In recent years, the field of didactics has been marked by the development of consensus in the intercultural field, which is of concern to many specialists in linguistic and cultural diversity. However, the objectives of the Council of Europe’s guidelines are the development of plurilingual and pluricultural competence, which is essential for teaching and learning languages. Thus, our reflection is part of a research framework that focuses on language practices as important teaching tools for the learning of a new foreign language allowing learners to broaden linguistic and cultural knowledge in situation of authentic communication. Emphasis is placed on developing plurilingual competence for an adult audience using the linguistic and cultural prerequisites of the first foreign language, how participants react in a socio-cultural context with the activation of languages other than English and mother tongue during verbal interaction. It is obvious that social representations remain anchored in the conversational exchange between subjects emphasizing this self-image, and a recognition of the other that reflects symbolic traits by appealing to culturally associated knowledge abroad. Thus, the reinvestment of knowledge underlines this capacity which is useful in a varied communication situation for the awareness of the assets of other linguistic repertoires and the tolerance of others in the improvement of the communicative competence of the learner. Our study focuses on an interactive analysis that involves taking into account the language repertoire of the participant when confronting cultural values of another language in an institutional setting
Keywords: Multilingualism, Multilingual Competence, Language Practice.
http://dx. doi. org/10. 47832/2717-8293. 2-3.20