Du « fait linguistique » au « fait plurilingue » à l’école française

Du « fait linguistique » au « fait plurilingue » à l’école française

Based on experience in the field of teacher training, and without neglecting curricula, the author points to the fact that, as an institution, schools consider languages as subjects to be taught but rarely as manifestations of linguistic practices potentially present in learners’ daily lives. It fol...

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Vydáno v:URI:https://journals.openedition.org/esp,
Hlavní autor: Forlot, Gilles
Médium: Article ou chapitre numérique
Jazyk:Français
Vydáno: Éducation et sociétés plurilingues 2016
Témata:
linguistic appropriations
primary school
diversity
plurality
decompartmentalized curriculum
plurilingual facts
On-line přístup:Accès Université d'Orléans et IFPM
Accès Université d'Orléans et IFPM
id openedition-oai:revues.org:esp_554
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spelling openedition-oai:revues.org:esp_554 https://doi.org/10.4000/esp.554 urn:doi:10.4000/esp.554 fr https://journals.openedition.org/esp/554 2016-03-30T02:00:00Z info:eu-repo/semantics/openAccess article info:eu-repo/semantics/article urn:handle:20.500.13089/fw1i https://creativecommons.org/licenses/by-nc-nd/4.0/ Du « fait linguistique » au « fait plurilingue » à l’école française Éducation et sociétés plurilingues Centre d'Information sur l'Éducation Bilingue et Plurilingue info:eu-repo/semantics/reference/issn/2532-0319 info:eu-repo/semantics/reference/issn/1127-266X URI:https://journals.openedition.org/esp Forlot, Gilles linguistic appropriations primary school diversity plurality decompartmentalized curriculum plurilingual facts Based on experience in the field of teacher training, and without neglecting curricula, the author points to the fact that, as an institution, schools consider languages as subjects to be taught but rarely as manifestations of linguistic practices potentially present in learners’ daily lives. It follows that the discourse of educators, from kindergarten to university, conveys linguistic ideologies that reproduce compartmentalization and monolingual and dominant patterns that do not promote the recognition of plurality in schools. If a permanent feature in language teaching partly resides in the fact students learn linguistic facts, we posit that one of its necessary evolutions consists just as importantly in accounting for facts of linguistic plurality, as they contribute to interculturality and to understanding differences. Partendo dal terreno della formazione degli insegnanti della scuola primaria e secondaria, ed in modo in un certo senso programmatico, ci interesseremo in quest’articolo al fatto che la scuola, in quanto istituzione, prende in considerazione le lingue come oggetti d’apprendimento e solo raramente in quanto manifestazioni di pratiche linguistiche potenzialmente iscritte nel funzionamento sociale quotidiano dei discenti. I discorsi dei protagonisti dell’istruzione, dalla scuola primaria all’università, veicolano ideologie linguistiche che riproducono schemi compartimentati, monolingui e dominanti e non favoriscono la presa in considerazione delle pluralità nell’ambito scolastico. Se una delle permanenze della didattica delle lingue si situa in parte nell’appropriazione da parte dei discenti dei fatti linguistici, stabiliremo che una delle evoluzioni necessarie di questa didattica riguarda l’assunzione , ugualmente importante, di fatti di pluralità linguistica, vettori di interculturalità e di comprensione delle eterogeneità.
collection OpenEdition Journal
language Français
format Article ou chapitre numérique
building 0/Bibliothèque numérique/
1/Bibliothèque numérique/OpenEdition Journals/
topic linguistic appropriations
primary school
diversity
plurality
decompartmentalized curriculum
plurilingual facts
spellingShingle linguistic appropriations
primary school
diversity
plurality
decompartmentalized curriculum
plurilingual facts
Forlot, Gilles
Du « fait linguistique » au « fait plurilingue » à l’école française
description Based on experience in the field of teacher training, and without neglecting curricula, the author points to the fact that, as an institution, schools consider languages as subjects to be taught but rarely as manifestations of linguistic practices potentially present in learners’ daily lives. It follows that the discourse of educators, from kindergarten to university, conveys linguistic ideologies that reproduce compartmentalization and monolingual and dominant patterns that do not promote the recognition of plurality in schools. If a permanent feature in language teaching partly resides in the fact students learn linguistic facts, we posit that one of its necessary evolutions consists just as importantly in accounting for facts of linguistic plurality, as they contribute to interculturality and to understanding differences.
author Forlot, Gilles
author_facet Forlot, Gilles
author_sort Forlot, Gilles
title Du « fait linguistique » au « fait plurilingue » à l’école française
title_short Du « fait linguistique » au « fait plurilingue » à l’école française
title_full Du « fait linguistique » au « fait plurilingue » à l’école française
title_fullStr Du « fait linguistique » au « fait plurilingue » à l’école française
title_full_unstemmed Du « fait linguistique » au « fait plurilingue » à l’école française
title_sort du « fait linguistique » au « fait plurilingue » à l’école française
publisher Éducation et sociétés plurilingues
publishDate 2016
container_title URI:https://journals.openedition.org/esp
url https://ezproxy.univ-orleans.fr/login?url=https://doi.org/10.4000/esp.554
https://ezproxy.univ-orleans.fr/login?url=https://journals.openedition.org/esp/554
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