Didactiques de l’intercompréhension et enseignement du français en contexte plurilingue

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dc.contributor.authorWauthion, Michel
dc.date.accessioned2016-11-30T05:24:33Z
dc.date.available2016-11-30T05:24:33Z
dc.date.issued2010
dc.description.abstractIntercomprehension is an innovative technique for teaching and learning based on the ability of speakers quickly to master techniques for transferring competences between related languages, principally with respect to comprehension. This methodology relies on activities contrasting with those communicative practices that have become the rule in the area of teaching language and cultures, such as translation, contrastive grammar, the importance of writing. The methodological common denominator is that of a plurilingual and pluricultural pedagogy. Learning French thus opens a door to a range of romance languages spoken by more than 500 million people throughout the world. For French-speakers, intercomprehension represents a means of rapid access to related languages and cultures, at the same time encouraging reflexive observation of the first language. The practice of intercomprehension educates for plurilingualism. It targets the development of a new relationship with languages, by means of an active practice of observation, which makes it possible to justify the acquisition of partial competencies in a language as a valid goal for learning.en
dc.identifier.citationWauthion , M. (2010). Introduction: Turn of the century innovations in language teaching. Flinders University Languages Group Online Review , 4(2).en
dc.identifier.issn1446–9219
dc.identifier.urihttp://hdl.handle.net/2328/36797
dc.language.isoen
dc.publisherDepartment of Languages and Applied Linguistics, Flinders Universityen
dc.rights© 2016, FULGOR, Flinders Universityen
dc.rights.holderFULGOR, Flinders Universityen
dc.subjectIntercomprehensionen
dc.subjecttransferring competencesen
dc.subjectplurilingualismen
dc.titleDidactiques de l’intercompréhension et enseignement du français en contexte plurilingueen
dc.typeArticleen
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Volume 4, Issue 2, December 2010
Flinders Open Access Research