Pour une approche transversale de l’enseignement des langues

Auteurs-es

  • Pierre-Alain Balma Cycle d'orientation de Genève

DOI :

https://doi.org/10.26034/tranel.1999.2674

Résumé

Is the attempt to have a coherent terminology in language teaching a priority? And if so, according to which linguistic model or theory?

It seems clear that a harmonized terminology could be of a great help to learn one or more foreign languages. However, this question of terminology is only the tip of the iceberg; what is more important is to help learners developing a capacity of reflecting and comparing various languages, an ability to self-build their own metalanguage, allowing them a transversal approach of the studied languages.

This is the direction in which the Interlanguage Study Group of the Cycle d’Orientation in Geneva has worked; first in comparing the expression of time in French, German and English, then in elaborating didactic activities in the form of sequential tasks to help students develop a better awareness of both similarities and differences between languages.

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Publié-e

01-12-1999

Comment citer

Balma, P.-A. (1999). Pour une approche transversale de l’enseignement des langues. Travaux neuchâtelois De Linguistique, (31), 155–165. https://doi.org/10.26034/tranel.1999.2674

Numéro

Rubrique

Article thématique