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Guide pour le développement et la mise en œuvre de curriculums pour une éducation plurilingue et interculturelle (2016)

Language policy
Format : Paper PDF Papier Epub
978-92-871-8233-3
Type of document :
Book
Format :
Paper
Language :
French
Size :
A4
Number of pages :
180
Jean-Claude Beacco, Michael Byram, Marisa Cavalli, Daniel Coste, Mirjam Egli Cuenat, Francis Goullier, Johanna Panthier
34.00 € / 68.00 $US
Tax excluded

Comprendre et vivre la diversité des langues et des cultures est à la fois un but de et un moyen pour un enseignement de qualité.

L’éducation plurilingue et interculturelle répond à la nécessité et aux exigences d’une éducation de qualité: acquisition de compétences, de connaissances et d’attitudes, diversité d’expériences d’apprentissage et constructions d’identités culturelles individuelles et collectives. Il s’agit de rendre plus efficaces les dispositifs d’enseignement et d’améliorer leur contribution à la réussite des élèves les plus vulnérables ainsi qu’à la cohésion sociale.

Ce guide a pour objectif d’aider à une meilleure mise en œuvre des valeurs et principes de l’éducation plurilingue et interculturelle dans l’enseignement de toutes les langues: étrangères, régionales ou minoritaires, langues classiques ou langue(s) de scolarisation.

Sommaire

Avant-propos à la première édition
Avant-propos à la deuxième édition
Résumé
Chapitre 1 : Concevoir des curriculums pour une éduca tion plurilingue et interculturelle
     1.1. Finalités et valeurs de l’éducation plurilingue et interculturelle
     1.2. La conception du curriculum
     1.3. Quelques concepts clés d’une éducation plurilingue et interculturelle
     1.4. Le curriculum au service d’une éducation plurilingue et interculturelle
     1.5. Différentes formes d’intégration de l’éducation plurilingue et interculturelle dans le curriculum
Chapitre 2 : Créer des convergences, favoriser la transversalité entre toutes les langues enseignées à l’école
     2.1. Les échelles de niveaux de compétences du CECR et le profil linguistique des élèves
     2.2. Les stratégies
     2.3. La réflexivité
     2.4. Réflexivité et activités grammaticales
     2.5. Normes et variation
     2.6. Proximités et distances entre les langues
     2.7. L’apprentissage de la médiation
     2.8. Les genres de textes
     2.9. Les matières scolaires et les diversités culturelles
     2.10. L’évaluation dans la perspective de l’éducation plurilingue et interculturelle
     2.11. La formation des enseignants
Chapitre 3 : Organiser un curriculum pour une éduca tion plurilingue et interculturelle
     3.1. Organiser des curriculums pour une éducation plurilingue et interculturelle dans les différents niveaux éducatifs
     3.2. élaborer et mettre en oeuvre un curriculum pour une éducation plurilingue et interculturelle
     3.3. Analyser les besoins des apprenants dans leurs contextes sociolinguistique et éducatif
     3.4. Définir des objectifs dans une perspective transversale
     3.5. Définir des contenus dans une perspective transversale
     3.6. Modes d’organisation variables (temps)
     3.7. Différencier les approches en fonction des publics et des contextes
     3.8. Scénarios curriculaires
     3.9. D’autres utilisations possibles des scénarios – d’autres cas prototypiques
Conclusion
ANNEXES
Annexe I : Éléments pour une enquête sur les représentations sociales des langues et leur prise en charge par le curriculum
Annexe II : éléments pour une enquête langagière de proximité
Annexe III : Éléments pour la spécification des compétences des enseignants en vue d’une éducation plurilingue et interculturelle
Annexe IV : Instruments et ressources pour l’élaboration et la mise en oeuvre des curriculums pour une éducation plurilingue et interculturelle
Annexe V : Démarches et activités d’apprentissage
Annexe VI : Éléments pour la prise en compte du répertoire linguistique et culturel des élèves allophones

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