Κοινωνιογλωσσικές προσεγγίσεις της πολυγλωσσίας στην κατάρτιση καθηγητών της γαλλικής ως ξένης γλώσσας

Language appropriation is a constituent element of the plurilingual approach and is nowadays governed by parameters and characteristics that should be taken into account in the initial and continuous training of teachers. Teachers are faced with new sociolinguistic and teaching contexts, with plurilingual students who have diverse learning needs. The article attempts to outline those plurilingual approaches that form the basis of a reflection for the conception and formation of programs for initial and continuous training which provides the instructor the opportunity to build a reflective attitude towards teaching / learning procedure.Language appropriation is a constituent element of the plurilingual approach and is nowadays governed by parameters and characteristics that should be taken into account in the initial and continuous training of teachers. Teachers are faced with new sociolinguistic and teaching contexts, with plurilingual students who have diverse learning needs. The article attempts to outline those plurilingual approaches that form the basis of a reflection for the conception and formation of programs for initial and continuous training which provides the instructor the opportunity to build a reflective attitude towards teaching / learning procedure