Genres de discours et alternance codique dans l’enseignement du FLE
Pratiques co-enseignées et perspectives inclusives en contexte plurilingue
Abstract
This empirical study analyses communicative interactions in French as a Foreign Language (FLE) teaching within a multilingual context, involving 22 FLE teachers and 22 support teachers from Italian secondary schools. The survey highlights the dominant but often unplanned use of code-switching, as well as a tension between declared didactic approaches and observed discursive practices. It also emphasizes the importance of better integrating support teachers – often excluded from linguistic practices – not only in relation to students with special needs but as key actors in promoting inclusion for the entire class.
Presentato: 22 Ottobre 2025 | Accettato: 27 Marzo 2026 | Pubblicato 27 Aprile 2026 | Lingua: fr
Keywords Inclusion • FLE • Interaction • Soutien • Approches
Copyright © 2026 Sabrina Alessandrini. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2026/01/003