L’intercompréhension dans un contexte d’écriture collaborative plurilingue

Abstract

In the present contribution, we aim at: a) highlighting the relationship between Integrated Didactics and Intercomprehension, as multilingual approaches to Foreign Language Education which foster students’ Plurilingual Competence; b) evincing how plurilingual collaborative writing embodies linguistic, communicative and pragmatic repertoires, as well as technological skills, revealing, therefore, to be theoretical and pedagogically embedded in both Integrated Didactics and Intercomprehension. Empirical data stresses a co-actional and collaborative perspective of Intercomprehension (the main theoretical viewpoint in this paper), more precisely its multimodality, plurisemioticity and multiliteracy dimensions.