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Communication Dans Un Congrès Année : 2023

Engaging students and teachers to use their multilingual repertoires as a ressource for learning and teaching. Examples in France and Europe

Résumé

France and more widely Europe are multilingual and in huge need of innovative keys to teach languages. After a short review regarding history and laws framing teaching languages, Jérémi Sauvage will present milestones regarding Language Development and Language Acquisition (L1 and L-others). Articulating language acquisition and education remains a real difficulty, especially in France. The idea of articulating language acquisition and pedagogy would be to draw on processes existing in the natural environment to facilitate the teaching-learning of languages (native or foreign). Traditionally, research on language acquisition has been carried out mainly in psychology, and to a lesser extent in the field of language sciences, while language education has been the preserve of the educational sciences in France. This means that theoretical fields, methodologies and analytical tools are sometimes difficult to articulate from one disciplinary field to another. In North America, however, educationalists are more spontaneously interested in language acquisition, both from an institutional point of view, as exemplified by the Center for Advanced Research on language Acquisition (CARLA) at the University of Minnesota, and from a research point of view (Krashen & Terrell, 1983; Larsen-Freeman & Long, 2011). Fortunately, some researchers in Europe are also adopting this stance (Lüdi & Py, 1986; Véronique, 2004; 2005; Cicurel & Véronique (eds.), 2002; Komur-Thilloy & Trévisiol-Okamura, 2011). It appears that it is mainly work on the acquisition and teaching-learning of new languages that paves the way for reflection on the articulation between language acquisition and pedagogy (Sauvage, 2014; 2015). Nathalie Auger will then develop how, in practice, it becomes possible to link theories in acquisition and education through the use of students' languages and cultural experiences as a resource for learning a new language. In addition to the work of Cummins (1981) and Garcia (2007), Nathalie Auger also takes into account works carried out in France on intercomprehension between languages (Escudé 2010), interculturality (Porcher 2001, Dervin 2004), language awareness (Candelier 2003) and teaching languages as a subject (Gajo 2007). Thanks to projects carried out in France, Europe and Canada, she has developed a recent model, the "language diamond", which aims to reconcile all the languages in a learner's repertoire to encourage the learning of new languages. The conference will feature numerous video extracts and English-language websites to illustrate this point.
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hal-04446848 , version 1 (08-02-2024)

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  • HAL Id : hal-04446848 , version 1

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Nathalie Auger, Jérémi Sauvage. Engaging students and teachers to use their multilingual repertoires as a ressource for learning and teaching. Examples in France and Europe. Conférence invitée, Columbia University, Oct 2023, New York City (NY), United States. ⟨hal-04446848⟩
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