PLIDAM Archives

In the 70s and 80s, language didactics leaned on applied linguistics, setting out to model the description of the most widely spoken European languages according to the specific needs of learners and to develop a "communicative approach".

The perspective opened up by the Common European Framework of Reference; learning, teaching, assessment (Council of Europe, Strasbourg, 2001) capitalizes on previous thinking and now includes new priorities:

A move towards "an action-oriented perspective" which extends the use of a language to non-school situations, particularly those generated by international mobility, and envisages the learner as "a social actor" (Chapter 2. Approach adopted)

The description of 6 "common reference levels" which are used to design tests, examinations, diplomas and teaching tools in the forty-six member countries of the Council of Europe, and which are common to the languages spoken in Europe (including minority and regional languages). This description does not, however, take into account the specificity of non-alphabetic languages and scripts and the graphic objectives specific to them.

The implementation of a "plurilingual approach" and "pluricultural education"which moves away from a model built around the "ideal native speaker" to evolve towards an "expert foreigner" (Chapter 1. The Common European Framework of Reference in its political and educational context). The Cadre encourages reflection on the scholastic and non-scholastic repertoire of the plurilingual speaker (notion of partial competences) and on pluricultural capital, built up during successive mobilities, and on the articulation between plurilingual and pluricultural competences (Chapter 6 Language learning and teaching operations).

These emerging questions invite us to broaden the scope of disciplines contributing to language didactics, which is thus opening up to the social sciences (e.g., sociolinguistic and pragmatic skills made explicit in the Framework), integrating societal debates (European identity, national identity/minorities). They also open up to a debate organized around languages and non-national affiliations (languages and cultures of regional and minority communities (heritage approach to culture, for example) and to contacts to be developed with non-European countries, in the Asian zone in particular.

At Inalco, this project aimed to:

• emerging the didactic specificity of modal, so-called "rare" or "small" languages which until now have not had sufficient visibility to exploit their didactic potential, with priority given to the Sinophone, Japanese, European and Arabic-speaking areas ;
• to open up existing scientific resources in these fields and bring them into synergy with languages that have historically developed didactic thinking (French, English, Italian, German, Spanish foreign languages);
• to develop reciprocal exchanges between "large" and "small" languages and cultures to nurture a didactic approach based on a broader vision of plurality and feeding into a reflection concerning the pluricultural dimension of societies.

Three directions of work have been set as priorities:

• the establishment of collective and coordinated research;
• the diversification of seminars enabling young researchers to situate themselves in relation to existing work in didactics, with the opening of new seminars; financial support for doctoral students to disseminate their research at the end of completion;
• a common publication policy.

Three-quarters of the way through this quadrennium, scientific events and collective publications have dominated the team's achievements, clearly demonstrating a multidisciplinary dynamic that cuts across INALCO's various departments and streams. Areal diversity is enriched by this transversality.
The most diverse languages, including those that are numerically the most important at INALCO (Chinese, Japanese, Arabic), have gradually been integrated into the team and are now duly represented by one or more researchers, whereas this representativeness was fragile at the start of the four-year plan: Chinese (4 teacher-researchers and PhDs; African languages: 2 teacher-researchers; Japanese: 1 teacher-researcher; Arabic: 1 PhD.
The team maintains and develops its openness to European and Western languages: 4 HDRs (including 2 in FLE, 1 in Bulgarian and 1 in Hungarian), 1 Anglicist MC, 2 Anglicist MC associate researchers.
The team contributes to the emergence of a new generation of researchers: 14 theses are in progress. 4 theses have been defended during the first 3 years of this quadrennium.

The team has a growing international visibility, thanks to a network of some 100 researchers in world languages and cultures, who have been involved in the organization of three events:
an international colloquium "Grandes" et "petites" langues et didactique du plurilinguisme et du pluriculturalisme. Models and experiences (La Sorbonne, 3-5 July 2006). 59 papers
the international colloquium Politiques linguistiques, apprentissage des langues et francophonie en Europe centrale et orientale (INALCO / Institut hongrois, 2007). 30 papers
the completion of an international research project for the publication of Le Précis du plurilinguisme et du pluriculturalisme (440 Pages, Editions de archives contemporaines, 2008). 90 researchers.
In this extension, international collaborations have been set up on a long-term basis: University of Macerata in Italy (ERASMUS agreement), University of Bologna (ERASMUS agreement), University of Berkeley (joint site. See below).

