Apprentissage phonologique pluriel dans une perspective didactique plurilingue

Yvon Rolland 1
1 CRLHOI - Centre de Recherches Littéraires et Historiques de l'Océan Indien
CCLC - Contacts de Cultures, de Littératures et de Civilisations
Abstract : Bilingual classes give a segregated vision of phonological learning, which does not help develop phonological learning corresponding to the multilingual approach advocated by the institution. The context is an L3 English/L4 German first bilingual form on Reunion Island, where Creole and French are respectively L1 and L2. This paper first analyses the didactic parameters of phonological learning, then some of the obstacles involving the construction of multilingual competence. Finally, a teaching sequence is discussed in order to suggest perspectives in multilingual education.
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Yvon Rolland. Apprentissage phonologique pluriel dans une perspective didactique plurilingue. Recherches en Didactique des Langues et Cultures : les Cahiers de l'acedle, L'association des chercheurs et enseignants en didactique des langues étrangères, 2013, 10 (1), pp.29--47. ⟨10.4000/rdlc.1497⟩. ⟨hal-01168543⟩

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