Plurilittératies, pratiques textuelles plurilingues et appropriation: interrogations en didactique

The contribution discusses translanguaging and learning through an observation of young children's textual practices during workshops in a science centre. The science centre adopted a plurilingual approach to teaching and learning to cater for the multiple needs of a diverse population of learners. The plurilingual posture anchors science education and literacy in the ecological complexity of the place, and fosters the multi-situated aspect of science knowledge. Within a perspective where knowledge is grounded in experience and movement (Ingold 2000), children's learning was contextualized through the use of tools and a play-based inquiry process, drawing on children's imagination, the aesthetic element of science and of technology, their full language repertoires and their bodies to develop more complex science understandings, multilingual awareness (Melo-Pfeifer 2015), and multilingual and multimodal literacies (Prasad 2018). The participants are 5-8 years old learners in a series of workshops and visits focussing on experiential science inquiry that engage children to experience and merge multilingual writing practices, art, and science learning. Multimodal data sources include child-initiated visual documentation, digital photographs, as well as researchers' field-notes and audio-video recordings of children's interactions around their textual practices.