Intercultural educational proposals promoting bilingual and multilingual teaching trajectories. Co-constructing teacher development in the 21st century.
Propuestas educativas interculturales para acompañar trayectorias bilingües/multilingües/ plurilingües. Co-construir la formación de docentes, un desafío del siglo 21.
Accompagner les parcours bilingues/multilingues/plurilingues via des dispositifs interculturels. Co-construire la formation des enseignants, un enjeu pour le 21e siècle.
Résumé
This volume is a response to the increasingly plurilingual and pluricultural focus of practice and thinking in language education. Plurilingualism and pluriculturalism would seem to be, and always to have been, at the heart of the language-teaching endeavour. However, in much thinking and practice about language education, plurilingualism and pluriculturalism have been almost invisible and therefore compilations such as the present one that emphasise plurality in language education are much needed.
his volume draws inspiration from recent work in language education scholarship, which has begun to challenge this monolingual and monocultural construction. This work has increasingly recognised that language abilities form part of a complex repertoire of knowledges and practices that mutually inform and in uence each other and that language education needs to support and enhance the development of such repertoires. Cultures and identities have also come more into the foreground, and there is growing understanding of the complex interactions that exist between identities, cultures, languages and learning. Insights into how plurilingual and pluricultural individuals experience, use and develop their repertoires has had significant implications for rethinking how language education programs are developed and taught and for
the sorts of learning that education should produce.
Cette publication, dont les articles en anglais, en espagnol et en français, reflètent la diversité des situations éducatives dans nos sociétés plurielles, expose les réponses émergentes dans ces périodes de changement inexorable, en lien avec la complexité et la diversité de nos communautés bi-multi-pluri-lingues et bi-multi-pluri-culturelles. Dans les trois sections qui composent l’ouvrage, les réponses proposées se centrent sur les réflexions, les pratiques et les recherches dans l’enseignement des langues, déterminées en même temps par l’altérité (Hall, 1987 ; Ricœur, 1990 ; Levinas, 1995) et les dimensions interculturelles (Gamboa Diaz, ce numéro). Les enjeux de réflexion, de pratiques et de recherche mettent en lumière des dynamiques de co-construction, entendues comme des activités cognitives complexes chez les enseignants et les apprenants, des processus d’expérimentation, de résolution de problèmes et d’élaboration provisoires d’alternatives d’enseignement, en fonction des éléments offerts par chaque contexte éducatif.
Mots clés
Intercultural dimensions
Second and foreign language learning and teaching
Plurilingualism
Internationalization of higher education
Action Research
Otherness
Reflexivity
Didactics of plurality
Mediations
Historicity
Decolonial pedagogies
Educational Inequality
Migration
Auto-ethnographic Approach
Sociobiographical research
Multilingual spaces
Sociocultural theory
Origine : Fichiers produits par l'(les) auteur(s)
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