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Repenser la différenciation pédagogique au sein d'une classe de langue étrangère (FLE) multilingue, multiculturelle et multi-niveaux
Auteur(s)
David, Catherine
Date de parution
2017
In
Bulletin VALS-ASLA, Association suisse de linguistique appliquée (VALS-ASLA) (Swiss Association of Applied Linguistics), 2017/N° spécial/2/101-113
Résumé
How can French as a foreign language (FFL) be taught and learnt in a multi-level class (A1-B2, CECRL)? This is an issue many language-teaching institutions - in France and abroad - have to address. What strategies can be adopted to ensure that each learner progresses according to his/her level? From the teacher's perspective, how can teaching time be optimised when several lessons are to be taught within one session? This paper reconsiders the question of differentiation in a multilingual, multicultural and multi-level FFL class in a French speaking environment. It is based on our experience in the field as a teacher and researcher with classes comprising multi-level foreign students at the Centre universitaire d'études françaises (CUEF), Grenoble Alpes University (UGA), France. Firstly, we intend showing how a multi-level class necessitates specific teacher action as well as redefining the didactic contract. Secondly, our aim is to question the way in which the multilingual and multicultural nature of such classes contributes to the construction of multilingual and multicultural competence.
Identifiants
Type de publication
journal article
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