Quelques réflexions méta-terminologiques en didactique de langues-cultures: restrictions combinatoires et termes complexes composés par ‘multi-’/‘pluri-’

Abstract

Based on some reflections on the semantic status of quantity prefixes ("multi-", "pluri-", "poly-") and their behavior in the fields of education, using definitions from major French dictionaries as well as sources from texts that have shaped the evolution of language policy discourse by the Council of Europe regarding language teaching/learning over the past twenty years, this contribution aims to analyse the concepts of multilinguisme, plurilinguisme, multiculturalisme, pluriculturalisme, and interculturel, in general language and language didactics.