Vol. 2 No. 4 (2014): Développement de la compétence plurilingue et pluriculturelle des apprenants De la théorie à la pratique
This issue of the journal Socles is part of the project
of research from the LISODIP laboratory, one of whose objectives consists
to rethink the relationships between languages in Algerian schools. In
fact, the multilingual reality of the Algerian school gives rise to a set of
questions about the role of languages in presence, some with the
others, precisely the mother tongue/foreign language ratio. Of
many researchers have addressed this question, each choosing their
field of investigation and adopting a clean approach, different from
that of the other. It results in an abundance of definitions not overlapping
not always. They consequently introduce a blur into the field
of research that cares about social contexts in the approach to
teaching/learning situations of languages-cultures. In this
optique, this issue of Socles offers the opportunity on the one hand, to wear a
critical look at the theoretical approaches developed during
in recent years to measure their degree of compatibility with
teaching/learning situations of languages in Algeria and other
part, to think, at the crossroads of two complementary approaches: the
sociolinguistics and didactics on the way in which the 'already
there" acquired or learned in Algerian Arabic or in Berber (with all their
varieties) at the moment when the learner builds new knowledge
in French as a foreign language.
