Daniel Coste

• Professor at École Normale Supérieure de Lyon

The conceptual framework sketched out poses that the actors of any migration are dealing with mobilities that face forms of otherness, and result in relations with other communities. Migrant learners face obstacles that other learners do not know, and often have linguistic and cultural resources that are overlooked. Language education policies need...

L’article revient sur l’élaboration d’un modèle conceptuel susceptible d’inclure celui retenu par le CECR (Cadre européen commun de référence pour les langues) à l’intérieur d’une perspective plus large mais reposant toujours sur une conception dynamique de l’acteur social. Le modèle a été construit autour d’une mise en relation des notions de mobi...

Ce chapitre fait retour sur les évolutions qui, dans le domaine des politiques linguistiques éducatives et de la didactique des langues, ont suivi la publication, en 2001, du Cadre européen commun de référence pour les langues (CECR) et du Portfolio européen des langues, instruments mis à disposition par la Division des politiques linguistiques du...

This paper presents some aspects of a study in progress for the Language Policy Unit of the Council of Europe. It is an outline of the attempt to include the general model of the Common European Framework of Reference for Languages (CEFR), published in 2001, within a broader and updated notional apparatus. This tentative reframing rests on the noti...

Studying at university level implies more and more coping with languages which are not the « mother tongue » of students. The article underlines the diversity of such situations. It considers some effects of the specific position of English. The role of linguistic variation for the transmission and construction of knowledge is reasserted. Some prop...

L’articolo prende in esame alcune nozioni che sono correlate alle opzioni curricolari presentate nella Guida per lo sviluppo e l’attuazione di curricoli per una educazione plurilingue e interculturale del Consiglio d’Europa attraverso anche una rilettura del Quadro comune Europeo di riferimento per le Lingue. Le nozioni sono quelle di competenza, e...

Hymes and the communicative competence palimpsest. A journey in language education The notion of communicative competence has widely influenced the field of language teaching and learning. As its recognized proponent, Hymes often commented on the context and the reasons behind his proposal and its labelling, as well as on the ways in which the noti...

Language Policy DivisionDirectorate of Education and Languages, DG IVCouncil of Europe, Strasbourg

Language Policy Division Directorate of Education and Languages, DG IV Council of Europe, Strasbourg

Ogni costruzione delle conoscenze in un contesto scolastico, quali che siano le discipline prese in considerazione, passa attraverso un lavoro linguistico. Il presente contributo mira a proporre un approccio generale che permetta di definire, attraverso categorie descrittive e trasversali, differenti livelli di specificazione di questa dimensione l...

Résumé Le Cadre européen commun de référence (CECR) propose un modèle d'ensemble où le rapport entre « stratégie », « texte » et « tâche » occupe une position centrale et en quelque sorte motrice. C'est dans cette perspective, dite « actionnelle » que la notion de tâche trouve à s'inscrire, ni comme seulement « communicationnelle » ni comme d'abord...

Cette contribution aborde la pluralité des plurilinguismes individuels et propose quelques critères de nature à catégoriser cette pluralité. Elle présente ensuite un retour sur l’évolution de la notion de compétence plurilingue et commente quelques aspects d’analyses de politique linguistique de différents pays européens. Elle souligne enfin les pe...

The paper critically discusses key theoretical concepts and definitions attached to the notion of a ‘plurilingual social actor’, and assesses their impact and implications for European language policies and for the development of plurilingualism and citizenship in schools.

Résumé Dans l'évolution des travaux relatifs à la promotion du plurilinguisme, la notion de compétence plurilingue a été naguère avancée comme d'une capacité mobilisant l'ensemble des ressources langagières dont dispose l'acteur social, y compris le vernaculaire premier et la langue officielle / nationale de l'école. Mais il convient, dans une pers...

Le Conseil de l’Europe a créé le Portfolio européen des langues pour aider les apprenants à: Garder trace de leur apprentissage linguistique tel qu’il se déroule: établir des objectifs en matière d’apprentissage, suivre leurs progrès et évaluer régulièrement les résultats; Consigner leurs réalisations en matière d’apprentissage linguistique et leur...

This introductory article focusses on the ways in which the language classroom has been seen as a possible – or unlikely – setting for second language acquisition, both by linguistic and educational research. Due to converging theoretical trends, this potential of the classroom has been recently reassessed. Encouraging as it is, this more positive...

