Échanges exolingues et interculturalité dans un environnement informatisé plurilingue

Degache, Christian; Alonso, M. Covadonga López; Séré, Arlette

doi:10.4000/lidil.2473

Cited by 9 publications

(3 citation statements)

References 3 publications

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“…This could create quality issues with the synthesis if we are not interpreting studies properly due our own linguistic limitations. We acknowledge the valuable research on plurilingual pedagogy in other languages (e.g., Arismendi, 2011;Carinhas et al, 2020;Degache et al, 2007;Garbarino, 2015;Maynard & Armand, 2016;Moore et al, 2020), and that the restriction of the synthesis to papers in English is a limitation of our study which we will return to later.…”

Section: Inclusion/exclusion Criteriamentioning

confidence: 99%

From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts

Chen¹,

Karas²,

Shalizar³

et al. 2022

TESL Canada

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To better understand the factors facilitating or impeding the translation of “promising controversies” (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various global K–12 and postsecondary contexts. Informed by plurilingualism (Coste et al., 1997/2009; Council of Europe, 2020), this synthesis forefronts the key contributions of plurilingual pedagogy as it fosters: (a) students’ development of plurilingual (and pluri-/intercultural) competence, (b) evolution of language beliefs towards a positive orientation to plurality and hybridity, (c) affirmation of student and teacher identity and promotion of agency, and (d) language and literacy development. The perceived challenges, however, are related to the nature and practical issues of designing and implementing plurilingual pedagogy in the classroom which are interconnected with institutional policies and ideological discourses. The results illuminate the up-to-date progress as well as hurdles of promoting plurilingual pedagogies across different contexts and provide important implications for multiple stakeholders involved in pre-service teacher education, in-service professional development, curriculum improvement, and language policy making in Canada and other multicultural and multilingual societies and communities. Afin de mieux comprendre les facteurs facilitant ou entravant la traduction de « controverses prometteuses » (Taylor & Snoddon, 2013, p. 439) de la théorie du plurilinguisme en pratiques significatives, cet article présente une synthèse de 30 études empiriques sur la pédagogie plurilingue telle qu’adoptée et vécue par des éducateurs chevronnés et des apprenants dans divers contextes mondiaux de la maternelle à la 12e année et postsecondaires. Informée par le plurilinguisme (Coste et al., 1997/2009; Conseil de l’Europe, 2020), cette synthèse met en avant les contributions clés de la pédagogie plurilingue puisqu’elle favorise: (a) le développement des compétences plurilingues (et inter-/pluriculturelles) des étudiants, (b) l’évolution des croyances langagières vers une orientation positive envers la pluralité et l’hybridité, (c) l’affirmation de l’identité de l’étudiant et de l’enseignant ainsi que la promotion de l’autonomie et (d) le développement de la langue et de la littératie. Cependant, les défis perçus sont liés à la nature et aux problèmes pratiques de concevoir et de mettre en place une pédagogie plurilingue dans la salle de classe, ce qui rejoignent les politiques institutionnelles et les discours idéologiques. Les résultats mettent en lumière les progrès actualisés ainsi que les obstacles liés à la promotion du plurilinguisme dans différents contextes et fournissent des implications importantes pour les multiples parties prenantes impliquées dans le pré-service de la formation initiale des enseignants, ainsi que l’élaboration des politiques linguistiques au Canada et dans d’autres sociétés et communautés multilingues et multiculturelles.

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Section: Inclusion/exclusion Criteriamentioning

confidence: 99%

From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts

Chen¹,

Karas²,

Shalizar³

et al. 2022

TESL Canada

View full text Add to dashboard Cite

show abstract

“…In this regard, our experience of linguistic-intercultural exchange within the EULIC project has shown that "[the] intercultural potential of such a training system generates strong motivation" among learners (Degache et al, 2007).…”

Section: Interculturality: a Generator Of Motivationmentioning

confidence: 99%

Aprender en Tiempos De Covid-19: Un Gran Desafío

Moyano¹,

Contreras²,

Novoa³

2020

Educação a Distância Na Era COVID-19: Possibilidades, Limitações, Desafios E Perspectivas

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Direitos para esta edição cedidos à Atena Editora pelos autores. Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição-Não-Comercial-NãoDerivativos 4.0 Internacional (CC BY-NC-ND 4.0). O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores, inclusive não representam necessariamente a posição oficial da Atena Editora. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais. Todos os manuscritos foram previamente submetidos à avaliação cega pelos pares, membros do Conselho Editorial desta Editora, tendo sido aprovados para a publicação. A Atena Editora é comprometida em garantir a integridade editorial em todas as etapas do processo de publicação. Situações suspeitas de má conduta científica serão investigadas sob o mais alto padrão de rigor acadêmico e ético.

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“…1 (2007, p. 26) [our translation] However, it is worth highlighting, from an exolingual 2 perspective, such as the one that will constitute our object of study, that some work that has been carried out, focus on the development of PC and IC. Those studies emphasize different electronic communication tools (O'Dowd, 2007), such as discussion forums (Degache, L opez Alonso, & S er e, 2007), chats (Ara ujo e S a & Melo, 2007) and e-mails (Belz, 2007). Until today, studies which have focused on blogs as a pedagogical space of development of such skills have been rare (as stated in Wang & V asquez, 2012's meta-analytical study;Belz & Thorne, 2006;Elola & Oskoz, 2008 provide however excellent examples).…”

Section: Introductionmentioning

confidence: 99%

Blogs and the development of plurilingual and intercultural competence: report of a co-actional approach in Portuguese foreign language classroom

Melo‐Pfeifer

2013

Computer Assisted Language Learning

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Focusing on the topic of the development of the plurilingual and intercultural competence through the integration of electronic communicative practices both in foreign language classrooms and non-formal contexts, this work aims at defining and characterizing, in view of a co-actional perspective, a "pedagogical blog", by considering it from three different axes: a personal and social dimension, a collaborative and coactional dimension and the management of linguistic and cultural repertoires dimension. In order to do so, this contribution presents and describes a case study which will highlight how blogs can be used in order to develop plurilingual and intercultural competences: we will present the classroom dynamics developed by the blog "Falar pelos cotovelos", a year-long project created within the scope of the teaching and learning of Portuguese as a foreign language, in a non-formal setting (non-scholar public). Throughout the discussion of this purposeful sampling, our analysis will allow us to consider pedagogical blogs as means of socialization, as instruments at the service of exolingual interaction and as time-spaces for languages and cultures.

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Échanges exolingues et interculturalité dans un environnement informatisé plurilingue

Cited by 9 publications

References 3 publications

From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts

From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts

Aprender en Tiempos De Covid-19: Un Gran Desafío

Blogs and the development of plurilingual and intercultural competence: report of a co-actional approach in Portuguese foreign language classroom

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