Comment la plurimobilité amène-t-elle à réinterroger la formation initiale des enseignants de/en langues ?

Abstract

In the context of language teacher training, this article proposes to initiate a joint reflection on the tools and teaching practices to be developed in plurimobility situations, from the point of view of teacher adaptability, based on an analysis of training approaches in France and Spain. After outlining some of the key theoretical aspects of plurimobility, we will look at the issue of decentralization – an essential prerequisite for taking plurimobility into account – in two training contexts (France and Spain): how does the host (teacher, peers, institution, or simply social subject) manage these mobilities. This brings us back to the notion of decentralization and its central role in the development of mediation skills and intercultural competence in initial training.

Keywords

• Plurimobility
• Training systems and approaches for language teachers
• Reciprocity
• Decentralization Teacher adaptability