La francophonie à l’ère du numérique: des cours multimodaux pour un apprentissage interculturel

Abstract

The article explores the role of francophonie as a methodological axis for pluricentric didactics, empha- sizing the dynamic and heterogeneous nature of language practices and educational cultures historical- ly and ideologically associated with French. It discusses the evolution and institutionalization of fran- cophonie, highlighting its semantic indeterminacy and its adaptation to globalized and interconnected contexts. The pedagogical approach towards francophonie promotes complexity, differentiation, and

adaptiveness, advocating for a plurilingual and pluricultural understanding of language learning. The ar- ticle delves into the didactic implications emphasizing the need to consider diverse linguistic contexts, cultures, and diatopic variations. It suggests an approach centered on lexical variation and intercultural immersion in digital contexts, exemplified through platforms like eTwinning. Through intercultural dia- logue facilitated by digital tools, learners engage in collaborative projects, fostering cultural awareness, empathy, and communication skills essential for navigating today’s interconnected world.