Multimodal speech and foreign language teaching: what representations and what challenges?

Abstract

In this article, we propose to reflect on the inclusion of multimodal discourse in French as a foreign language (FLE) class. To do this, first of all, we will draw up an overview of the social and historical context which calls on us, as FLE teachers, to restate our discipline, to update teaching intervention strategies and to activate multiple and varied representations forged by our students about language learning in digital environments. Then, we will present some theoretical considerations which are at the origin of this contribution. Next, we will question a series of students’ verbalizations, collected during a research carried out in a university context. We will point out some tensions that arise from the presence and didactic use of multimodal discourse in disciplinary practices of reading in FLE at university. To conclude, we will suggest some tracks for reflection and perspectives regarding the use of multimodal discourse in our courses.