Relations between linguistics and the field of French as a foreign language (F.L.E.) have been complex in the last decades. Considering in detail the report of a significant meeting held in 1961, the article examines how contacts are then established and balanced between, on one side, the specialists of FLE as a new sector of activity and, on the o...

Multilingual and multicultural competence and the role of school - Volume 30 Issue 2 - Daniel Coste

ABSTRACT : The Historical relations between linguistics, models of language acquisition and language teaching are complex and, when they are evidenced, are certainly not unilateral. The option suggested, for methodological reasons, is to study these relations at two historical moments (end of XVIIIth and beginning of XlXth century, passage from XlX...

COMMUNIQUER DANS LA LANGUE DE L'AUTRE. NoyauColette and PorquierRémy, eds. Saint Denis, France: Groupe de Recherche sur l'Acquisition des Langues, Presses Universitaires de Vincennes, 1984. STUDIES IN SECOND LANGUAGE ACQUISITION BY ADULT IMMIGRANTS. ExtraGuus and MittnerMichèle, eds. Tilburg Studies in Language and Literature 6. Tilburg, The Nether...

Against the background of the variety of language teaching methods currently in use, the actual daily classroom situation and the communication rituals it adopts are examined. Teachers are encouraged to draw on and expand classroom communication practices. (MSE)

The point of view adopted in this contribution is that of a linguist and educationalist and member of a Research Centre, who, for nearly thirty years, has worked ceaselessly to encourage the teaching of French as a foreign language and has always been concerned with the role of the media in language learning, from the first audio-visual methods thr...

A collection of 14 papers covers aspects of second language instruction in European nations. Among the topics addressed are: (1) European curriculum, syllabus, and textbook construction projects; (2) the development of a beginning French curriculum for Greek adults; (3) a German course on English for the tourist trade; (4) an English as a foreign l...

This paper discusses the way in which speech act theory and discourse analysis have been applied to practical pedagogy, with particular reference to the teaching of French as a foreign language. The point is made that there has been the tendency to relate these two areas of enquiry to different aspects of language teaching, with speech act theory b...

This paper discusses the way in which speech act theory and discourse analysis have been applied to practical pedagogy, with particular reference to the teaching of French as a foreign language. The point is made that there has been the tendency to relate these two areas of enquiry to different aspects of language teaching, with speech act theory b...

Diverse definitions and connotations of terms in language pedagogy are examined, and their uses by segments of the teaching community are discussed. The focus is on the term "functional," but other terms are looked at: speech act, communicative competence, system, and others. (MSE)

L'apprenant est aujourd'hui sinon toujours au centre des actions de formation, du moins au centre des discours didactiques dominants. Il va de soi, dans les cercles où se produit ce qu'il convient de dire et d'écrire pour être dans le vent de l'histoire pédagogique, que, par définition, tout apprentissage, quel qu'il soit, est d'abord l'affaire d'u...

La notion de situation a eu en linguistique appliquée à la didactique des langues un succès singulier, qui ne tenait sans doute ni à une définition précise et opérante (encore que, dans ce domaine comme dans certains autres, la circulation des concepts s'accommode facilement de leur flou relatif) ni à une richesse d'applications pédagogiques qui eû...

Pour toute une tradition linguistique, la linéarité est considérée comme une des propriétés fondamentales du langage. “Tout le mécanisme de la langue en dépend” affirmait Saussure. La constitution de classes paradigmatiques, l'analyse distributionnelle supposent que les unités se suivent ou se remplacent mais ne sauraient être présentes simultanéme...

Discusses current language needs analyses, and considers the relationship between this type of analysis and language programs and materials. (AM)

Two projects of the Ecole Normale Superieure de Saint-Cloud (CREDIF) are described and critically analyzed in this paper: the definition of a threshold level, "Niveau-seuil," in French and a learning module, "Looking for Work," intended to teach necessary written French to migrant workers. The threshold level section is a reference document for cou...

The relationship between written language, spoken language and the development of reading skills is discussed. (Text is in French.) (PMP)

Anyone who analyses the cultural content of a language-teaching procedure must have recourse for his analysis primarily and often exclusively to the textbook (or the elements that constitute the wherewithal to teach) used by the teacher. It might be though that the cultural aspects introduced in the class are what they are because of the direction...

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