These activities have laid the foundations for a didactics of plurilingualism and pluriculturalism, not understood as the extension of bilingualism, but based on INALCO's originality, its teeming plurality of 93 languages and its vocation to be a leading player in the Francophonie. A conceptual framework was put in place, regularly evaluated during the project and now internationally recognized. The Agence Universitaire de la Francophonie is now supporting the distribution of the Précis (purchase of copies for distribution within its network, technical support for sales of the work). The French Ministry of Foreign and European Affairs plans to support the distribution of the proceedings of the colloquium Politiques linguistiques, apprentissage des langues et francophonie en Europe centrale et orientale (purchase of copies for distribution in its network).

The link with bachelor's and master's level courses has been strengthened. In the Didactique du FLE bachelor's degree program, a course entitled Repères historiques sur la société et la littérature françaises has been opened (E. Argaud). A Didactics in a plurilingual and pluricultural perspective master's specialization (mention diversité des langues et didactique) opened in 2006. Prior to the creation of the team, only two DEA seminars were in the field of didactics. Team members now teach 1 Master 1 course (Approche ethnographique de la relation au terrain en situation de stage. C. Berger) and 4 Master 2 seminars (Eléments de didactique du chinois : entre universalité et spécificité (J. Bellassen) ; Frontières culturelles, diffusion des langues et didactique (G. Zarate) ; Lexique, dictionnaires et pédagogie des langues (T. Szende) ; Modalités du transfert et de la médiation culturels en Europe par la traduction (de l'Antiquité au XXe siècle (M. Vrinat-Nikolov). A Master 1 seminar on Language Learning and Teaching in a Plurilingual African Context (G. Alao, JC Hilaire) has been opened in the Africa department. The opening of a new seminar is proposed for the start of the 2008 academic year Study and practice in the production of teaching materials on modern media (comics, internet, images (P. Maurus).

The team has set up a joint publication policy. Three collective works have been completed (2 published; 1 typescript ready for submission). In addition to the publication of the proceedings of the international colloquium by Peter Lang (collection Transversales. Langues, sociétés, cultures et apprentissages), a publisher Les Editions des Archives Contemporaines, clearly situated in the scientific field, adopting an innovative editorial policy with paper publication, relayed by an Internet publication (purchase by the book or chapter), offers the team an editorial line, graphically identified,. Two books inaugurate this line: Le Précis du plurilinguisme et du pluriculturalisme and Politiques linguistiques, apprentissage des langues et francophonie en Europe centrale et orientale.

Under the supervision of Joël Bellassen

• 2005 - SUN Lam, Univ du Minho, Braga, Portugal, The non-linguistic dimensions of Chinese writing: cognitive and didactic approach, with a multimedia solution.
• 2007 - ARSLANGUL Arnaud, Inalco, Les relations spatiales dynamiques en chinois langue étrangère : l'expression des déplacements en chinois.
• 2007 - LIN Chi-Miao, codir Univ. Lyon 3, soutenance à l'Inalco, Typologies sinographiques et incidences didactiques.
• 2006 - Direction d'HDR : DARROBERS Roger, Inalco.

Sous la direction de Geneviève Zarate

• 2006 - HIMETA Mariko, Les représentations de l'enseignement de la culture chez les enseignants et les étudiants de français dans l'enseignement supérieur au Japon (PLIDAM accompaniment. Soutenance Paris III).
• 2006 - CHARBONNEAU Dominique, L'enseignement de la littérature française " à la française " , en France en français langue étrangère (accompaniment PLIDAM. Soutenance Paris III).
• 2007 - XIE Y., Représentations de la France et des Français, trajectoires et construction d'une compétence interculturelle en contexte sino-français (accompaniment PLIDAM. Soutenance Paris III).
• 2007 - LALLEMAND I., Des expériences de mobilité aux échanges interculturels dans un contexte d'internationalisation de l'enseignement supérieur (accompaniment PLIDAM. Soutenance Paris III).
• 2007 - AGGAG Salwa, Rôle des représentations des langues et cultures françaises et anglaises dans la socialisation scolaire d'une future élite en Egypte (accompagnement PLIDAM et soutenance INALCO).

