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Détours artistiques et pratiques translinguistiques au sein d'un scénario télécollaboratif inspiré par le cinémaArtistic detours and translingual practices within a telecollaborative scenario inspired by cinema
Abstract
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.
Cet article examine les conditions menant à l’émergence de communautés virtuelles d’apprentissage dans le cadre de dispositifs de télécollaboration en français langue étrangère et bilingue (français-anglais), en s’intéressant en particulier à une phase moins étudiée dans la recherche, notamment la prise de contact qui se déroule en mode asynchrone sur un réseau social et sur un mur collaboratif (Padlet). Afin de mieux comprendre les caractéristiques de ces échanges, nous examinons la pertinence des notions de communautés de pratique et de communautés virtuelles d’apprentissage adoptées dans le domaine des formations à distance, la dynamique de leur émergence, ainsi que les environnements numériques exploités pour les différents modes d’interaction. Nous présentons ensuite le contexte d’études empiriques menées depuis 2017, le corpus d’étude et la méthodologie qui se fonde sur l’analyse des comportements discursifs en ligne. Les résultats montrent que les spécificités des communautés virtuelles d’apprentissage dans le cadre de télécollaborations en langues sont liées principalement à leurs limites spatio-temporelles, aux appartenances institutionnelles des groupes qui interagissent et à leur navigation entre les langues et les environnements numériques variés.
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.
This paper is a reflection on the use of translanguaging as pedagogy. The primary aim of the paper is to discuss transformative potentials of translanguaging in multilingual educational contexts. To frame the discussion, I turn to Jacques Rancière’s critical works, and show how translanguaging may be an effective way of teaching democratic politics in the language classroom.
Version préalable à sa publication dans: Degache, Christian & Garbarino, Sandra (éd.) (2017). Itinéraires pédagogiques de l’alternance des langues : l’intercompréhension. ELLUG, collection Didaskein. ISBN : 978-2-84310-341-4
Cet article veut dresser une typologie des modalités d'intégration de l'interaction plurilingue en ligne, en réseau de groupes. Il observe notamment l'intégration des scénarios Galanet, Galapro, Aventuras et Puentes.
Dans le cadre de ce numéro du "Bulletin de l'AUF" consacré à l’intercompréhension, notre contribution vise à présenter les résultats obtenus par le projet international MIRIADI (Mutualisation et Innovation pour un Réseau de l'Intercompréhension à Distance). En trois ans (2012-2015) ce projet a réalisé un portail Web destiné à la constitution d’un réseau de formateurs à l’intercompréhension en ligne et à la mise en place de formations à distance à l'intercompréhension, en interaction entre des locuteurs entre de différentes langues de la même famille. Ce portail flexible et d’accès très simple s’est doté d’un espace partenaires (où chacun peut proposer ou chercher une formation), d’activités pour les formés et pour les formateurs, ainsi que d’instruments (Référentiels) pour l’insertion curriculaire de l’intercompréhension et pour l’évaluation des compétences acquises par les enseignants en formation et par leurs apprenants.
Le projet Miriadi (2012-2015) témoigne de l’énorme potentiel d’innovation au niveau pédagogique des formations à l’intercompréhension en ligne et en réseau de groupes. Le partenariat réuni auparavant autour des projets « Gala » s’ouvre à d’autres partenaires, en créant un réseau, régi par une association, l’APICAD. Il se rassemble virtuellement autour d’un portail qui devient la référence en matière d’intercompréhension en ligne et qui propose un espace pour des formations innovantes, en ligne par familles de langues, adaptées à tout public et à toutes les langues et un espace réseau, pour la recherche de partenaires, de ressources et de référentiels.
The name Eduardo Coutinho occupies central pages in the history of Brazilian documentary cinema. Known for interviews with anonymous people, his movies revolutionized the documentary production: they have helped to break the myth of the neutrality of the documentary and abolished the separation between the director and the characters. The modifications that his work produced at the aesthetics and epistemological fields particular to the cinema have relations with paradigm changes experimented by human sciences in the last century. This essay presents an interview with Eduardo Coutinho, where the film maker discusses the conception of reality present in his movies and the power of the cinema of transformation on men and society; mainly, he talks about the interviews, method in evidence in human sciences and in the cinema.
The term Open Educational Practice (OEP) is often defined as the process of creating and adapting OER. However, in the context of this study, we take OEP to include any practice that "opens up" a "closed" educational ecosystem by expanding learners' social networks and by increasing learners' participation and autonomy. Our study is framed in terms of one of the OER Research Hub's guiding hypotheses: "OER leads to critical reflection by educators, with evidence of improvement in their practice." In this case, the improved practice refers to how French-language educators sought to overcome prescriptivist attitudes linked to the "monolingual orientation" of traditional classroom instruction by adopting a translingual paradigm in keeping with recent research in applied linguistics (Cook, 1992, 1999; Blyth, 1995; MLA Report, 2007; Kramsch, 2010; Levine, 2011; Canagarajah, 2015). More precisely, we examine how language educators extended an OER titled Français interactif (Blyth, 2009, 2012; Kelton, Guilloteau & Blyth, 2011) by creating an accompanying Facebook page as an online "affinity space" (Gee, 2005) where traditionally proscribed practices such as code switching and lexical borrowing were not only accepted but encouraged. Following Canagarajah (2015), we understand translingual practice as an umbrella term referring to a language learner's integrated repertoire of communicative strategies based on multiple languages and modalities. We examine the social dynamics of various translingual practices that routinely occur on the Français interactif Facebook page and conclude by arguing that open, translingual affinity spaces provide an ideal place for raising learner's critical language awareness.
Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.
Narrative Intelligence (NI) — the confluence of narrative, Artificial Intelligence, and media studies — studies, models, and supports the human use of narrative to understand the world. This volume brings together established work and founding documents in Narrative Intelligence to form a common reference point for NI researchers, providing perspectives from computational linguistics, agent research, psychology, ethology, art, and media theory. It describes artificial agents with narratively structured behavior, agents that take part in stories and tours, systems that automatically generate stories, dramas, and documentaries, and systems that support people telling their own stories. It looks at how people use stories, the features of narrative that play a role in how people understand the world, and how human narrative ability may have evolved. It addresses meta-issues in NI: the history of the field, the stories AI researchers tell about their research, and the effects those stories have on the things they discover. (Series B)
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