Évaluer les compétences en langues familiales : premières analyses et pistes de recherche dans le cadre d’un projet collaboratif européen

Abstract

This article is part of the work on plurilingual approaches to languages and cultures. It is based on resources for assessing family language skills collected and co-constructed as part of a collaborative project with representatives of education policies in different European contexts. These resources examine the role of family languages in education systems, at the time of reception of pupils and throughout the educational pathways of bilingual or plurilingual pupils. This initial analysis explores new models in language teaching for the assessment of language skills, combining language skills, reference systems and tools in line with the plurilingual repertoires of the pupils and aiming to free themselves from ideologies of domination and minorisation of languages. Finally, the article looks at collaborative research methodologies that help to break down the barriers between the practices of actors from different professional fields in education (teachers, supervisory and management staff, researchers) in the co-construction of the co-construction of knowledge and the sharing of values of equity and democracy.