Traversing B/Orders of English in the Academic Writing Classroom
DOI :
https://doi.org/10.25071/1925-5624.40332Mots-clés :
pédagogie, rédaction universitaire, traduction intralinguale, anglais standard, différence linguistiqueRésumé
Cet article, dans l’axe des recherches en cours en rédaction critique qui nous invitent à identifier des approches pédagogiques engageant les compétences multilinguales et multidialectales de nos étudiants, montre le potentiel pédagogique du concept de traduction dans les cours de rédaction. Plus précisément, ce travail présente un exercice pédagogique de traduction intralinguale lors duquel les étudiants doivent utiliser, de façon explicite et délibérée, l'anglais standard dans des conversations (et en tension) avec des variétés d'anglais qui appartiennent à leur propres répertoires linguistiques. Grâce à une lecture attentive des pratiques de traduction des étudiants, nous mettons alors en avant leurs compétences rédactionnelles lorsqu'ils s'intéressent aux registres rhétoriques, stylistiques et grammaticaux du texte source et qu'ils les transforment.
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