Du « fait linguistique » au « fait plurilingue » à l’école française

Based on experience in the field of teacher training, and without neglecting curricula, the author points to the fact that, as an institution, schools consider languages as subjects to be taught but rarely as manifestations of linguistic practices potentially present in learners’ daily lives. It fol...

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Dades bibliogràfiques

Autor principal:	Forlot, Gilles
Format:	Artigo
Idioma:	Francês
Publicat:	Centre d'Information sur l'Éducation Bilingue et Plurilingue 2015
Matèries:	linguistic appropriations primary school diversity plurality decompartmentalized curriculum plurilingual facts
Accés en línia:	https://doi.org/10.4000/esp.554 https://hdl.handle.net/20.500.13089/fw1i https://journals.openedition.org/esp/554
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