L’enseignement bilingue franco-italien en Italie et le diplôme binational Esabac : une coopération au carrefour d’enjeux politiques et didactiques

Abstract

The creation of a binational franco-italian diploma (Esabac) not only meets the internationalisation measures recommended by Europe’s « global agenda » (Teodoro, 2007), but also operates within a framework of a national and local dynamic in which each participant is empowered to invest and develop actions according to his or her personal interests. In this article, analysis of the foundations and aims of this type of linguistic education policy is put into perspective through the researcher’s experience as a teacher within this framework who considers the relationships between the macro level of action and how it is perceived and applied at the mid level.

Keywords

• bi-plurilingual education
• language policy
• discourse studies
• institutional strategies