Représentations des enseignant.e.s sur l’utilisation de l’autobiographie langagière et du dessin réflexif en classe dans un dispositif de formation hybride au plurilinguisme et au pluriculturalisme

Abstract

This paper presents some results from the data analysis of a PhD thesis dealing with the design, implementation and evaluation of a blended learning training course on plurilingualism and pluriculturalism in Greece for teachers. This training included distance learning sessions, where teachers worked independently on the training resources, and face-to-face sessions, where they participated to semi-structured interviews and conducted classroom interventions. This article focuses on the teachers' representations of the contributions of language autobiography (LA) and reflective drawing to both their own teaching practices and the impact of the didactic process on their students. Results have shown that the teachers perceive the importance of LA and reflexive drawing in the pedagogical process, particularly for the understanding, sharing and enrichment of students’ linguistic and cultural capital.

Keywords

• plurilingualism
• representations
• reflexive drawing
• language autobiography
• blended learning training program