Formation plurilingue et interculturelle des enseignants de langues : historicité, réflexivité, éducation postcoloniale

Abstract

The purpose of this article is to contribute to reducing the gap between, on the one hand, the sociolinguistic and cultural plurality that characterizes French society, and on the other hand, its low consideration in the field of education. The article develops first a proposal to bring language and culture teachers closer towards a socio-historical understanding of this gap and then towards the invention of steps of didactisation of heterogeneity (plurilingual and pluricultural) in their language classes. The class then becomes a space for co-narration and co-interpretation of learners’ plurilingual / pluricultural paths. For this purpose, sociobiographical mediation activities are invented to enable learners to link their biographical (psycho-social) resources with language forms (multi-literacies) within the educational institution. It must, therefore, recognize their plurality as one of the driving forces of the school and our societies.

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