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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

Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model

DOI
https://doi.org/10.37213/cjal.2022.32598
Soumise
novembre 1, 2021
Publié-e
2022-12-01

Résumé

Dans des contextes linguistiquement pluriels, les répertoires linguistiques comprennent diverses compétences en littératie dans plusieurs langues et à travers différentes formes de représentation (plurilittératies). À cet égard l’écriture plurilingue peut être conceptualisée comme une compétence synthétisée qui inclut toutes les langues du répertoire d’une personne et qui est en constante évolution. Pour opérationnaliser la théorie sur l’écriture plurilingue pour des tests empiriques, nous effectuons des analyses factorielles confirmatoires de premier et de second ordre qui explore comment on peut modéliser la compétence en écriture plurilingue comme une construction intégrée et qui démontre sa dimensionnalité. Nous nous appuyons sur des données de compétence en écriture plurilingue d’élèves du secondaire (n = 965) dans trois langues différentes : la langue majoritaire (allemand), les langues d’origine des migrants (russe ou turc) et la première langue étrangère (anglais). Les résultats fournissent une approche empirique pour modéliser la compétence en écriture plurilingue dans des répertoires plurilingue complexes.

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