Expérimentation d’une séquence didactique trilingue en contexte immersif en basque : des éléments pour un dialogue avec la règle du sept de la sociodidactique des langues

Abstract

This paper sets out to show the results of an experimentation of a Basque-Spanish-English trilingual didactic sequences (DS) in a Basque immersion context. It also seeks to explain the relevance of the seven principles of the sociodidactics of languages (Dolz, 2019). The study adopts the theoretical perspective of text genres as didactic objects for the teaching and learning of linguistic production skills. It conceives a controlled and planned perspective of language alternation, so that it can contribute to interlinguistic transfers. An oral expository text combining Basque, Spanish and English constitutes the goal of the DS. The experimentation of the DS took place in a sociolinguistic context where Spanish is the predominant language of socialization for students. The contrastive analysis between the initial and final texts of the DS shows an improvement of students’ trilingual textual-discursive skills. A pilot study of teachers’ didactic gestures points out the possibilities of language alternation for interlinguistic transfer. The paper highlights the relevance of the seven principles of sociodidactics: they permit to explain the functioning of the didactic system, and to develop a plurilingual didactic engineering in multilingual contexts, and specifically, in minority language revitalization contexts.