Proposition d’hybridation de la perspective actionnelle et de la pédagogie des multilittératies : une nouvelle voie pour la formation des migrants en France ?
Premières mises à l’essai
DOI:
https://doi.org/10.18192/olbij.v11i1.6182Keywords:
pedagogy of multiliteracies, action-oriented perspective, multimodality, migration policy, inclusionAbstract
The end of the 20th century saw the birth of two new methods of teaching and learning. The first, the pedagogy of multiliteracies, is the work of a group of ten academics revolted against social inequalities at school. The second, the action-oriented perspective, is a European political and economic project for teaching and assessing languages. In this article, I propose to reconcile them through a reflection on the notion of mediation. The aim will be to show from a testing phase carried out in a university context that the hybridization between the action-oriented perspective and the pedagogy of multiliteracies can be considered by language teachers from the French Office for Immigration and Integration as a possible improvement in their teaching practices. In the long term, this implementation would result in making difference and diversity vectors for inclusive learning and teaching.
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