Le dessin réflexif : un outil et une démarche pour éclaircir les trajectoires multiples et les répertoires plurilingues des élèves immigrés et réfugiés en Grèce

Abstract

The data analysed in this article come from the implementation of a blended learning training course in plurilingualism and pluriculturalism in Greece. The training course was addressed at primary school teachers who worked with immigrant and refugee students in reception and regular classes. The article focuses on the face-to-face training and, in particular, on the interventions carried out in class by means of reflective drawing, examining the impact of this tool, as well as the approach followed, on the students and their teachers. To do so, it analyses the students’ creations and interactions in both reception and ordinary classes. The results reveal that the climate of acceptance that was established favoured the disclosure of the students’ migratory or exile trajectories and plurilingual repertoires, while allowing teachers and students to get to know each other better. They also showed the convergence of immigrant and refugee students in terms of their need to elucidate the multiple mobilities that shape their repertoires.

Keywords

• reflective drawing
• blended learning training
• migratory trajectory
• exile trajectory
• reception class
• ordinary class