In this article, I examine multilingual adult learners’ identity formation through their literacy practices in a writing workshop amidst a FSL course at university. I attempt this exploration by analyzing the discourses they hold on their practices as well as the texts they wrote in the workshop. I make the hypothesis that a context of acquisition open to literacy practices built on continua of biliteracy allows learners to (re) build their plurilingual identities.
Revue de linguistique et de didactique des langues 57 | 2018 Démarches créatives, détours artistiques et appropriation des langues Multilittératies et écriture avec des apprenants FLE
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