De la spécificité épistémologique du discours méta-glottodidactique1. Entre autonomie intellectuelle des chercheurs et leur appartenance à la communauté scientifique polonaise

Abstract

Meta-glottodidactic discourse is the area of academic discourse which enables one to develop and explicitly present general glottodidactic conceptions. This, however, is not a characteristic of didactic discourse concerned with foreign language teaching/learning and its optimization. It can be claimed that in their meta-glottodidactics discourse Polish language teaching specialists show their epistemological identity as scholars, which stems from their intellectual autonomy on the one hand and their glottodidactic community affiliation on the other. The present article talks about the discourse manifestations of Polish glottodidactics specialists' intellectual autonomy, which are related to their epistemological choices and ways of justifying them. Given the lack of consensus about the basic epistemological issues within the glottodidactic community, scholars' intellectual choices as well as their justifications can be ______________ 1 Le terme meta-glottodidactique se réfère au discours méta-scientifique relatif aux démarches de recherche et de diffusion de savoirs de la part des spécialistes polonais du domaine de l'enseignement/apprentissage des langues étrangères et de la formation des enseignants de langues. Il est à noter sur ce point que le seul nom glottodidactique [pl. glottodydatyka] évoque la conception de ce domaine de recherche en tant que discipline aspirant à l'autonomie scientifique, élaborée dans le contexte universitaire polonais entre les années 70-90 du XX e siècle (notamment, Pfeiffer, 1977 ;Grucza, 1978 ;Dakowska, 1987Dakowska, , 1994, et que l'équivalent français le plus proche de ce terme polonais serait celui de didactologie des langues et cultures (Galisson, 1986(Galisson, , 1989Orchowska, 2014). 28Izabela Orchowska varied and highly distinctive. In a qualitative comparative analysis of meta-glottodidactic discourse of two Polish glottodidactics specialists, the author of the article identifies the factors contributing to the diversity of Polish meta-glottodidactic discourse. She also attempts to explain why this particular type of discourse could encourage dialog within the Polish glottodidactic community, which might become a driving force behind the development of contemporary glottodidactics.