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Démarches interculturelles et construction de la relation altéritaire et subjective. Récit d'une expérience en classe de FLE dans un lycée à Shanghai

Abstract : This thesis is a story in which the researcher is involved personally, intellectually and emotionally. "Story" is the appropriate term because the researcher’s life experience and the topic of this thesis are closely tied up. It essentially presents a teaching adventure of French as a foreign language (FFL) in a high school in Shanghai (China), an adventure that has the term "intercultural" as its keyword. For 10 months, I conducted an ethnographic study from a research-action approach at Lycée Guangming de Shanghai, where French is taught as the first foreign language. What are the different measures to implement a so-called intercultural approach within an FLL course in a Chinese school context? How can interculturality raise the students' awareness of the richness of cultural diversity and make the target language a valuable language? In what way does the intercultural approach promote a process of decentralization and present otherness from a perspective of "humanism of diversity"? The researcher’s storytelling, description and reflection on his teaching experiences in the FLL classroom will shed light on these issues. Within a particular cultural context, this story is based on an ethnographic study that shows the specific characteristics of a Chinese high school and the Chinese school system. An attempt to “anthropologize” the education to link the Chinese culture with intercultural practices has been made. This thesis also focuses on the main characters of this story: the students and the researcher himself. What impact does intercultural practice have on students? In what way has this pedagogical approach caused a reflective change in FFL learners? The answers to these questions will be addressed through the thematic analysis of the interviews and the students’ reflective writing. To what extent did the research work entail a process of self-discovery and self-renewal for the researcher? This will be explained at the end of this story in which the researcher has reflected upon himself and progressively discovered his identity. The ethnographic, educational, personal and reflective dimensions are, hence, the different elements that build up this story.
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Submitted on : Tuesday, May 26, 2020 - 11:15:49 PM
Last modification on : Tuesday, October 6, 2020 - 12:40:29 PM


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Xinjiletu Zhao. Démarches interculturelles et construction de la relation altéritaire et subjective. Récit d'une expérience en classe de FLE dans un lycée à Shanghai. Linguistique. Université Grenoble Alpes, 2019. Français. ⟨NNT : 2019GREAL020⟩. ⟨tel-02628508⟩



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