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Mobilité(s) et littératie multimodale

Brahim Azaoui and Nicolas Guichon

Paysages linguistiques, cartographisations et transformations en éducation plurilingue

Danièle Moore, Sara Arias Palacio and Linda Beddouche
This article proposes an exploration of the aestheticized (re)creation of linguistic landscapes as an act of multimodal and mobile literacies. Through a multisensory and aesthetic approach, the researchers interact with places, languages and histories during ethnographic walks, revealing hidden elements and giving voice to marginalized languages and cultures. This approach, rooted in so-called sensitive research approaches in language and plurilingualism didactics (Dompmartin-Normand and Thamin, 2018), enables a better understanding the symbolic functions of languages and to address issues of power and equity.The corpus is based on an ethnographic collection of photos, videos and sounds captured during solitary and collective walks, field notes and reflexive diaries, and their cross-analysis. The result is multimodal and multilingual (re)creations, mapped and poeticized, as an invitation to cross the intersections between theory and lived experience, and as an exploration of creative dynamics in research.Finally, this proposal aims to highlight the potential of linguistic landscapes to transform the interaction and interpretation of the world and semiotic environment, by articulating artistic expressions and reflections on (de)colonization, resistance and resilience.

Paysages sémiotiques plurilingues sur le Chemin de St-Jacques-de-Compostelle. Une étude des enjeux sociolinguistiques et identitaires

Brahim Azaoui
This paper adopts a sociolinguistic approach to mobility by analysing the graffiti left by contemporary walkers on the Pilgrim’s Way to Santiago de Compostela. These multilingual and plurisemiotic messages, inscribed on a wide variety of surfaces, bear witness to the linguistic and cultural diversity of pilgrim-walkers, who (co-)produce multilingual semiotic landscapes and form ‘linguistic landscapes’ along the Way. Based on a corpus of hundreds of photos taken between Orthez (France) and León (Spain), this contribution proposes a study of ‘multimodal mobile literacy’, i.e. the ability of individuals to mobilise various linguistic and multimodal resources to communicate while walking. The results show that, despite the linguistic diversity present on the route, and even the linguistic hybridisation that these messages allow despite the diverse nationalities of the walkers, English predominates as the common lingua franca. The use of real or fictitious languages and cultural references reveals intra-group communication. The messages reflect both a ‘spirit of the path’ of solidarity and sharing, and issues of identity, politics and society.

Un essai de didactisation d’outils numériques pour se dire en situation de mobilité académique courte

Marie-Françoise Pungier and Alessandra Keller-Gerber
The photo-language approach has been designed so that students of education abroad programs can learn to construct the target language needed to express their observations, difficulties, and travel surprises quickly and efficiently. It involves photographs and artificial intelligence (AI) using automatic translators. It was tested with a small group of Japanese students taking part in a three-week language and culture course in Tours as an extension of the “missions” or afternoon activities designed to help them make the city of their stay their own.Despite somewhat mixed feedback from the students who, for technical reasons or because the proposed “missions” were not in line with their representations of “classic” language and culture learning, analysis of the “photo-langue” corpus they produced reveals some moments of personal reactions in situ in the target language, with their limited French language repertoire.This first attempt thus invites further reflection on target-language work during a language stay abroad, for example, around “singular universals” even for CEFR levels A1 or A2.

Des pratiques de littératie spatiale d’étudiant·e·s en contexte formatif. Une étude de cas

Jean-François Grassin
This article examines hybrid literacy practices within an educational program involving students in teaching and language (FLE), with a focus on spatial literacy. Through a case study in which a group of three students organised a themed tour of the city of Lyon, we analyse, through multimodal exchanges via WhatsApp and a debriefing session, how spatial and multimodal literacy is deployed through the use and design of a map to act together. The results of the analysis highlight the importance of spatiality in contemporary literacy practices and explore how cartographic artefacts serve to create shared knowledge and experiences. The article reflects on the importance of understanding the discursive materiality of multimodal literacy practices in order to integrate practices that are closer to reality into teaching.

Multimodalité des interactions dans le monde virtuel RENNES2D

Fanny Hervé-Pécot and Elisabeth Richard
This article explores the journey of international students within RENNES2D, a virtual world designed to reflect the campus of Rennes 2 University. This virtual campus offers an interactive and immersive exploration of the university’s key locations. Visitors, via their avatars, navigate this virtual world and take part in interactive activity modules, promoting linguistic and cultural immersion. The project presented here is inspired by research into distance learning for international students, accompanying the FRAC or MoocToMove programs, for example. It includes a reflection on the multimodal literacie required to evolve in such an environment. The analysis of interactions, based on video recordings and annotated transcriptions, highlights students’ appropriation of virtual spaces, as well as their digital and linguistic practices. RENNES2D is considered here as a “transitional space” facilitating language and culture learning. The central hypothesis is that multimodality enriches not only the understanding of real spaces via their virtual exploration, but also social and language interactions, thus contributing to better preparation for international mobility.

Mobilité connectée, corporéité et multimodalité : développement d’une littératie numérique sensorielle en classe d’arts visuels et médiatiques avec les adolescent·es

Marie-Pierre Labrie
Equipped with their mobile connected phones, adolescents navigate through diverse geographic and social realms every day. This constant movement unfolds using tools that simultaneously position them as both receivers and creators of content: text or voice messages, photo exchanges – filtered or not – stories, emoticons, and vlogs. How is it possible to turn this fluid, hyperconnected experience into visual and media art education at the secondary level to promote multimodal literacy among adolescents? This article delves into the ways this daily connected mobility can support teaching-learning in visual and media arts, reshaping the relationship adolescents have with digital art making. By sharing the findings of a study conducted in secondary schools in Quebec (Canada), it explores the intersection of connected mobility, embodiment, and multimodality, aiming to cultivate sensory literacy in young learners.

Démarche d’autobiographie langagière culturelle et créative en contexte universitaire québécois

Constance Lavoie, Maia Morel and Myriam Villeneuve-Lapointe
Following on from the work on language biographies in language teaching, three teacher-researchers have set up an approach to cultural and creative language autobiography, the specific character of which is based on the interweaving of reflective work with multimodal and creative work on their relationship with languages and cultures. The results of this study describe the approach to cultural and creative language autobiography done in teacher training at a Quebec university. This article illustrates the steps involved in implementing an approach to cultural and creative language autobiography and describes the place of multimodality in this process. The study highlights the participants’ representations, which can create obstacles to oral and artistic expression, as well as the facilitating role of multimodality in the process regarding the relationship to language and culture.