El desarrollo de la competencia plurilingüe en contextos escolares multilingüesestudio de la movilización de recursos y de la perspectiva didáctica

Abstract

Our thesis hope to investigate the way the plurilingual competence is developped in school context. For that, we will describe, on one hand, the strategies and ressources that a group of students use to face multilingual activities and, on the other hand, the teachers vision at the moment they take an approach that involves the work with several languages. In order to get our aim, we will put in practice a didactics of plurilingualism, concertized trough the plural approaches of the languages. Specifically, we will embrace the paradigm of the éveil aux langues and of the intercomprehension of languages of the same family. Some aspects typify the plurilingual competence: the existence of one unic repertoire made from all the languages that, in different levels, the speaker knows, the mobilisation of ressources responsibles of its management and the awaken of a metalinguistic awareness. Our research articulates in basis of these elements, that we describe once the named competence appears. So, we will analyze the linguistics and non linguistics knowledges that students belonging differents educational grades request, when using languages that they didn’t learn, on the frame of their curricular areas. We will focus also our atention on the effects that the linguistic manipulations causes, as the activation of intercomprehensives skills and the reflection about the languages put into play. Beyond the discourse of the students, we will analyse as well the teachers perspective when they put in practice an approach that take into account the linguistic diversity. Through the collaborative work between teachers and researchers, we reveal the most important questions of what the work with a such paradigm means, like the main obstacles, the methodology used or knowledges about the languages that the teachers working with this approach should have. The study has implied an scholar intervention that had place in three mallorquin educational centres: IES Felanitx, col·legi La Immaculada and CEIP Costa i LLobera. With an amount of 214 students and 8 teachers, and in 2 school years or research-action phases, we have collected the data which have allowed the study of the plurilingual competence.