Pratiques langagières des jeunes apprenants à Dakar et identités plurilingues et pluriculturelles : pour une approche de la notion d’identité en constante évolution

Résumé fourni par la source

Abstract : Learners who grow up in a multilingual environment have several linguistic resources at their disposal through which they construct and designate the same reality, reflecting the different facets of their identity. Representations of the concept of identity involve symbolic processes and cultural investments related to time and memory, territory and group membership (Moore & Brohy, 2013: 297). However, schools, as places of language learning, struggle to take into account the heterogeneity and diverse forms of socialisation of the young people they welcome (Nussbaum, 2013: 196). Our study, which takes a constructivist and interactionist perspective, calls for a reconceptualization of the notion of identity that takes into account the complexity of identity construction in situations of language contact in order to support and develop the multilingual and multicultural competence of learners enrolled in the second cycle in Dakar. Through linguistic biographies of learners enrolled in the upper secondary school system in Dakar (Collège Saint Michel) and collected through biographical interviews, we will show that learners' identities are plural. They are fluid, dynamic and evolving systems depending on the situation and the moment. Since plural identity is not made up of successive and compartmentalised identities, we will also show how, through plural approaches (Candelier, 2008: 71), learners can be helped to become aware of the plural nature of their identity. Mots-clés : Représentations sociales, identité plurielle, compétence plurilingue et pluriculturelle, approches plurielles Keywords : Social representations, plural identity, multilingual and multicultural competence, plural approaches

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