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Jalons, diffusion et itinéraires des approches intercompréhensives
... Innovation dans un projet de télécollaboration orale en intercompréhension : bilan et perspectives du projet IOTT Innovation in "IOTT": assessment and future plans of an oral telecollaboration project in intercomprehension 1. Introduction 1 Cet article explore les traits innovants d'un projet de télécollaboration orale (O'Dowd & Waire, 2009) en intercompréhension (Doyé, 2005 ;Degache & Garbarino, 2017) élaboré et réalisé dans une logique de recherche-action (Lewin, 1946) par deux universités européennes depuis 2017. Afin de procéder à un premier bilan de cette expérience, nous analyserons ici les différents volets du scénario didactique par le biais d'une évaluation formative (Cros, 2014, p. 52) qui en mettra en évidence les forces et les faiblesses. ...
... Il représente donc une évolution de cette approche plurielle (Candelier et al., 2012) dont le répertoire d'expériences de formation a eu pour dimension privilégiée celle de l'écrit, dans ses déclinaisons d'IC réceptive et interactive (Ollivier, 2013). S'ajoutent à cela avec quelques expériences dans le domaine de l'oral, centrées principalement sur la dimension réceptive (Jamet, 2009 ;Cortés Velásquez, 2015et 2016 plus rarement sur l'interaction en face à face et notamment dans des contextes professionnels (cf., entre autres, Araujo e Sà & Melo-Pfeifer, 2010 ; Benucci, 2005 ;Bonvino & Jamet, 2016 ;Caddéo & Jamet, 2013 ;Capucho, 2012 ;De Carlo, 2011 ;Degache & Garbarino, 2017 ;Ollivier & Strasser, 2013). 3 La création de ce canevas didactique est le fruit de plusieurs raisons principales. ...
... IOTT tire parti des atouts de ces domaines que nous souhaitons résumer ici. Or, si les atouts de l'approche de l'IC ont été amplement décrits (entre autres, Melo-Pfeifer & Araújo e Sá, 2018 ; Araújo e Sá & Melo, 2010 ;Benucci, 2005 ;Bonvino & Jamet, 2016 ;Capucho, 2012 ;De Carlo, 2011 ;Degache & Garbarino, 2017 ;Garbarino, 2015a), nous ajouterons qu'il s'agit d'une approche éthique qui répond à l'exigence de donner des réponses à un monde qui change par l'effet du nombre croissant de migrants, expatriés, réfugiés, etc. et de contacts (pour le travail, les études, les voyages, les lectures ou autres) entre locuteurs de langues plus ou moins afférentes. L'approche d'IC développe la capacité à gérer la super diversité (super-diversity management ;Berthoud et al., 2013, p. IX), tout d'abord parce qu'elle la met en valeur. ...
The paper aims at assessing a telecollaboration learning project named Intercompréhension Orale et Teletandem (IOTT), developed by University of Lyon 2 and University of Salento. It also points to the learning potential of plurilingual computer mediated synchronous communication across two different disciplines: an intercomprehension program and a foreign language teaching methodology course. After describing the pedagogical design (eg the activities carried out at international and local levels), the article offers a methodology (Cros, 2004) which allows authors to self-evaluate the project with regard to its effectiveness in the attainment of the desired results. Strengths and weaknesses are discussed, highlighting domains for gaining a deeper understanding of the scenario and for enhancing a theoretically enriched bottom-up analysis. The focal points of the proposed assessment are IOTT innovative features in relation to preceding Teletandem-based learning scenarios and to other intercomprehension online teaching/learning experiences. The evaluation process focuses as well on transformation and changes in educational values and practices. Data collected by means of questionnaires, learning diaries, videorecordings of oral teletandem sessions and interviews with students show learners perceptions of the experience. The assessment of IOTT is carried out bearing in mind the improvement of its pedagogical design in order to optimize learning in future teletandem projects for plurilingual education.
In an article published in 1995 in the ELA, Louise Dabène examined the curricular designs that could best offer a field of deployment for pedagogical practices centered on mutual understanding in languages of the same family, like Romance languages. A wide range of diverse projects centered around the curricular integration of intercomprehension were carried out over the last 25 years. In this article, I focus on seven scenarios to demonstrate that "intercomprehensive approaches in education" strongly contribute to opening access to plurilingualism for all, through a pedagogy of language switching. Knowing how to change languages, accepting language changes and language contacts (at home and with others), knowing how to question language changes; these are some of the skills that can be targeted by this pedagogy.
The paper aims at assessing a telecollaboration learning project named Intercompréhension Orale et Teletandem (IOTT), developed by University of Lyon 2 and University of Salento. It also points to the learning potential of plurilingual computer mediated synchronous communication across two different disciplines: an intercomprehension program and a foreign language teaching methodology course. After describing the pedagogical design (eg the activities carried out at international and local levels), the article offers a methodology (Cros, 2004) which allows authors to self-evaluate the project with regard to its effectiveness in the attainment of the desired results. Strengths and weaknesses are discussed, highlighting domains for gaining a deeper understanding of the scenario and for enhancing a theoretically enriched bottom-up analysis. The focal points of the proposed assessment are IOTT innovative features in relation to preceding Teletandem-based learning scenarios and to other intercomprehension online teaching/learning experiences. The evaluation process focuses as well on transformation and changes in educational values and practices; it actively engages students. Data collected by means of questionnaires, learning diaries, videorecordings of oral teletandem sessions and interviews with students show learners perceptions of the experience. The assessment of IOTT is carried out bearing in mind the improvement of its pedagogical design in order to optimize learning in future teletandem projects for plurilingual education.
This study aims to analyse some of the effects of two new features introduced in a telecollaborative scenario in intercomprehension addressed to students from distant groups, men and women, speakers of different Romance languages: the predefinition of a general theme induced by a selection of films, the freedom to choose the final task and its methods of production. This analysis relates to two essential stages of the scenario: the initial interactional one, where the expression of the expectations and the astonishment are identified; the collaborative one, where the achievements of six working groups that have chosen a creative task are reported. In this context, how do the aesthetic, narrative and socio-historical dimensions of the selection of films and the new flexibilities of the scenario stimulate a hindsight, autobiography, and creative dynamics? What is the nature of the multilingual practices activated? The results obtained show a real impact of these "artistic detours" introduced into the scenario, even if it remains fragile and dependent, both on adjustments of the scenario according to the time, institutional and technique constraints, and on orchestration of the digital tools and the methods of steering and support.
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