2017 年 12 巻 1-2 号 p. 169-180
Le portrait de langues est une activité où chacun dessine la relation qu’il entretient avec ses ressources linguistiques sur une silhouette humaine vide. Ayant peu d’expérience de l’utilisation des langues apprises, les étudiants japonais s’identifient par rapport à celles-ci davantage comme des apprenants que comme des usagers ou des acteurs sociaux. Cependant, le portrait tracé après la mobilité étudiante nous permet de déceler chez eux divers axes de développement en matière de compétence plurilingue et interculturelle.
This is a presentation of language portraits that two Japanese students drew when they started learning French and when they returned from their stay in a francophone country. On their first portrait, their identity seemed limited to a learner of English and French, for they did not have much experience practicing the languages that they learned. However, on their second portrait, after studying abroad, they expressed new values in their languages, which could be considered as a development toward plurilingual and intercultural competence. In participating in the language portrait activity, students are invited to realize their own value of languages that reflects their experience of otherness. Also it helps their teacher to recognize development that can be difficult to evaluate by referring to the traditional objectives of language learning.
