Médiation linguistique et culturelle dans le contexte de la mobilité académique internationnelle : un révisión systématique
DOI :
https://doi.org/10.17533/udea.ikala.356538Mots-clés :
étudiants internationaux, internationalisation de l’éducation supérieure, médiation linguistique et culturelle, mobilité académique, translangageRésumé
Cet article analyse la fonctionnalité de la catégorie « médiation » dans le contexte de l’internationalisation de l’enseignement supérieur, car plusieurs travaux de recherche rapportent que les étudiants internationaux doivent faire face à de multiples défis au cours de leur séjour académique à l’étranger. Pour ce faire, nous procédons à une révision systématique des études empiriques publiées entre 2020 et 2023 qui tiennent compte des tensions linguistico-culturelles dans des scénarios de mobilité académique internationale. En particulier, nous nous concentrons sur la conceptualisation du terme « médiation », sur les circonstances qui l’ont générée et sur les stratégies mises en œuvre pour surmonter les obstacles à l’intercompréhension. En s’inspirant des lignes directrices de la déclaration PRISMA, nous avons conçu un parcours méthodologique qui a comporté la collecte d’un échantillon de 43 entrées pour une analyse approfondie. Les résultats révèlent que la mise en œuvre de l’anglais comme moyen d’enseignement dans les pays non anglophones est un facteur de contrainte dans les salles de classe à l’étranger. En réponse à cette situation, le translangage fonctionne comme la stratégie de médiation la meilleure pour surmonter les lacunes communicationnelles dans ces scénarios et pour promouvoir le multilinguisme, l’inclusion et l’équité éducative dans l’enseignement supérieur à l’échelle mondiale. Pour conclure, nous discutons de l’importance pour les universités d’inclure leurs résultats de recherche sur la médiation linguistique et culturelle dans l’élaboration de leurs politiques linguistiques pour les étudiants locaux et internationaux.
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