Arts, Languages, and Literature

Online collaborative exchanges among L2 learners based on digital technologies have many advantages but also raise concerns. Different kinds of asymmetries often affect the pedagogical design, such as the level of the target and source language, age and learning goals. This study reports on the results of a bilingual telecollaboration project between students learning English in France and students learning French in Bulgaria. Although the two groups are significantly asymmetrical and have difficulties related to the used technology, the experiment gives positive results, particularly regarding mutual support for language learning, cultural and intercultural perspectives and the development of learner autonomy.

Abstract : This contribution proposes a reflection on the continued relevance of theoretical approaches to writing instruction, as well as of psycho-cognitive models of writing processes that have been transposed from initial to additional language teaching. The study of writing theories and their development highlights aspects requiring a more complex examination to take into account the plurilingual dynamics and the advantages of digital technology. These aspects have been analyzed in several action research experiments in educational contexts in France, Bulgaria, Tunisia, and Morocco. In the piloted learning environments tutor mediation, digital tools and resources, collaboration and interaction among peers and native speakers of the target language were organized in a way that fosters the progressive development of written production, sensitization to norms, creativity and learner autonomy. Finally, a model that takes into account these results is proposed.
Résumé : Cette contribution propose une réflexion sur la pertinence actuelle des modèles théoriques de référence en didactique de l'écrit et celle des modèles psycho-cognitifs de l’écriture, transposés de la didactique des langues initiales vers celle des langues additionnelles. L’étude de l’évolution des théorisations sur l’écrit met en évidence des points qui nécessitent un examen complexifié pour tenir compte de la dynamique plurilingue et des apports du numérique. Ces points ont été analysés dans plusieurs expériences de recherche-action dans des contextes éducatifs français, bulgare, tunisien et marocain. Dans les dispositifs expérimentés, l’accompagnement par le tuteur, les outils et les ressources numériques, la collaboration et l’interaction avec des pairs ou des locuteurs natifs étaient organisés de manière à favoriser le développement progressif de la production écrite, la sensibilisation aux normes, la créativité et l’autonomisation des apprenants. Une modélisation prenant ces résultats en compte est proposée enfin.