Robin, Jésabel (2023). La construction institutionnelle de l’altérité en mobilité: une réification bien pratique ? Glottopol, 39 (39). 10.4000/glottopol.4100

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Mobility experiences are complex. This will be explored through the case of German-speaking students in teacher training who, in order to become primary school teachers in Bern, take an internship in another language-speaking area in Switzerland. They thus find themselves simultaneously exposed to different types of mobility: geographical, linguistic, cultural, professional, etc. However, to have been in contact with some diversity is not the same as to have the experience of diversity, nor does such an experience imply an automatic development of intercultural or linguistic competences. Developing the necessary reflexive tools with the students is a major challenge. How are linguistic and professional otherness intertwined in this context? Do the specific needs of a teacher training program legitimize the approach of school practices as supposedly "other" just because they are situated in another geographical area? Is altera lingua, understood here as the social construction of otherness in a situation of mobility, ultimately a convenient reification to meet the needs of the program?

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