Proposition d’hybridation de la perspective actionnelle et de la pédagogie des multilittératies : une nouvelle voie pour la formation des migrants en France ?

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Abstract

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.