Methodological matrices currently available in school didactic of languages-cultures in France. A tool for multi- and pluri-methodological approaches

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Christian Puren
https://www.christianpuren.com
https://www.christianpuren.com/bibliothèque-de-travail/073-en/
METHODOLOGICAL MATRICES CURRENTLY AVAILABLE IN SCHOOL DIDACTIC OF LANGUAGES-CULTURES IN FRANCE
A tool for multi- and pluri-methodological approaches
TARGETED SOCIAL COMPETENCES
Targeted using
act1
Privileged
learning act
Language competences
Cultural competences
1. Reading matrix:
active methodology (1920-
1960)
Ability to maintain contact with the
foreign language from a distance
through authentic documents
Ability to mobilize and extract
knowledge about the foreign culture
from and about authentic documents:
metacultural component.
reading,
speaking out on
(“parler sur”)
Collective oral
explanations in class
of authentic
documents
2. Communicative-
intercultural matrix:
communicative-intercultural
approach (1980-1990)
Ability to exchange information
with visiting foreigners on an ad
hoc basis during initial contacts or
short stays
Ability to control cross-
representations in interaction with
others: intercultural component
meeting,
talking with
(“parler avec
quelqu’un”)
Interactions
in class
in simulations
and role-playing
3. Plurilingual-
pluricultural matrix:
plurilingual-pluricultural
approaches
(1990-…)
Ability to “live together”, i.e., to
manage linguistically the
permanent cohabitation with
allophones in a plurilingual and
pluricultural society
Ability to understand the attitudes and
behaviors of others and to adopt
common attitudes and behaviors
acceptable in a culturally diverse
society: pluricultural component
living with,
talking to each other
(“se parler”)
Cross-language
conceptualization
activities
4. Social-action matrix:
co-language and co-cultural
perspectives (2000-...)
Ability to “make society” and to
work in a foreign language in a
long-term with native and non-
native speakers of that language.
Ability to developing with others
common conceptions of collective
action on the basis of shared
contextual values: co-cultural
component
acting with,
consulting with
(“en parler avec
quelqu’un” =
“se concerter”)
real or simulated
social actions carried
out in project mode in
class society and/or
outside society
1. With the appropriate expressions in French.

Presentation
The subtitle ("A tool for multi- and pluri-methodological approaches") was added in November
2020. A pluri-methodological approach is a system designed to "integrate" several
methodologies, i.e. to manage them in such a way as to make them consistent and synergistic.
A multimethodological approach, on the other hand, is one in which different methodologies are
simply juxtaposed, without even articulating them, using one and then the other, for example,
from one didactic sequence to another or from one year to another. New version dated November
26, 2020. These four matrices - active, communicative-intercultural, plurilingual-pluricultural,
actional-co-language-co-cultural - are partial repeats in a different presentation of documents
029 and 052 (in French°.
This model was used in two articles:
–2016b. « Méthodologies plurielles d'exploitation didactique des documents vidéo :
l'exemple du Guide des utilisateurs du matériel "V'idéaux & Débats" à destination d'un
public FLI, Français Langue d'Intégration ».
–2018f-en « The actuality of the communicative approach within the framework of the
implementation of the action perspective: a matter of situated and finalized
construction”.
Original French version: « Matrices méthodologiques actuellement disponibles en didactique
scolaire des langues-cultures en France », https://www.christianpuren.com/bibliothèque-de-
travail/073/.
Also available in Spanish: "Matrices metodológicas actualmente disponibles en didáctica de las
lenguas-culturas", https://www.christianpuren.com/bibliothèque-de-travail/073-es/.