Enseignement-apprentissage de la grammaire en FL2 en contexte plurilingue et pluriethnique

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Abstract

This literature review aims to answer the following question: how is the plurilingual and pluri-ethnic context considered in the teaching-learning of grammar in French as a second or foreign language? To this end, we will analyze five empirical studies that address different aspects of how plurilingualism is considered in grammar teaching. These five studies address learning strategies, the use of corrective feedback, the implementation of a plurilingual grammar spelling teaching device and the documentation of teachers' practices. At the end of this analysis, we observe, among other things, that few teachers use syntactic manipulations and metalanguage in a plurilingual context, as well as devices like pluralistic approaches, which in our view reveals a need to raise teachers' awareness of the benefits made possible using pluralistic approaches in the teaching-learning of grammar in plurilingual and pluri-ethnic contexts.