Le Précis du plurilinguisme et du pluriculturalisme, Editions des archives contemporaines, 2008
Zarate G., Lévy D. Kramsch C. (coordinators)
Participation of team members:
as co-coordinators of a chapter: J. Bellassen, D. Véronique, G. Zarate
as authors: E. Argaud, G. Alao, C. Berger, M. Derivry, P. Martinez, M. Vrinat-Nikolov, G. Zarate

The conception of the Précis
The Précis develops the debate on plurilingualism and pluriculturalism, opening it up to situations observable in Europe and outside Europe. It does not conclude the debate. It collects some of the answers currently available, but is designed to leave the debate open-ended. Each chapter is followed by a "Counterpoint", in which an author from outside the chapter contributes to the discussion, echoing the positions of the chapter's coordinators, putting the proposed openings into perspective, or imposing a geographical anchorage that is different from that which dominates the micro-entries. The extension of the Précis in the form of a website, partly interactive, is another manifestation of this reflection, which sees itself as always in the making.

A conceptual matrix: 8 macro-entries and 51 micro-entries
Taking these transformations as its backdrop, this Précis du plurilinguisme et du pluriculturalisme is intended to be a work focused on language teaching and learning. But it is neither a manual, nor a prescriptive work, nor a catalog of best practices to be multiplied. It is a thought-provoking tool that articulates practices, field observations and analyses within an innovative conceptual framework, adapted to this international environment marked by plurality. It is a generic matrix, likely to generate a renewed view of the role of languages, based on a reading of otherness, which can then be translated into initiatives for training trainers, designing programs and setting training objectives. This new situation also concerns politicians, who are currently in search of instruments to structure their decisions, and who are more likely to listen to this openness than in a period of geopolitical stability and ideological immobility.

The Précis invites us to travel to different continents - Europe, North America, Australia, Asia - and takes a detour into Africa, but presents itself neither as a world tour of language education and dissemination, nor as an encyclopedia of the world's languages. It does not aim for an encyclopedic approach, which lists and responds to an imperative of exhaustiveness. On the contrary, the globalized vision that underpins it is based on the dynamism of evolutions and their constantly adjusted approach.

The Précis is organized on two levels: chapters, which function as macro-entries, present a renewed cartography of didactic benchmarks. Eight conceptual nuclei have been chosen after collective reflection for their ability to generate a multidisciplinary approach to languages and their transversality across linguistic and cultural areas: from learner to speaker/actor; self and languages; mobilities and pathways; belonging and social ties; images, discourse and cultural representations; discourse on languages and social representations; institutions and power; history, practices and models. Each chapter has a second level of writing, that of micro-entries which are in turn a gloss, an expansion, a case study, a contextualization of one or more notions falling within the scope of the macro-entry. This Precistotal thus contains 51 micro-entries, enabling readers to find familiar didactic reference points of a disciplinary nature (e.g. psycholinguistics, conversational analysis, etc.), of a geographical, historical and areal nature (either national - Switzerland, Chad, Italy, France, etc. - or transnational) and well-identified didactic categories (e.g. learner, evaluation, advertising, translation, etc.). Each micro-entry is itself organized in three stages: the presentation of one or more articulated notions, a corpus, in the form of an extract, which anchors the concept in a field or practical experience, and a commentary which explains the articulation between notions and corpus. The corpus, easily identified graphically by a box, constitutes in itself a third level of writing, easily accessible to readers who prefer to enter the work through a concrete reality.

