Teaching and learning of Italian and French in secondary schools in a border context: from the European ideal to the realities on the ground ; Enseignement-apprentissage de l’italien et du français dans l’enseignement secondaire en contexte frontalier : de l’idéal européen aux réalités sur le terrain

Twenty years after the publication of the CEFR and confronted with the fine intentions of European and national authorities concerning language teaching and learning, the need to look into what is really happening on the ground has become evident. We will first analyze the European recommendations and focus on the "plurilingual and intercultural education" advocated by the Council of Europe. We will see that this is more an ideological and political project than an educational one, which, by letting language pedagogy take a back seat (a central concern being a misty "education to plurilingualism"), proves to be counter-productive and incompatible with effective language learning by students. The CEFR, as a central tool of the plurilingual ideology -in which the pedagogical orientation should be at work-, also turns out to be a falsely didactic tool at the service of the political project, not to mention the great confusion surrounding its interpretation and use. We will then analyze the situation of the teaching and learning of Italian and French in secondary schools located in border regions, especially through the lens of a survey carried out among 79 teachers (of Italian in PACA, and of French in Piedmont), and we will note that, in addition to a great inequality between languages, the teaching conditions, as well as the sustainability of the teaching of French and Italian in these two regions, are far from a given. ; Vingt ans après la publication du CECR, et face aux belles intentions des instances européennes et nationales concernant l’enseignement-apprentissage des langues, il apparaît nécessaire de voir ce qu’il en est réellement sur le terrain. Nous analyserons dans un premier temps les recommandations européennes et principalement l’« éducation plurilingue et interculturelle » prônée par le Conseil de l’Europe. Nous verrons que celle-ci se révèle être plus un projet idéologique et politique qu’éducatif, qui, en relayant la didactique des langues au dernier plan de ses préoccupations (au premier rang ...