Object's details: Intercultural and co-cultural approaches in French as a foreign language in the multilingual foreign language teaching context

Provider:Platforma Otwartych Czasopism Naukowych UAM

Description

Title:
Intercultural and co-cultural approaches in French as a foreign language in the multilingual foreign language teaching context
Creator:
Schmitt, Francois
Description:
Language teaching offers two main modes of managing otherness in the classroom. The first, the intercultural approach, inherited from the communicative approach, focuses on the intercultural encounter. The second, the co-cultural perspective, based on the development of a common culture negotiated between representatives of different cultures, corresponds to the mode of managing in the action-oriented approach of foreign language teaching. This article questions the compatibility of these two approaches with the multilingual environment of foreign language teaching. It takes as a starting point the conception defended by Puren, who considers that there is conceptual break in the relationship to otherness between the intercultural approach and the co-cultural perspective. The article shows that the co-actional perspective is hardly compatible with the multilingual teaching context due to the absence of the real presence of otherness in class. Due to a lack of deep analysis in foreign language didactics of the treatment of culture in the multilingual teaching environment, the approach to culture remains based on simulation to prepare learner to the real encounter of otherness outside the classroom.;
La didactique des langues propose deux modes principaux de gestion de l’altérité en classe. La première, l’approche interculturelle, est héritée de l’approche communicative et centrée sur la rencontre interculturelle. La seconde, la perspective co-culturelle, fondée sur l’élaboration d’une culture commune négociée entre représentants de cultures différentes, correspond aux approches de la culture selon la perspective actionnelle. L’article s’interroge sur la compatibilité de ces deux approches avec le contexte hétéroglotte d’enseignement des langues. En prenant pour point de départ la conception défendue par C. Puren d’une rupture conceptuelle du rapport à l’altérité entre, d’une part, l’approche interculturelle, et d’autre part, la perspective co-culturelle, il montre la difficile compatibilité de la perspective co-actionnel au contexte hétéroglotte du fait de l’absence de la présence réelle de l’altérité en classe. En l’absence d’une véritable réflexion de la didactique des langues sur le traitement de la culture en contexte pédagogique hétéroglotte, l’approche de la culture reste fondée sur la simulation en vue d’une préparation de l’apprenant à la rencontre réelle avec autrui hors de la classe.
Object availability:
free access
Rights:
Prawa autorskie (c) 2023 Francois Schmitt;
https://creativecommons.org/licenses/by-nd/4.0
Date:
2023.04.03
Type:
info:eu-repo/semantics/article;
info:eu-repo/semantics/publishedVersion
Language:
French;
fra
Source:
Neofilolog; Nr. 60/1 (2023): Interkulturowość w uczeniu się i nauczaniu języków obcych; 31-44;
Neofilolog; No. 60/1 (2023): Interkulturowość w uczeniu się i nauczaniu języków obcych; 31-44;
Neofilolog; No 60/1 (2023): Interkulturowość w uczeniu się i nauczaniu języków obcych; 31-44;
Neofilolog; Nr 60/1 (2023): Interkulturowość w uczeniu się i nauczaniu języków obcych; 31-44;
2545-3971;
1429-2173
Format:
application/pdf
Publisher:
Adam Mickiewicz University Poznan
Relation: http://pressto.amu.edu.pl/index.php/n/article/view/35632/32486
Subject:
francuski jako język obcy;
heteroglota;
kultura;
międzykulturowy;
współkulturowy;
co-actional;
culture;
intercultural;
French foreign language teaching;
heteroglot
Identifier: http://pressto.amu.edu.pl/index.php/n/article/view/35632
Data provider:
Platforma Otwartych Czasopism Naukowych UAM

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