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Du multilinguisme au plurilinguisme : réflexions théoriques et propositions pratiques

Abstract : Language learning in the French Institutional context is still mostly designed as focusing on one language, independently from the others. Even in contexts where several languages are studied in the same curriculum, i.e. in language universities, students have few opportunities for comparing or contrasting languages, let alone for using them together in the same context. However,over the past twenty years, the authors of the Common European Framework of Reference for Languages (CEFR) have called for reflection in this area. What place has been devoted to multilingual and multicultural approaches from the publication of the CEFR in 2001? Is the implementation of multilingual and multicultural learning possible nowadays? What is feasible, and what is mere wishful thinking? Our project (called PLURI-L) examines these issues in environments which are deemed essentially monolingual and provides a starting point for a reflection on the socio-cultural, psycholinguistic and institutional implementation of such programmes. Such a goal should be achievable through the implementation of a task-based learning approach, as illustrated in the article.
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Narcy-Combes - TD46.pdf
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Marie-Françoise Narcy-Combes. Du multilinguisme au plurilinguisme : réflexions théoriques et propositions pratiques. Travaux & documents, 2014, Mutations en contexte dans la didactique des langues : Le cas de l’approche plurilingue et pluriculturelle et la perspective actionnelle, 46, pp.79--96. ⟨hal-02267886⟩



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