Nathalie Auger – författare

For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.

For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.

For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.

For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.

Cet ouvrage interroge la problématique des interactions en situations interculturelles de façon comparative et interculturelle sur différents terrains (communication ordinaire, situation d’apprentissage des langues, de médiation), en questionnant les compétences linguistiques, pragmatiques et les valeurs culturelles à l’œuvre en situation de communication exolingue. La première partie regroupe des articles dans le domaine de l’analyse pragmatique des interactions et de l’analyse conversationnelle, qui ont en commun le choix d’une approche dite « comparative » ou « contrastive ». Cette approche part de l’observation que le fonctionnement des différents types d’échanges communicatifs entre les membres d’une communauté discursive et les règles et principes qui le sous-tendent ne sont pas universels, et se propose de mettre en évidence ces différences, se distinguant, en raison de son origine linguistique et ethnométhodologique, d’autres types de travaux portant sur l’interculturel. La question de l’interculturel est en effet abordée du point de vue du fonctionnement de la communication. La seconde partie problématise, par des approches interculturelles, la relation à l’altérité dans des situations où la question des langues est au cœur des enjeux : enseignement-apprentissage d’une langue étrangère ou situations professionnelles exigeant un haut degré de compétence socio-pragmatique.