« Being plurilingual is a gift we make to ourselves. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles
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Kateřina Sedláčková
Résumé
L’article présente le concept du cours « International communication and interaction: Play with languages! » réalisé dans le cadre du projet Erasmus + BIP (Blended Intensive Programme) orchestré par l’Université Masaryk auquel ont participé, virtuellement ainsi qu’en présentiel, des étudiants de quatre universités (OTH Regensburg, Université libre de Bruxelles, CY Cergy Université Paris et Université Masaryk). L’objectif du cours est d’amener les étudiants à se familiariser avec les stratégies plurilingues et à développer leur répertoire linguistique en communauté plurilingue et pluriculturelle. Le cours visant six langues (français, allemand, italien, espagnol, portugais, tchèque) dépasse les schémas classiques d’intercompréhension orientés à des langues apparentées. Les activités portent sur la complémentarité des langues dans l’apprentissage et encouragent le développement de la conscience métalinguistique. Ainsi, la notion de répertoire linguistique devient le pivot du cours. L’analyse des dispositifs pédagogiques et didactiques est réalisée à partir des productions langagières des participants et de leurs écrits autoréflexifs.
Abstract
The article presents the concept of the course « International communication and interaction: Play with languages! » created within the framework of the Erasmus+ project BIP (Blended Intensive Programme) organized by the Masaryk University and with the virtual participation of students from four universities (OTH Regensburg, Université libre de Bruxelles, CY Cergy Université Paris and Masaryk University). The objective of the course is to enable students to become familiar with plurilingual strategies and to develop their linguistic repertoire in a plurilingual and pluricultural community. The course that involves six languages (French, German, Italian, Spanish, Portuguese, Czech) goes beyond the classic intercomprehension schemes oriented towards related languages. The activities focus on the complementarity of languages in learning and encourage the development of metalinguistic awareness. Thus, the notion of linguistic repertoire becomes the pivot of the course. The analysis of the educational and didactic devices is carried out starting from the long-term productions of the participants and their self-reflective writings.
1. Consigne de l’autoréflexion à la fin du semestre
Think about your learning in this course during the semester and write a 700 word self-reflection where you respond freely to the following questions in any language targeted in this course. You can also record your reflection as audio/video file.
Now that it’s over, what are my first thoughts about this overall course? Are they mostly positive or negative?
If positive, what comes to mind specifically? Negative?
What were some of the most interesting discoveries I made while working in this course?
What were some of my most challenging moments and what made them so?
What were some of my most powerful learning moments and what made them so?
What is the most important thing I learned personally?
How will I use what I have learned in the future?
Questionnaire anonyme à la fin de l’école d’été
What were your expectations of the summer school? Have your expectations been fulfilled?
Can you comment on the summer school content?
How did you feel about the plurilingual setting of the summer school?
Can you comment on the teachers’ attitude, way of teaching?
Where there any strong points in the summer school? If so, could you name some?
Where there any weak points in the summer school? If so, could you name some?
Have you learnt anything in the course? If so, could you specify it?
Have you gained anything personally? If so, could you specify?
Références
Blanche-Benveniste, Claire & André Valli (eds.). 1997. Le Français dans le monde. Recherches et applications. Paris: CLE International, Hachette.Search in Google Scholar
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- Frontmatter
- Introduction
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- Research Articles
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- A critical literacy class: beyond English learning and teaching in Higher Education
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- University English-medium instruction in Türkiye – what instructors say
- Testing English for Medical Purposes: the effects of traditional and distance education on learning outcomes
- Using corpora in teaching vocabulary to advanced EFL learners in a higher education context
- Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences
- From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes
- Turning the tables on online exam cheating via language mediation tasks
- Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language
- “Mur de paroles” – ou tentative de promotion de l’expression orale en langue française
- Activity Reports
- « Being plurilingual is a gift we make to ourselves. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles
- International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format
- Training citizens as users of languages and digital technology. Real-world tasks to tame the digital wilds
Articles in the same Issue
- Frontmatter
- Introduction
- Introduction: the variety of realities of language learning and teaching in Higher Education throughout the world. A step forward to keep on sharing ideas
- Research Articles
- Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence
- Japanese tertiary students’ perceptions of group work with explicit scaffolding
- A critical literacy class: beyond English learning and teaching in Higher Education
- Predictors of English Medium Instruction academic success in Vietnamese Higher Education
- University English-medium instruction in Türkiye – what instructors say
- Testing English for Medical Purposes: the effects of traditional and distance education on learning outcomes
- Using corpora in teaching vocabulary to advanced EFL learners in a higher education context
- Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences
- From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes
- Turning the tables on online exam cheating via language mediation tasks
- Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language
- “Mur de paroles” – ou tentative de promotion de l’expression orale en langue française
- Activity Reports
- « Being plurilingual is a gift we make to ourselves. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles
- International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format
- Training citizens as users of languages and digital technology. Real-world tasks to tame the digital wilds
