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Quelle prise en compte des compétences plurilingues et pluriculturelles des élèves allophones ? Etude comparative des pratiques déclarées des enseignants du secondaire dans les trois contextes scolaires européens (Italie, France et Pologne)

Abstract : The article presents an analysis of teachers’ declared practices in three secondary schools (students from 11 to 15 years old) in France, in Italy and in Poland. The study shows how teachers take into account multilingualism and multiculturalism of allophone students in any school disciplines. The results point that teachers aim two goals: to know better newly arrived students and to link with disciplinary learnings. Moreover, topics discussed in class in these three countries are similar and teachers’ practices can be spontaneous (questions, interactions) or planned (presentations, projects). Finally, taking into account students’ languages and cultures can also support a better second language acquisition. In conclusion, this study will question teachers’ practices which seem to depend on their trainings, as well as their linguistic and professional experiences.
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https://hal-normandie-univ.archives-ouvertes.fr/hal-02378165
Contributor : Malgorzata Jaskula <>
Submitted on : Monday, November 25, 2019 - 7:32:17 AM
Last modification on : Thursday, November 28, 2019 - 1:37:16 AM
Long-term archiving on: : Wednesday, February 26, 2020 - 1:14:19 PM

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Malgorzata Jaskuła. Quelle prise en compte des compétences plurilingues et pluriculturelles des élèves allophones ? Etude comparative des pratiques déclarées des enseignants du secondaire dans les trois contextes scolaires européens (Italie, France et Pologne). Repères- Dorif : autour du français : langues, cultures et plurilinguisme, Do.Ri.F Università - Roma, 2019, Enjeux de l’Acquisition des Langues Secondes en Contextes Migratoires. ⟨hal-02378165⟩

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