Un paradigme plurilingue et pluriculturel pour la formation des enseignants

Abstract

Research in language and culture learning and teaching has considerably benefited from the contribution of other disciplines (linguistics, sociolinguistics, sociology of language, sciences of education, anthropology). The mono-lingual, mono-cultural paradigm in which language teachers and other subject teachers have worked so far, has been better apprehended. The emergent plurilingual and pluricultural paradigm renews the conceptualisation of these teachings through languages and cultures. The close link between language and culture can no longer be perceived as a strict and reified homology: for instance, the « world language » is a space in which speakers of other cultures than anglophone cultures are acquiring English as a Lingua Franca (ELF) and they have become the majority. Through different scales of mondialité (worldisness) appears a de-construction of language and culture fetishism following new symbolic and power struggles between languages and communities of cultural practices. Teacher training slowly takes into account this new plurilingual and pluricultural paradigm that includes language teachers and other subject teachers. Intercultural telecollaboration can illustrate in a concrete way such a possible practice being consistent with this plurilingual and pluricultural paradigm.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 6 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.