Maud Ciekanski

Towards the development of a plurilingual and pluricultural competence

Introduction

Towards the development of a plurilingual and pluricultural competence. Integrated course for adult beginners learning English & Spanish simultaneously. Explores its feasibility, didactical approach, and effectiveness in developing plurilingual and pluricultural competence.

Abstract

In 2001, the CRAPEL ran an experimental course in both English and Spanish for French-speaking adult beginners. This course, which was aimed at learners wishing to study two languages without having to follow two separate courses, was based on an integrated approach to the teaching-learning of two target languages: same communicative aims, same activities and tasks and types of materials were selected for each language, with a view to optimising the effects of learning strategies and developing plurilingual competence. First, results confirm the practical feasibility of this project as regards teaching and learning and its effectiveness in terms of outcome. However, several additional questions need to be dealt with. After presenting the didactical and pedagogical approach and its characteristics in language didactics in France, the study focuses on the language contacts and learning strategies learners develop during the experiment, as well as their repercussions for the development of such a competence.

Review

This paper presents an intriguing and highly relevant experimental study conducted by CRAPEL, investigating an integrated approach to teaching two foreign languages simultaneously to adult beginners. The core premise—addressing the desire of learners to acquire multiple languages without the burden of separate, disjointed courses—is commendably innovative. The abstract clearly articulates the pedagogical ambition: to optimize learning strategies and foster plurilingual competence by employing identical communicative aims, activities, tasks, and materials across both English and Spanish for French-speaking participants. This holistic methodology represents a significant departure from traditional, siloed language instruction and merits close examination within the field of language didactics. The initial findings reported confirm the practical feasibility of this integrated project in terms of both teaching and learning implementation, alongside its effectiveness in achieving desired outcomes. This early validation is crucial for advocating such novel approaches to multilingual education. The study then wisely shifts its focus to a deeper exploration of the didactical and pedagogical characteristics within the French context, which is valuable for situating the work theoretically. Crucially, the research intends to delve into the specific language contacts and learning strategies that emerge among learners during the experiment, and to analyze their direct repercussions for the development of the titular plurilingual competence. The acknowledgment of "several additional questions" hints at a nuanced understanding of the complexities involved, suggesting the paper will likely address challenges and future directions. While the abstract promises a compelling exploration of an integrated language learning model, a full review would particularly anticipate a detailed exposition of *how* "plurilingual and pluricultural competence" is conceptualized and measured within this innovative framework. The emphasis on language contacts and learning strategies is excellent, but deeper insights into the specific nature of these strategies and how they are fostered or potentially hindered by the integrated design would be highly beneficial for practitioners and researchers. Given the stated effectiveness, it would also be important to understand the specific metrics of "outcome" and the nature of the "additional questions" to fully appreciate the study's implications and potential for broader application in diverse language learning contexts. This paper appears to offer a valuable foundational step towards reimagining multilingual language education.

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