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Authors

  • Eliza Morin Université Laval

Abstract

Étant donné que le translanguaging et le plurilinguisme sont deux dimensions peu abordées en didactique des langues, il est pertinent de se pencher sur cette question de recherche: De quelle manière le translanguaging influence-t-il la construction identitaire des plurilingues? Dans le cadre de cette revue de littérature, nous analysons trois études empiriques (Helm et Dabre, 2020; Ollerhead, 2019; Wei, 2011) qui sous-tendent que le translanguaging renforcerait l'identité des apprenants, ce qui les encouragerait à exprimer leurs pratiques culturelles et sociales afin d'élargir leur identité. Ces avantages nous laissent penser que les pratiques de translanguaging devraient être instaurées en classe de langues. L'enseignant qui souhaite intégrer ces pratiques en classe doit toutefois fournir des ressources suffisantes aux apprenants et appliquer certains principes afin de respecter les langues minoritaires régionales.

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Published

2021-06-22

Issue

Vol. 12 No. 1

Section

Literature Review/Revue de la documentation

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