Didactics of plurilingualism and integrated intercomprehension: the case of Euromania

Resumo

By studying “integrated intercomprehension”, this article sheds new light on the didactic of plurilingualism. It offers a critical perspective on the notions of language awareness, knowledge integration and code alternation, that are variably present in plural approaches. By analysing recorded classroom sessions where Euromania is being used, we are able to observe with a great deal of detail how the process of integrating language and content unfolds through the alternation of different documents and languages. We conclude our discussion with some comments on the “didactisation” of this work in the classroom – especially the “strangeness” principle and the new perspectives opened by integrated intercomprehension – with regards to the discursive structure of documents and the enunciative structures used by students. This dimension, so far neglected, deserves special attention, as it allows us to monitor student progress in both language and content. KEYWORDS : Didactics of plurilingualism. Integrated intercomprehension. Integration. Strangeness. Code alternation (code-switching).