Robin, Jésabel (2020). Outiller de clés de lecture et d'interaction avec le monde: la responsabilité de la didactique des langues et des cultures. Bulletin VALS-ASLA, 112, pp. 125-137.

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While the multidisciplinary contribution of Humanities and of reflexive approaches seem nowadays to be welcome in most foreign language teacher training curricula in Switzerland, their legitimacy remains problematic if language learning is thought of in terms of standardized language competences. A contextualized socio-anthropological approach of language learning and teaching aims for its part to provide diverse tools – amongst them language items – needed to interact and understand complex social environments. Although it comes up against the idea of measurable skills and of many legitimized and wide-spread pedagogical tools, it does not necessarily contradict communicative goals. This contribution will present a series of examples of multidisciplinary practices in language learning and teaching. It introduces theoretical reflections on how to break from applicationist conceptions and prompts to fully assume the ethical responsibility which falls upon foreign language teacher training and learning.

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