A multi-disciplinary framework
This book examines the functioning of the linguistic and cultural in-betweens that school classification tends to elude, mixed objects that escape the division of disciplines that contribute to the school socialization of pupils (languages, history, geography, civic education, etc.), without setting out to define models that would be morally irreproachable, because founded, for example, on tolerance and reflecting a pacified vision of social relations. Only in this way can didactic description avoid the risks of school sociocentrism, which would take institutionalized language teaching as its sole purpose. The disciplinary tools used in education are invoked in this Précis, to analyze pathways in which schooling is a moment in itself, but also only a stage in life.

Conception of the Précis website and realization in progress Error! Invalid hyperlink reference.

The online Précis, hosted by UC Berkeley, is an interactive website accessible at http://precis.berkeley.edu, which serves as a multimedia complement to the macro- and micro-entries published in the paper version. It is coordinated by the Berkeley Language Center at the University of California at Berkeley, under the direction of Richard Kern, in cooperation with Geneviève Zarate, Danielle Lévy and Claire Kramsch. It includes
- an index of key words familiar to teachers and researchers, enabling them to browse the book with the reference points they have at their disposal. (July 2008)
- a plurilingual and pluricultural biography of the authors


Grandes et petites langues. Pour une didactique du plurilinguisme et du pluriculturalisme, Peter Lang, Collection Transversales, 2008-05-20
Alao G., Argaud E., Derivry-Plard M., Leclercq H. (coord)

Published in January 2008, this book explores the didactics of plurilingualism and pluriculturalism, understood as the practice of more than two languages or cultures, and brings together the papers selected to serve as the Proceedings of the international colloquium organized by the Jeune Equipe PLIDAM at La Sorbonne in 2006. By multiplying the disciplinary angles between the languages themselves, or between languages and the humanities and social sciences, the 23 contributions aim to widen the circle of disciplines and languages of reference, and contribute to modifying the disciplinary contours of a field that had been built on the linguistic and national specificities of each language and culture. The study of didactic transfers between languages makes it possible to envisage the establishment of synergies and convergences in which the languages most widely taught and disseminated outside their borders would no longer be the only starting points for modeling the description of other languages for teaching purposes.

Based on the humanities and social sciences, the book has also encouraged the introduction of new objects in language didactics, such as the imaginary aroused by foreign languages or elsewhere, the construction/deconstruction of pluri-identities, taking into account the conflictual dimensions of socio-economic and geopolitical contexts in relation to linguistic and cultural policies and their educational transcription. Based on a historical, political, economic, linguistic and social reading of language diffusion, it clearly shows that a didactics of plurilingualism and pluriculturalism is interpreted through the history of language diffusion and the discourse on languages. The conception of national identity and its monolingual paradigm are evolving towards a conception of diversity and towards a plurilingual/pluricultural paradigm in which the linguacultures of the actors are elaborated.
The book sheds light on this new configuration of the field of language and culture didactics, whose complexity and dynamic interrelations for teaching/learning can be appreciated.

Language policies, language learning and francophonie in Central and Eastern Europe Tapuscript ready. Publisher Editions des archives contemporaines, Paris. Submitted for funding to INALCO's publications committee in September 2008

1. VRINAT-NIKOLOV, Marie, Découvrir et pratiquer le bulgare, manuel multimédia de bulgare pour étudiants francophones (CD-Rom, manual and website, in collaboration with Tsvétiléna Krastéva and Yonka Tchoukanova, edited by Marie Vrinat-Nikolov, as part of the Lingua ALPCU project subscribed by INALCO for Bulgarian, Slovak and Slovenian); éditions l'Asiathèque, Paris, 2007.
European Language Label with special mention 2008.

2. XU, Dan, MARC, Fabienne, QI Chong, XU Les résultatifs du chinois contemporain - Dictionnaire pratique, Shuang. Asiathèque, Collection "Dictionnaires L & M", Paris 2007. 352 p., ISBN: 978-2-91-5255546In the field of applied linguistics, research into the morpho-syntax of the verb in modern Chinese questions the linguistic assumptions which, in China and the West, underpin the development of learning tools dedicated to Chinese as a second language. This first Chinese-French dictionary of resultative verbs is a theoretical and practical contribution to the didactics of modern Chinese. The lexicographical bias of the work aims to respond to the difficulty of acquiring and teaching these forms in a French-speaking context.

