L’emploi de translangue pour décoloniser l’enseignement de l’anglais en Colombie : une enquête narrative
DOI :
https://doi.org/10.17533/udea.ikala.348890Mots-clés :
translangue, identité du professeur, enseignement des langues, décolonialité, enseignement de l'anglais, enquête narrativeRésumé
Les salles de classe d’aujourd’hui sont caractérisées par la diversité linguistique. Cependant, l’enseignement de l’anglais en tant que langue étrangère continue d’utiliser un modèle séparatiste dans lequel les autres langues et identités sont réduites et subalternisées. Cette séparation évidente des langues a contraint de nombreux locuteurs anglophones à s’étiqueter comme locuteurs non natifs et les a empêchés d’utiliser des ressources linguistiques précédemment acquises dans d’autres langues pour communiquer et apprendre dans certains contextes, rendant invisibles leurs différentes façons d’exister. D’un point de vue narratif, cet article montre comment deux formateurs de professeurs d’anglais rompent avec cette idéologie nativiste en recourant à une pédagogie translinguistique. L’article relate leurs expériences pédagogiques et leurs conclusions sur la formation de professeurs d’anglais en Colombie, et explore la manière dont ils utilisent leur répertoire linguistique comme mécanisme pour la pratique de l’enseignement. Leurs récits révèlent que le translinguisme est un outil pédagogique qui permet aux enseignants d'anglais de remettre en question les discours encadrés par des approches monolingues. Ils indiquent également qu’avec la mise en œuvre de la pédagogie translinguistique, les professeurs d’anglais promeuvent et mettent en œuvre une idéologie qui va à l’encontre du nativisme, leur permettant de se réapproprier leurs identités. D’une manière générale, les résultats de cette enquête soulignent la valeur de l’application du translinguisme en tant que pédagogie linguistique qui perturbe les pratiques linguistiques et les discours identitaires colonialistes.
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