{"id":710,"date":"2021-01-28T18:50:07","date_gmt":"2021-01-28T17:50:07","guid":{"rendered":"http:\/\/blog.u-bourgogne.fr\/aci2020\/?page_id=710"},"modified":"2021-02-13T15:26:11","modified_gmt":"2021-02-13T14:26:11","slug":"case-studies-as-a-vector-of-intercultural-competencies-in-the-teaching-of-languages-from-solid-to-liquid-approaches","status":"publish","type":"page","link":"https:\/\/blog.ube.fr\/aci2020\/case-studies-as-a-vector-of-intercultural-competencies-in-the-teaching-of-languages-from-solid-to-liquid-approaches\/","title":{"rendered":"Case studies as a vector of intercultural competencies in the teaching of languages, from \u201csolid\u201d to \u201cliquid\u201d approaches"},"content":{"rendered":"

Catherine Jaeger – Humboldt Universit\u00e4t, German<\/p>\n

Keywords<\/strong><\/p>\n

Didactics of Languages and Cultures, Action-based Approach, Hermeneutic Approach, Liquid Models, Case studies for the Intercultural<\/p>\n

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Abstract<\/strong><\/p>\n

This research project presents the development of a didactic device, termed Case Studies for the Intercultural, (Jaeger, 2017) ensuring the double realisation of teaching objectives \u2013 teaching and learning by tasks (task-based learning) or by the resolution of problems (problem-based learning) and developing intercultural competences \u2013 and their implementation on the ground, throughout the course of four years of experimentation in higher learning. The didactic tool thereby integrates the double paradigmatic shift of the teaching of languages and cultures and of the teaching of the intercultural by drawing respectively on the action-based approach, and the hermeneutic approach. Using a process of \u2018trial and error\u2019, this research leads us to the creation of a new approach, the so-called Co-actional Interpretative Perspective (Jaeger, 2017) uniting the paradigmatic advances in the two fields. It necessitates starting from a \u2018revamped\u2019 notion of the intercultural (Dervin, 2010), put forward by critical researchers of diversity such as M. Abdallah-Pretceille (2003, 2012) and F. Dervin (2010, 2011), who propose the giving up of so-called solid categories, derived from cultural analysis, in order to turn towards dynamic and process-driven approaches, anchored in an anthropological understanding, and conceptualise intercultural competencies using liquid models (Baumann, 2001, 2010, Dervin, 2010, 2011). The empirical part of this research looks at how the didactic apparatus of Case Studies for the Intercultural (ibid.) \u2013 rooted in the action-based perspective and expanded upon in the vein of Puren (2002) in the Co-actional Interpretative Perspective (Jaeger,2017) \u2013 lends itself to the development of\u00a0<\/span>linguistic and intercultural communicative competencies, and how, for the intercultural component, it permits the progression from one paradigm to another; in other words, from \u201csolid\u201d to \u201cliquid\u201d approaches.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Bibliography<\/strong><\/p>\n

ABDALLAH-PRETCEILLE Martine, Former et \u00e9duquer en contexte h\u00e9t\u00e9rog\u00e8ne. Pour un humanisme du divers, Paris : Anthropos Economica, 2003.<\/span><\/p>\n

ABDALLAH-PRETCEILLE Martine, Quelle anthropologie pour quel enseignement. In DERVIN Fred,<\/span><\/p>\n

FRACCHIOLLA B\u00e9atrice (\u00e9ds), Anthropologie, interculturalit\u00e9 et enseignement-apprentissage des langues quelle(s) compatibilit\u00e9(s) ? Berne : Peter Lang, 2012, pp. 19-34.<\/span><\/p>\n

BAUMAN Zygmunt, Liquid Modernity, Cambridge: Polity, 2001.<\/span><\/p>\n

BAUMAN Zygmunt, Culture in modern liquid times, Cambridge: Polity, 2010. DERVIN Fred, Pistes pour renouveler l\u2019interculturel en \u00e9ducation. Recherches en \u00e9ducation. Education et formation interculturelles: regards critiques, N\u00b0 9, novembre 2010, (sous la direction de Driss Alaoui, Nantes: CREN, 2010, pp. 32-41.<\/span><\/p>\n

DERVIN Fred, A plea for change in research on intercultural discourses: A \u2018liquid\u2019 approach to the study of the acculturation of Chinese students. Journal of multicultural Discourses. Vol. 6, n\u00b01, March 2011, pp. 37-52.<\/span><\/p>\n

DERVIN Fred, Impostures interculturelles, L\u2019Harmattan, Paris, 2011.<\/span><\/p>\n

JAEGER Catherine, Interkulturelle Kompetenz handlungsorientiert im Fremdsprachenunterricht vermitteln. In Otmar Seul (Hrsg.) Kulturvermittlung und Interkulturalit\u00e4t aus der Sicht tunesischer Germanistik, Tagungsband Kolloquium Monastir, Bern, Peter Lang, 2016, pp. 81- 111.<\/span><\/p>\n

JAEGER Catherine, Les \u00e9tudes de cas comme vecteur de comp\u00e9tences interculturelles dans l’enseignement des langues, Th\u00e8se de doctorat en Langues et litt\u00e9ratures germaniques et scandinaves, soutenue le 16-10-2017 \u00e0 Paris 10 , dans le cadre de \u00c9cole doctorale Lettres, langues, spectacles (Nanterre) , en partenariat avec Centre de recherche pluridisciplinaire et multilingue (Nanterre) (\u00e9quipe de recherche) sous la direction de Bernd Zielinski.<\/span><\/p>\n

PUREN Christian, Perspectives actionnelles et perspectives culturelles en didactique des langues : vers une perspective co-actionnelle co-culturelle. Les Langues modernes, n\u00b03, 2002, pp. 55-71. Disponible sur :http:\/\/www.aplv-languesmodernes.org\/spip.php?article844 {consult\u00e9 le 07.12.1962}<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Catherine Jaeger – Humboldt Universit\u00e4t, German Keywords Didactics of Languages and Cultures, Action-based Approach, Hermeneutic Approach, Liquid Models, Case studies for the Intercultural Abstract This research project presents the development of a didactic device, termed Case Studies for the Intercultural, (Jaeger, 2017) ensuring the double realisation of teaching objectives \u2013 teaching and learning by tasks…<\/p>\n","protected":false},"author":3223,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"class_list":["post-710","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/pages\/710","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/users\/3223"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/comments?post=710"}],"version-history":[{"count":3,"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/pages\/710\/revisions"}],"predecessor-version":[{"id":1019,"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/pages\/710\/revisions\/1019"}],"wp:attachment":[{"href":"https:\/\/blog.ube.fr\/aci2020\/wp-json\/wp\/v2\/media?parent=710"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}