Critical Framing of Transversal Competences: Promoting Intercultural Responsibility through Cross-language and Cross-curricular Teacher Collaborations
DOI :
https://doi.org/10.18192/olbij.v14i1.7041Mots-clés :
compétences transversales, pédagogies plurilingues, recherche-action collaborative, littéracies critiques, responsabilité interculturelle, planification de programmes d'études interlinguistiquesRésumé
Les compétences transversales ont pris de l’importance dans les programmes éducatifs, surtout avec l’accent sur les approches pédagogiques plurilingues dans le Cadre européen commun de référence. Elles incluent la citoyenneté mondiale, la communication interculturelle et la pensée critique. Cependant, de nombreuses déclarations éducatives définissent ces compétences de manière étroite, souvent en reflétant un programme néolibéral orienté vers le marché. Cet article repositionne les compétences transversales dans une pédagogie critique et des perspectives décoloniales, centrant l’enseignement des langues sur les réflexions critiques et interculturelles des étudiants pour un engagement civique. S’inspirant du concept de responsabilité interculturelle de Guilherme, je décris une étude de recherche-action avec deux enseignantes québécoises du primaire (anglais et français), démontrant comment leurs efforts interlinguistiques ont favorisé les compétences linguistiques transférables, renforcé la conscience culturelle des élèves et encouragé une disposition à travailler au-delà des différences dans un monde interconnecté.
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