dans "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională, 161–68. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p161-168.
Texte intégralRésumé :
This article presents intercultural competence as a key, transversal and integrated competence, which is essential în the context of the globalised XXIth century world. The article highlights plurilingual and pluricultural competence as described in the Common Framework of Reference for Languages and its role in developing the intercultural competence in upper secondary school students. The general competences and the communicative language competences described in the same Common Framework, if enhanced during the English language classes, contribute to developing intercultural competence of high school students. Theater, as an active-participative and experiential method, can be used to develop intercultural competence among upper secondary school students. The article also presents two practical examples of developing the intercultural competence of upper secondary school students through forum theater and newspaper theater.
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Kunschak, Claudia, et Birgit Strotmann. « Unbounded Languages – Translanguaging as the New Language ». Dans GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.4-7.
Texte intégralRésumé :
With globalization, multilingualism has replaced monolingualism as the prevalent paradigm across the disciplines, from sociolinguistics to linguistic anthropology to applied linguistics to education, be it from the angle of superdiversity (Blommaert and Rampton 2011), metrolingualism (Pennycook and Otsuji 2015) or translanguaging (GarcÃa and Wei 2014). We are witnessing an era where multilingualism from below, which has always existed, is increasingly supported by multilingualism from above in language policy and planning via plurilingual pluricultural competence (Council of Europe 2018), innovative language pedagogy such as Content and Language Integrated Learning (CLIL) (Coyle, Hood and Marsh 2010), and creative use of English as a Lingua Franca (Seidlhofer and Widdowson 2009; Jenkins 2017). However, it is not just English that serves this purpose, but also French and Arabic in the Mediterranean region, and Spanish (Godenzzi 2006) or Chinese further afield (Li 2006). The study examines these new language constellations at the example of three multilingual degree programs at a small, private university in Spain with a strong international projection, a multilingual student population, and equally multilingual / multicultural faculty. Superimposed on the already multilingual and multivarietal structure of the Spanish peninsula, with its largest foreign cohort speaking Latin-American varieties, the languages and language combinations emerging from this study include students' home languages, languages of study, lingua francas, and creative language practices. It was the purpose of the study to identify affordances and challenges in developing translingual transcultural competence (Geisler et al. 2007), that is, the ability to operate between languages, reflect on the world and self through another language and culture, as well as develop critical language awareness and social sensitivity. Based on a survey conducted among students from fresher to graduating class, interviews and focus groups with students, teachers, and administrators, as well as a document analysis of study plans and language requirements, the study aims to document emerging language practices and translingual transcultural competence as well as the factors that support or hinder this development. While English and Spanish are clearly the dominant languages, third and fourth languages play a significant role among both students and faculty. It will be argued that translingual dispositions (Lee and Canagarajah 2019) are widely held, and that instead of cultivating a series of discrete linguistic stills, “translanguaging is the language of the future†as one of the subjects quipped.
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Liashuk, Xenia. « MULTIMEDIA-BASED LEARNING AND THE DEVELOPMENT OF PLURILINGUAL AND PLURICULTURAL COMPETENCE ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1245.
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Macianskiene, Nemira, et Vilma Bijeikiene. « IMPACT OF INTERNATIONAL PROJECTS ON PLURILINGUAL AND PLURICULTURAL COMPETENCE DEVELOPMENT AT A UNIVERSITY ». Dans 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1181.
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Bicjutko, Tatjana, et Liga Belicka. « Implications of Student Linguistic Repertoires for Teaching English in University ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.39.
Texte intégralRésumé :
Despite the emphasis on the promotion of pluricultural/plurilingual skills clearly stated in the European Union (EU) policy (EC 2007, 2018), there is no evident concern for plurilingual awareness in many universities. Although studies on active multilingualism initially dealt with general education (see, e. g. European Centre of Modern Languages activities), there has been a growing research and initiatives with the focus on tertiary education system and the emphasis on methodological interventions. Since intercultural education has long been an EU priority (EC 2002), it is pertinent to address linguistic repertoires of students currently enrolled in the tertiary programmes and their implications for teaching foreign languages. Thus, the research object is linguistic repertoires of students currently studying at the University of Latvia (UL). Using language portraits as a research method with students in medicine and biotechnology in the context of English for Specific Purposes, and 3 philological programmes in the context of language studies respectively, the research aims at answering the following questions: How do UL students position English among other languages in their repertoire? Is there any difference between the positioning of English for students in different programmes? What are methodological implications for teaching English at the tertiary level? The obtained data demonstrate instrumental significance of English and reveal variation in language repertoires of students in humanities and sciences as well as some minor differences among programmes. Overall, the results support the claim for addressing the so far underemployed plurilingual competence in teaching languages in university. The success of the language portrait activity as a tool to probe individual language biographies and intercultural dynamics of study groups as well as the discovered plurilingualism of the UL students suggest the necessity in modelling special tasks for raising and employing tertiary students’ plurilingual awareness in a professionally meaningful manner.