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Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL

100%
Cinganotto L., Cuccurullo D.
Lublin Studies in Modern Languages and Literature
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2019
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vol. 43
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issue 3
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology. 
FR
L'article contient uniquement les résumés en anglais.
2
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Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif

88%
Rispail M., Totozani M., Villa-Perez V.
Glottodidactica
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2022
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vol. 49
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issue 1
157-182
EN
In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.
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