Statut dominant de l'anglais : à propos de quelques effets sur les représentations et l'implication affective et cognitive des élèves dans les apprentissages langagiers
The author deals with the omnipresence of English from a psycholinguistic perspective and centers on the consequences it could have on the way learners build up structured cognitive images of the foreign languages they learn, and hence of the possible plurilingual connections between them. Consideri...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
ACEDLE
2010-04-01
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| Series: | Recherches en didactique des langues et des cultures |
| Subjects: | |
| Online Access: | https://journals.openedition.org/rdlc/2023 |
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| Summary: | The author deals with the omnipresence of English from a psycholinguistic perspective and centers on the consequences it could have on the way learners build up structured cognitive images of the foreign languages they learn, and hence of the possible plurilingual connections between them. Considering the constrained and extensive specificity of the school learning environment, she insists that not too much should be expected from the induced effects of a task-based use of the language in the classroom, and that reflexive activities based on structural norms should not be done away with. She underlines the ambiguous nature of both social expectations and curricular choices, warns against the temptation of International English being imposed as the norm. The author argues that working on this variety of English, which is nobody's language, could prove negative for the quality both of the psycholinguistic perception learners would have of language in general and of their own implication in the learning process. |
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| ISSN: | 1958-5772 |