To deal with this question which is more a matter of conscience than of science, Jean-Claude Beacco has designed a collective work soliciting the point of view of several language educators: - Michael Byram (University of Durham, England), - Véronique Castellotti ( Rabelais University of Tours), - Jean-Louis Chiss (University Paris 3, DILTEC), - Francine Cicurel (University Paris 3, DILTEC), - Edvige Costanzo (Lend, Italy) - Daniel Coste (ENS Lyon), - Jean-Marie Gautherot (Lehrer association), - Francis Goullier (Inspector General of National Education, Modern Languages Group), - Daniel Luzzati (University of Maine, LIUM), - Silvia Minardi (Lend, Italy), - Jean-Paul Narcy-Combes (University Paris 3, DILTEC), - Gérard Vigner (IA, Ministry of National Education).
It addresses from various angles, from various professional experiences and at different levels (from learner to minister) the societal role of the teaching of French and foreign languages in general (DDL).This is in fact called upon in questions of society when it is a question, for example, of school failures attributed to the language of schooling or the question of the "level" of language required of adult migrants, even if the opinion of "experts" is hardly heard. But it is not just a matter of simple civic engagement, since DDL must also take into account its academic, scientific and research responsibilities.
We will find here echoes of the problematic opened in the eighties (under the denomination of "deontology") by R. Galisson, since each of the contributors reacts to this theme and analyzes the nature of these multiple tensions according to their own. values.Those that everyone would like to see fit more clearly into the DDL, which must more than ever beware of concerns that are too exclusively technical.
