Enseignement du français aux étudiants internationaux : apports du translanguaging et des multilittératies en contexte institutionnel
DOI:
https://doi.org/10.18192/olbij.v11i1.6178Keywords:
translanguaging, multiliteracies, metalinguistic reflection, language teaching and learningAbstract
This article presents the preliminary results of an intervention-research conducted in a French institutional context in a university department teaching French as an additional language to international students. Relying on the implementation of a pedagogical approach to the theory of translanguaging and multiliteracies, its objectives are to identify some pedagogical avenues to enable pluri-/multilingual learners to fully exploit their language repertoire. Results highlight the convergence between translanguaging and multiliteracies and invite reflection on the place and legitimacy to be given to bottom-up decisions in the implementation of practices.
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Copyright (c) 2021 Christelle Hoppe
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