Un paradigme plurilingue et pluriculturel pour la formation des enseignants
Year: 2019
Type: article
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.
Author: Martine Derivry-Plard
Institution: Université de Bordeaux
Language: French
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2955794147