Champs Didactiques Plurilingues : données pour des politiques stratégiques – serie

This book is intended for readers who seek information on issues related to plurilingualism and the integration of subject content teaching with additional languages such as heritage, autochthonous, regional and foreign languages that are taught in school contexts. The book provides information on recent theoretical and pedagogical paradigm shifts in applied linguistics and highlights the links between research, theory and pedagogy. It provides a comprehensive review of concepts and epistemologies related to AL pedagogies and plurilingualism. The last part of the book presents various interaction types used in AL classrooms and proposes interaction analysis as a research method and teacher education tool.

La communication est essentielle dans une société de services, notamment pour l’organisation des entreprises et leur ouverture internationale, où le plurilinguisme est central. Cet ouvrage réfléchit à la place et à la gestion de la diversité linguistique et culturelle au travail et dans les institutions. Il propose des solutions en formation, management interculturel et coopération. Par son approche pluridisciplinaire et ses études de cas variées, il intéressera chercheurs, étudiants et professionnels soucieux du rôle des langues dans l’organisation du travail et l’échange de biens et services. Communication is essential in a service society, particularly when it comes to organising companies and opening them up internationally, where multilingualism is central. This book looks at the place and management of linguistic and cultural diversity at work and in institutions. It proposes solutions for training, intercultural management and cooperation. With its multidisciplinary approach and varied case studies, it will be of interest to researchers, students, and professionals concerned about the role of languages in the organisation of work and the exchange of goods and services.

A mobilidade estudantil é uma das principais estratégias de internacionalização das instituições de ensino superior, as quais têm vindo a investir intensamente em políticas diversas de atração e acolhimento académico. No contexto da Comunidade dos Países de Língua Portuguesa, colocam-se problemáticas específicas e complexas no que diz respeito ao papel da língua portuguesa e das culturas nessa mobilidade, apenas parcialmente relativas à sua natureza de língua pluricêntrica: de que forma a língua portuguesa e as suas variedades regionais e nacionais surgem na mobilidade internacional de estudantes do ensino superior? Que representações das línguas e das variedades das línguas em presença podem ser identificadas? Essas representações apontam para discursos deficitários relativamente à variação ou, em oposição, para um entendimento da língua portuguesa, na sua diversidade intrínseca, como potenciadora de espaços dialógicos e de emergência de outras possibilidades de entender e observar o mundo, as sociedades e o conhecimento? Que desafios e potencialidades surgem do encontro entre diferentes culturas (pedagógicas, académicas, investigativas, epistemológicas …)? Será a heterogeneidade linguístico-cultural e pedagógico-académica considerada uma mais-valia ou um constrangimento? Em que aspetos e com que consequências e implicações individuais, sociais, linguístico-comunicativas e epistemológicas? Estas são algumas das principais questões abordadas neste livro onde se cruzam vozes de estudantes, professores, supervisores e instituições de Angola, Brasil, Moçambique e Portugal.

The present volume constitutes a singular contribution to its field on several counts. First and foremost, it is an outcome of a joint research effort by members of various European higher education institutions who have cooperated within the framework of the European Campus of City Universities Project (EC2U). It is an initiative that brings together the Universities of Coimbra, Portugal; Iaşi, Romania; Jena, Germany; Pavia, Italy; Poitiers, France; Salamanca, Spain; and Turku, Finland, with the objective of establishing a cohesive and inclusive academic community. Moreover, the volume is significant since its contributors address crucial issues that relate to multilingualism and multiculturalism in higher education. Among them is higher education institutions’ language policies, the linguistic interactions taking place in their respective multilingual environments, the language policies relating to research and the knowledge dissemination process, and training for prospective language professionals, among many other matters. Finally, the authors have contributed papers in various languages ・ English, French, German, and Spanish ・ thereby actively promoting academic multilingualism.

This volume brings together studies which represent current perspectives on second language learning and teaching in relation to language and culture in intercultural contexts. The authors reflect on and analyse a variety of topics such as the significance of recognizing and valuing heritage speakers in intercultural contexts, the role of multimodal mediation strategies in language teaching materials, and the impact of intercultural variation on language assessment. Their contributions provide a unique lens through which we can view the intricate relationship between language and culture in second language settings where learners of different cultural backgrounds are involved. Overall, the chapters contribute to the ongoing scholarly discourse in the field of applied linguistics and language education in intercultural contexts.

Cet ouvrage collectif propose une réflexion approfondie sur les innovations pédagogiques mises en place pour répondre aux défis contemporains de la filière LEA (Langues Étrangères Appliquées). Il rassemble des expériences d'enseignement innovantes ainsi que des analyses menées dans une perspective théorique et transversale, issue de diverses aires géolinguistiques et culturelles. Structuré en deux parties, l’ouvrage explore d'abord les approches linguistiques, culturelles et communicationnelles, puis l'impact des outils numériques dans l'enseignement en LEA. La seconde partie présente des retours d'expériences d’enseignants avec des analyses portant sur l'innovation pédagogique, la formation des étudiants et l'impact des nouvelles technologies.

Les formateurs qui accompagnent des publics avec de faibles compétences langagières, comme les personnes en situation d’illettrisme ou d’alphabétisation, se trouvent le plus souvent démunis pour trouver des outils adaptés permettant de travailler à la fois l’apprentissage de l’oral et de l’écrit. Pour aider les personnes fragilisées dans leur (ré)apprentissage du parler-lire-écrire, ce livre propose une démarche globale d’apprentissage, éprouvée sur le terrain, et basée sur une activité spécifique　: la　dictée au formateur. L’ouvrage développe les principes de la dictée au formateur, c’est-à-dire la mise en œuvre par les apprenants d’un oral «　écrivable　» graphié par un formateur-expert pour réaliser des textes qui serviront de tremplin à la production d’écrit et à l’étude de la langue. Les acteurs et professionnels du champ social et éducatif, confrontés à des publics peu ou pas lecteurs-scripteurs, ayant le français comme langue première, seconde ou étrangère, pourront ainsi trouver dans cet ouvrage une réflexion didactique et des éléments pédagogiques pour amener les personnes vulnérables sur le chemin de l’écrit.