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67 | 2023
Pratiques translangagières dans l’enseignement-apprentissage des disciplines en contexte bi- ou plurilingue

Translanguaging Practices in Subject Matter Teaching and Learning in Bi- or Multilingual Contexts
Edited by Sophie Babault and Margaret Bento
Lidil, n° 67 (2023)
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ISBN 978-2-37747-418-9

This issue aims to analyse translanguaging practices in the classroom in contexts where two or more languages are used as a teaching medium, be it at the level of an educational or institutional system, or that of a system limited to a few classes. Whilst bilingual programmes are extremely diversified, most of them are still, to this day, organised according to a division of language between different subjects or levels of teaching which leads to various issues from a didactic standpoint: artificial compartmentalisation between the languages employed, didactic disruptions upon switching to another language, lack of clear bridges between knowledge developed in either language, insufficient consideration of the pupils’ difficulties with the language, etc. In this issue, the authors demonstrate teaching approaches that use the two languages in a complementary way, not only to improve the integration of subject knowledge but also to develop solid bilingual or multilingual skills with the valorisation of all language directories bringing significant social added value as a result.
 

Editor’s notes

REMERCIEMENTS / ACKNOWLEDGEMENTS
Ont été sollicités pour évaluer les articles de ce numéro (dossier thématique) :
Jose Aguilar, Philippe Blanchet, Laura Hartwell, Eve Lejot, Bruno Maurer, Colette Noyau, Jean-François de Pietro, Maria Antonietta Pinto, Julia Putsche, Marielle Rispail, Sofia Stratilaki.

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