Modeling different historical methodologies by configuration components in didactics of languages-cultures

Abstract

This article presents a model of didactic configurations and their historical methodologies in France -“la méthodologie active” (the active methodology), “l’approche communicative” (the communicative approach), “la méthodologie plurilingue” (the plurilingual approach) and “la perspective actionnelle” (the social action-oriented approach)- in a different form to those I have published previously. The aim is twofold: 1) to harmonize terminology, starting with the names of the methodologies, which become, respectively, "metalingual-metacultural", "interlingual-intercultural", "plurilingual-pluricultural" and "colingual-cocultural" methodologies; 2) to define as precisely as possible each of the characteristics of each of the components of these methodologies, so as to distinguish them as clearly as possible from one another. Hence the construction of this text as a glossary, and the model in the form of a double-entry table allowing reading by methodology (reviewing the configuration components) or by configuration components (reviewing the methodologies), with systematic cross-references to other publications providing more detailed explanations of certain terms. In conclusion, I remind you that these different historical methodologies should all be seen as complementary, because they must now be articulated (chronologically) or combined (simultaneously) in multi- or multi-methodological approaches.

Also available at https://www.researchgate.net/publication/392367279.

Original French version available at https://www.researchgate.net/publication/391398675 or 2025f.