L'appropriation de la notion de plurilinguisme : étude de cas sur les conceptions initiales d'étudiants - futurs enseignants à l'école primaire en France

Abstract

This study examines the initial conception of the notion of plurilingualism in the training of future primary school teachers in an Institut national supérieur du professorat et de l’éducation (Inspé) in France. It is based on the results of a questionnaire administered to students in three groups of a language-culture didactics module. Direct and indirect questions aim to bring out the students' representations of the notion of plurilingualism on the one hand, and their attempts to define this notion one the other. The questionnaire also asks students about their language of specialisation as future professionals whose task will be to participate in the teaching of a foreign language-culture in primary school. Finally, we wanted to see which teaching model the respondents prefer, based on real-life and transferable situations. The analysis of the data collected enables us to re-examine training issues and to project some perspectives to improve our reflection on training.