Article: Développer la compétence interculturelle de l'apprenant à travers la littérature francophone translingue d'exil et de migration
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Date
2024
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Authors
Schmitt, François
Editor
Abstract
L’article défend les avantages de l’introduction de la littérature translingue d’exil et de migration dans l’enseignement du français langue étrangère (FLE) pour développer la compétence interculturelle de l’apprenant à travers une réflexion sur son expérience de l’altérité. Les bienfaits de la littérature en classe de FLE ne sont plus à démontrer. Les textes littéraires peuvent d’abord servir de supports pour travailler la langue. Du point de vue anthropologique, la littérature fournit aussi à l’apprenant des clés de lecture l’aidant à mieux comprendre la culture cible. Enfin, elle permet de développer sa compétence interculturelle à travers l’expérience de l’altérité que procure la lecture. Sur ce point, la littérature translingue d’exil et de migration possède un potentiel supérieur aux autres œuvres littéraires dans la mesure où l’altérité constitue la fibre même de l’écriture translingue. Définie comme une littérature écrite dans une autre langue que la langue maternelle de l’écrivain dont l’activité littéraire est en outre en partie motivée par son expérience de l’exil, la littérature translingue d’exil et de migration présente, à travers l’expérience de l’altérité, de nombreux points communs avec l’apprentissage des langues. C’est donc la problématique de l’altérité qui constitue le fil conducteur d’une exploitation en classe de FLE de la littérature translingue d’exil et de migration pour développer la compétence interculturelle de l’apprenant. Pour ce faire, l’article propose trois activités pédagogiques à partir d’extraits d’œuvres translingues centrées sur les principales composantes de la compétence interculturelle : les attitudes positives d’ouverture vers l’autre, l’esprit de tolérance et d’acceptation de l’autre, le recul interculturel et la décentration.
Developing the learner’s intercultural competence through translingual French-language literature of exile and migration. The article defends the advantages of introducing translingual literature of exile and migration into the teaching of French as a foreign language (FFL) to develop the learner’s intercultural competence through reflection on their experience of otherness. The benefits of literature in the FFL classroom are well established. First and foremost, literary texts can be used to work on the language. From an anthropological point of view, literature also provides the learner with keys to understanding the target culture. Finally, it enables them to develop their intercultural skills through the experience of otherness that reading provides. In this respect, translingual literature of exile and migration has a greater potential than other literary works, insofar as otherness constitutes the very fibre of translingual writing. Defined as literature written in a language other than the writer’s mother tongue, whose literary activity is also partly motivated by their experience of exile, translingual literature of exile and migration has, through the experience of otherness, many points in common with language learning. It is therefore the issue of otherness that constitutes the common thread for the use of translingual literature of exile and migration in the FFL classroom to develop the learner’s intercultural competence. To this end, the article proposes three teaching activities based on extracts from translingual works focusing on the main components of intercultural competence: positive attitudes of openness towards others, tolerance and acceptance of others, intercultural distance, and decentring.
Developing the learner’s intercultural competence through translingual French-language literature of exile and migration. The article defends the advantages of introducing translingual literature of exile and migration into the teaching of French as a foreign language (FFL) to develop the learner’s intercultural competence through reflection on their experience of otherness. The benefits of literature in the FFL classroom are well established. First and foremost, literary texts can be used to work on the language. From an anthropological point of view, literature also provides the learner with keys to understanding the target culture. Finally, it enables them to develop their intercultural skills through the experience of otherness that reading provides. In this respect, translingual literature of exile and migration has a greater potential than other literary works, insofar as otherness constitutes the very fibre of translingual writing. Defined as literature written in a language other than the writer’s mother tongue, whose literary activity is also partly motivated by their experience of exile, translingual literature of exile and migration has, through the experience of otherness, many points in common with language learning. It is therefore the issue of otherness that constitutes the common thread for the use of translingual literature of exile and migration in the FFL classroom to develop the learner’s intercultural competence. To this end, the article proposes three teaching activities based on extracts from translingual works focusing on the main components of intercultural competence: positive attitudes of openness towards others, tolerance and acceptance of others, intercultural distance, and decentring.
Description
Subject Headings
literatura a umění, francouzština
Keywords
Altérité. Compétence interculturelle. Français langue étrangère. Exil. Littérature. Translingue, Otherness. Intercultural competence. French as a foreign language. Exile. Literature. Translingual, interkulturní kompetence, francouzština jako cizí jazyk, exil, literatura.
ISBN
ISSN
DOI
10.15452/SR.2024.24.0013
License
CC BY-NC 4.0
Citation
Studia Romanistica 24(2), 20254 73-87