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Pertinence de la compétence plurilingue selon l'approche actionnelle du CECRL dans l'Europe ultrapériphérique

Abstract : Is the numerical classification, L1, L2, L3 or the terms « mother» and « foreign » language which operate as standards of reference to denominate the languages used by Creole speakers relevant enough to qualify and define the scope of overseas uses ? Is mastering French, considered here in Reunion Island as an educational priority, possible if an other ignored linguistic and cultural system, largely in use in the school field, interferes with the language and culture the curriculum textbooks exclusively refer to ? How can native speaker students identify to a linguistic pattern that cast aside the symbolical and cultural references associated to their language qualified as « regional » while being spoken by a large majority of them ? These questions are the issues at stake in Reunionese schools when it comes to succeed in teaching and learning languages however hard the educational institution and the students may try to avoid or deny them, deliberately or not.
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Marie Jacqueline Patricia Heerah. Pertinence de la compétence plurilingue selon l'approche actionnelle du CECRL dans l'Europe ultrapériphérique. Travaux & documents, Université de La Réunion, Faculté des lettres et des sciences humaines, 2014, Mutations en contexte dans la didactique des langues : Le cas de l’approche plurilingue et pluriculturelle et la perspective actionnelle, pp.173--188. ⟨hal-02267889⟩

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