3. YUN-ROGER, Soyoung, "J'aime le coréen!", Shinasa (ed.), Seoul, South Korea, 2006. Distributed in France by You Feng
"J'aime le coréen!" is a method for learning Korean accompanied by an audio CD, for use in self-study. It is aimed at French-speaking learners, whether they are specialist students in their 1st year of Korean at university, or non-specialist adults who wish to learn the language at their own pace.
Grammatical explanations are systematically approached from a comparative point of view (French vs. Korean), and dialogues are constructed to marry the naturalness of oral language with the progression of grammatical points to be learned in each lesson. The manual also includes original exercises, with answers, to test what you've learned in each lesson. The 800-word Korean-French and French-Korean lexicon is also a useful learning tool.

4. FU Quiumin Méthode théâtrale appliquée dans l'enseignement du chinois, Chinese Character Culture, Beijing, 2004
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5. LIN, Chi-Miao, TV-Langues : la revue audiovisuelle des langues et des cultures, special issue for Chinese, CNDP - CRDP, October 2008.

6. SUZUKI, Elli, Manuel de "kanji" (idéogrammes) destiné aux étudiants de première année de licence du département d'études japonaises de l'Université Michel de Montaigne - Bordeaux 3
Since most first- and second-year courses at Université Bordeaux 3 are inspired by the content of the Japanese textbook entitled "Minna no nihongo", I developed a kanji manual for first-year undergraduates based primarily on this method. It contains 25 lessons, each with an average of 15 to 20 ideograms, for a total of 418 ideograms. Two versions have been designed, one for students and one for teachers. In the student's manual, for each ideogram there are a few common readings, as well as a few compounds in example sentences. In the teacher's manual, the etymology and meanings of each ideogram have been added, along with translations of example sentences.
This manual has been designed so that students gradually acquire a certain autonomy in their learning of ideograms. The second part (between the 15th and 25th lessons) of the manual has been developed as a self-study version so that they can work on their own during the vacations.

7. MAURUS, Patrick, Kimch'i, méthode explicative de coréen langue étrangère You Feng, Paris,
vol.1 : manuel de base (collab. Christophe Blanc et Yang Jung-Hee), 2008

8. MAURUS, Patrick, Script, design and production of "Le barbier de Chônggyechôn", e-roman-photo for the Kimch'i language method, Korea Foundation / You Feng / CRIC co-production, to be produced in Korea in 2009.
The Korean language section plans to take charge of the website that will support this method. Management of the site will enable the financing of certain teaching activities, and even support for certain students.

9. BELLASSEN, Joël, Méthode d'Initiation à la langue et à l'écriture chinoises, new edition with DVD, éd. La Compagnie, 2008.

10. SZENDE, Thomas, Grammaire fondamentale du hongrois contemporain (with Georges Kassai), Editions L'Asiathèque, Langues & Mondes, Paris, 2007.
This book aims to describe the essential features of Hungarian grammar. While presenting a systematic account of elements and structures, it emphasizes the particularities that distinguish Hungarian from French, such as double conjugation, suffixes and postpositions, the preverb system, possessivation, and the role of prosody in syntactic construction. Grammatical rules and irregularities are illustrated and confirmed by lively, everyday sequences reflecting contemporary Hungarian trends. The book attempts to dispel a number of misconceptions about the Hungarian language, notably that of "inaccessibility". The book strives to reflect the necessary interplay between scientific and pedagogical imperatives. The reader's attention is drawn to the points that constitute the most frequent errors, the selection of information having been guided by the specificity of the difficulties encountered by our French-speaking students.

February 26, 2014 show.

Results 1997-2003 (.pdf / 591.52Kb)

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Quadrennial project (.pdf / 420.84Kb)

Five-year project (.pdf / 307.15KB)

Evaluation 2009 (.pdf / 206.15Kb)

Evaluation 2013 (.pdf / 96.91Kb)

Statutes November 2012 (.pdf / 311.25Ko)

Dépliant Juin 2014 (.pdf / 665.47Ko)

General Meeting (.pdf / 224.50Kb)