La mise en discours de la conscience plurilingue dans les biographies langagières d’étudiants en Parcours FLES

This paper analyzes language biographies written by undergraduate students within the framework of a course on teaching methodologies. My questions are as follows: Are students aware of their plurilingual repertoire? Do they consider themselves to be plurilingual beings? In these highly subjective narratives, they trace their learning journey and re-interpret their past experiences. Different approaches of bi-/plurilingualism are to be found in their writing. The article explores the ways in which students put their plurilingual experience into words. The notion of plurilingual awareness and the methodology used in the study are first presented. I then analyze which obstacles may hinder plurilingual awareness and finally how students categorize themselves as bi-/plurilingual