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Articles

Vol. 25 No. 3 (2022): Numéro spécial : Didactique de l’écriture avec des apprenants de langues additionnelles et diverses : les liens entre le multilinguisme, les multilittératies et les multimodalités

Examining Teacher Candidates’ Pedagogical Practices and Stances Towards Translanguaging and Multimodality in Writing

DOI
https://doi.org/10.37213/cjal.2022.32597
Soumise
novembre 1, 2021
Publié-e
2022-12-01

Résumé

Cette étude explore les postures des personnes enseignantes en formation initiale et leur utilisation du translanguaging et de la multimodalité pour soutenir l'écriture des apprenants multilingues de la maternelle à la 12e année. Les données, recueillies dans le cadre d'un cours portant sur les apprenants multilingues dans un programme de formation des enseignants en Ontario, proviennent de réponses au test Pedagogical Content Knowledge for Language-Inclusive Teaching (PeCK-LIT) et des plans de cours de ces personnes enseignantes en formation initiale. Les codes analytiques qui ont guidé l’analyses sont : posture monolingue et translanguaging, translanguaging comme soutien et ressource, translanguaging dirigé par l'enseignant et par l'élève, translanguaging intentionnel et spontané, et soutien à la mono- et à la multimodalité. Les résultats indiquent le recours à des stratégies de translanguaging. Cependant, ces stratégies sont parfois misent en œuvre de façon restrictive, notamment, permettre le translanguaging comme soutien temporaire vers un enseignement exclusivement en anglais ou encore aborder la didactique de l'écriture comme une compétence isolée plutôt que multimodale. Les auteurs proposent des moyens afin de soutenir les personnes enseignantes en formation à développer une compréhension holistique du translanguaging et de la multimodalité.

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