Enseignement du français aux étudiants internationaux : apports du translanguaging et des multilittératies en contexte institutionnel

Authors

DOI:

https://doi.org/10.18192/olbij.v11i1.6178

Keywords:

translanguaging, multiliteracies, metalinguistic reflection, language teaching and learning

Abstract

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.

Published

2022-03-15

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