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  1. 1 Glottodidactica

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  1. 1 Rispail M.

  2. 1 Totozani M.

  3. 1 Villa-Perez V.

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  1. 1 2022

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Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif

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Rispail M., Totozani M., Villa-Perez V.
Glottodidactica
|
2022
|
vol. 49
|
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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