La diversité linguistique et culturelle à l'école primaire : quels enjeux pour les enseignants de La Dominique ?

Abstract : The Commonwealth of Dominica presents a particular sociolinguistic situation where language conflict and contact (English, Garifuna, Kokoy, French, Spanish, Chinese, Hindi, Haitian Creole and/or Dominican French Creole) give rhythm to the speakers' everyday life. In this paper, we suggest questioning the way the school consideration of this linguistic and cultural diversity can transform teachers' role and, consequently, their training. How can the school favour a better learning of living together? And more globally still, what kind of citizens Dominica wish to forge in the era of globalization? To bring this action-research of exploratory type to a successful conclusion, we suggest, through a survey by questionnaire and semi-directive interview led with teachers, analysing their (epilinguistic and metalinguistic) speeches and attitudes towards languages. The first results highlight some indicators of the emergence and the development of a plurilingual education in the Dominican school context through language awakening activities.
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Stella Cambrone-Lasnes. La diversité linguistique et culturelle à l'école primaire : quels enjeux pour les enseignants de La Dominique ?. Contextes et Didactiques, Université des Antilles/ESPE, 2014, Éducation et socialisation en contextes multilingues et pluriculturels. ⟨hal-02050139⟩

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