Interroger la sociodidactique : fauxsemblants, résistances et orientations

Abstract

This text tries to take stock of a fashionable notion, that of 'sociodidactique'. Is it a field? An approach? Of a new field of application? Of a concept? Of an intersection? Of 'sociolinguistics which ... ', or of a 'didactic which ... '? Its dissemination in diverse contexts and for varied, even contradictory objectives (teaching, teacher training, research, classroom practices, etc.) in their aims and challenges, has contributed to blurring the limits of its definition since its emergence in the 90s. A quick historical will allow to situate it in the scientific history of Language Sciences, then we will enlighten it by related and convergent notions. Finally, we will question its evolution, its possible openness, the possible scientific misunderstandings to which the sociodidactic has been able to give rise, before drawing some perspectives of openness and freedom for future research, at the confluence of sociolinguistics and didactics.