Apprendre le français différemment. Vers la didactique du plurilinguisme

Abstrakt

The objective of this article is to present a model of strategic development of plurilingual competence known as SMART. Firstly, it defines the notion of plurilingual competence by emphasizing its distinctive features such as its partial, unbalanced, and, above all, its highly individualized character. Then it presents the components of the model in question which – practised consciously in the language classroom – can help learners consciously draw on the resources of their language repertoire when learning a new language, which aims to make this learning more effective and consequently more motivating for pupils. This concerns the following elements: strategies based on the resources of the learner’s language repertoire, metacognition, affectivity, reflexivity, and positive interlinguistic transfer. The model in question was implemented with Polish-speaking learners learning French as a tertiary language (Polish being their mother tongue and English being their first foreign language) at school. The results of the empirical study conclude the article.