Accéder directement au contenu Accéder directement à la navigation
Communication dans un congrès

La didactique scolaire de l'espagnol à l'épreuve du plurilinguisme

Abstract : The issue of language variations and linguistic diversity within the Spanish-speaking world has been little explored so far in Spanish language teaching in schools. The standard adopted for the teaching and learning of Spanish in schools was, for a long time, that of an educated native speaker with literary texts being the preferred materials, right from beginner level, with reference to a single method-ology (The Active Methodology) which lasted up to the 2000s. Until then, official instructions for Spanish would present the language of literary texts as the reference in language teaching and learning. Subject to competition with English in French schools from the 1970s (English being regarded as a language for communication), Spanish has been identified as a language for culture, asserting its specificity without seeking to explore learning strategies relying on the command of other languages by pupils, inspired particularly by inter-comprehension models across neighbouring languages. The conclusion of this article will consider a multilingual approach within this specific context.
Type de document :
Communication dans un congrès
Liste complète des métadonnées
Contributeur : Okina Univ Angers Connectez-vous pour contacter le contributeur
Soumis le : mercredi 27 janvier 2021 - 14:55:27
Dernière modification le : mercredi 20 octobre 2021 - 03:19:25
Archivage à long terme le : : mercredi 28 avril 2021 - 18:56:25


Accord explicite pour ce dépôt


  • HAL Id : hal-03123105, version 1
  • OKINA : ua3049



Pascal Lenoir. La didactique scolaire de l'espagnol à l'épreuve du plurilinguisme. Vers le Plurilinguisme? Vingt ans après, 2013, Non spécifié, France. pp.75-83. ⟨hal-03123105⟩



Consultations de la notice


Téléchargements de fichiers