Enseigner le français au Mozambique : une intervention didactique innovante qui favorise la comparaison des langues en contact
DOI:
https://doi.org/10.18192/olbij.v12i1.5968Keywords:
plurilingualism, French language learning, approches plurielles, plurilingual pedagogy, comparative language pedagogyAbstract
Our study context is Mozambican, which is characterized by multilingualism, where French coexists with Bantu languages in addition to Portuguese. In this context, French is learned as a foreign language but without any consideration of other languages known and used by the pupils. This reseach re-examines this practice.
Therefore, our objective is to find out the impact of other languages in the Maxixe region to learning French. The main hypothesis to examine is based on recommendations found in the latest research by plurilingualism academics. According to their work, a plurilingual approach to learning that is based on one’s knowledge of other languages helps in the learning of a new language.
To examine this hypothesis, we collected data in three classes and compared their different situations: one provided the traditional way of teaching French, the second used French and Portuguese, and the third was based on comparisons between French and the regional Bantu languages.
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