Modeling in language-culture didactics: the example of combining models of different documentary logics and learner roles

Abstract

The aim of this article is to present the value of modeling in language didactics, taking as examples the model of the different documentary logics that teachers can implement, and that of the different roles that students can assume in relation to documents. Based on a literary project carried out by foreign-language students within the methodological framework of the action-oriented perspective, the author shows how exploiting each of these models and combining them can enrich teaching-learning practices by diversifying the forms of L2 use in the classroom as much as possible. (June 2024)  Also available from the journal's website and on ResearchGate.