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L'éducation au plurilinguisme comme processus de médiation interculturelle

Frédéric Tupin 1
1 ICARE - Institut Coopératif Austral de Recherche en Éducation
LCF - Laboratoire de recherches sur les espaces créoles et francophones
Abstract : Pupils who arrive at school are stamped by the seal of (socio) linguistic and (socio) cultural diversity, whatever the context they live in, whatever the linguistic ideology in this context and the status given to the various languages concerned. But school inevitably implies the confrontation of those pupils to a strict and selective reduction of linguistic diversity. Their linguistic resources remain, in most cases, unexploited, leading to dry up through the process of "invisible linguistic planification" consisting in ignoring and thus devaluating them. This linguistic blindness goes together with cultural selection. By denying diversity, it hinders the birth of an intercultural process. In this article, through the review of a European experiment, we will see under which form of educative intervention it is possible to take linguistic and cultural diversity into account both at the level of the classroom and of the "global village". We will also assess the modalities of the effects of this intercultural dialogue under construction on the various protagonists (pupils, teachers, researchers) involved in theprocess.
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Submitted on : Thursday, November 12, 2015 - 9:23:03 AM
Last modification on : Tuesday, October 19, 2021 - 5:56:31 PM


  • HAL Id : hal-01227787, version 1



Frédéric Tupin. L'éducation au plurilinguisme comme processus de médiation interculturelle. Revue Européenne d'Ethnographie de l'Education, 2008, pp.42--56. ⟨hal-01227787⟩



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