Agir enseignant et multimodalité : positionnements et perspectives autour des pratiques déclarées des enseignants de FLE à l’université

Resumen

In this article we reflect on the use of multimodal teaching materials in the FLE classroom at university. We explore questions such as: How do teachers engage in the selection and production of multimodal teaching materials in their face-to-face or virtual classes? What are the semiotic and discursive characteristics of these texts? What are the specific characteristics of multimodal documents in the LE classroom? How are didactic innovation and technology integrated in the practices of teachers of French as a foreign language? What competencies do students and teachers of French as a foreign language develop in digital environments at the university? We start by introducing the theoretical framework. Then, we share some thoughts arising from a pre-exploration of data collected as part of a research carried out in our university. Finally, we present some initial results of the analysis based on a corpus of interviews with FLE teachers and a corpus of multimodal didactic materials provided by the interviewees themselves. In the conclusion, we reflect upon the selection, use and production of multimodal teaching materials for the FLE reading classroom at university and on the development of academic multiliteracies in our field of study.