Autobiographies langagières audiovisuelles et croyances des futurs enseignants sur l’apprentissage de langues

Abstract

Linguistic autobiographies are a pedagogical tool that invites reflection on one’s own life as language learners and future French teachers. In this article we present a project carried out within the framework of the subject “Learning and Teaching of the French Language” of the master’s degree in Secondary Education of the University of Valencia, and whose objective is to analyze the audiovisual linguistic autobiographies of the students to determine how the acquisition of the mother tongue and the learning of second languages took place, as well as the influence of this learning in the way of approaching teaching. Our analysis shows that students appreciate the multilingual environment in which they grew up at home and at school, that they learned French for pleasure, and that they often have an emotional relationship with this language. They reject traditional methodologies and establish an indissoluble link between language and culture