Entre plurilinguisme et anglicisation de l'enseignement supérieur:

des espaces réflexifs pour une internationalisation "à domicile" plus inclusive

Abstract

Internationalisation at home in higher education is increasingly viewed as an imperative and often implemented through the widespread use of English. This situation generates tensions between the institutional discourse in favour of multi/plurilingualism and homogenising trends. Based on data from a training program set up at the University of Strasbourg, this study explores how these dissonances, as experienced by university teachers, can trigger pedagogical and professional transformation in favour of a more coherent internationalisation strategy of curricula. Our analyses show that a situated, inclusive and plurilingual internationalisation, based on reflexivity and the recognition of languages as critical and epistemic resources, is possible.