Le « franco-allemand » en éducation : un travail de reliance pour la didactique des langues-cultures

Abstract

From a didactic point of view, this contribution examines the question of ‘Franco-German’ in education. Born from the Élysée Treaty in 1963, the aim of the ‘Franco-German’ project was to reconcile and bring closer together the two countries, particularly through their languages. But that ambitious project has now faced up to the sad realities of the current situation considering the figures of learners and teachers of the two languages in schools. Is the ‘Franco-German’ duo still popular? Has it managed to take the turn in the circulation of languages and cultures in Europe?

This contribution suggests turning away from the historically rooted binary perspective of ‘Franco-German’ in education and adopting a dynamic, multi-dimensional vision. This shift would make it possible to provide a better solution to the societal and educational challenges linked to 21st century learning. In order to do this, notions such as the unified space-time/espace-temps and border/frontière are mobilised in this paper. In the ecology of the educational environment, this perspective would operate at the local level, with the contributions of a border didactics (Grenzdidaktik/didactique frontalière) specific to ‘Euroregions’. It would also respond to global considerations, enabling decisions to be taken for action. It would also include global considerations, leading to decisions for action.