Comparing pupils’ languages: between the recognition of linguistic repertoires, educational practices and school standards
On the one hand, most studies examining the effects of language comparison on metalinguistic competences – also described under the term ‘metalinguistic awareness’ – often opt for a framework of analysis centred on a strictly conscious conception of metalinguistic activity, frequently reduced to the expression of explicit, formalised and immediately observable knowledge, particularly in interactional analysis (Daure, forthcoming).
On the other hand, whilst much research focuses on language comparison in the classroom (Auger, 2005; Chorin, 2017) or in teacher training (Ric et al., 2014), pupils’ plurilingual repertoires remain largely marginalised in such studies: they are rarely considered in their own right and are predominantly used as resources to support the learning of so-called ‘target’ languages – languages of schooling and/or languages taught – which already enjoy differentiated institutional and symbolic recognition (Daure & Alby, 2024).
Rather than continuing discussions centred on the acquisition of skills in the languages of schooling and/or instruction, this seminar aims to shift the focus to the observable effects on pupils’ linguistic and metalinguistic practices by combining analytical frameworks that allow us to perceive the complexity of the processes at play. Furthermore, this study day aims to provide a critical reflection on the sociolinguistic and pedagogical challenges of comparing languages, including pupils’ languages – which are not, or only marginally, recognised institutionally or symbolically – in various school contexts and in teacher training.
Particular attention will be paid to the challenges of including languages in language comparison, notably by discussing the limitations that may arise from institutional expectations, teachers’ representations and attitudes (Fürstenau et al., 2020) and pedagogical transposition. This is to ensure that pupils’ languages are not relegated to a secondary, instrumentalised role.
Participants: this one-day event is aimed at PhD students and researchers in language sciences and language teaching, and more specifically to those interested in the mobilisation of languages from pupils’ repertoires in various multilingual contexts, whether in the field of language teaching or critical sociolinguistics.
This one-day event is funded by the Structure and Dynamics of Languages laboratory (UMR 8202 SeDyL, CNRS/IRD/Inalco) and Inalco’s Doctoral School 265.
Programme
9.00 am Welcome
9.30–9.45 am Introduction: Mathieu Daure, CNRS/Inalco
9.45–10.45 am ‘Comparing languages: historical perspectives and taking pupils into account’ Nathalie Auger, Paul Valéry University
10.45–11.15 Break
11.15–12.15 ‘Comparing languages to deconstruct linguistic hierarchies’ Sophie Alby, University of French Guiana
12.15–14.15 Lunch
14.15–15.15 ‘When languages become a subject of reflection: analysing language comparisons in classroom interactions’ Danièle Moore, Simon Fraser University
15.15–15.45 Break
15.45–16.15 Conclusion and future prospects
