| Summary: | The acquisition of a foreign language must be considered nowadays in a context where plurilingualism is, if not the norm, at least very widespread. After examining this reality, and the type of discourse that it produces, we will examine the shifts in pedagogical perspectives that it should trigger: which orientations and practices should language-teaching adopt, what will the consequences of such changes be? The construction and development of plurilingual competence, an objective which is replacing actual language learning, poses new problems for language teaching methodology. How should we take into account the contextualization of learning, and the diversification of teaching modes? How can we train teachers to adapt to these changes? Along the lines of various talks given at the conference, we will attempt to expand the discussion, and to trace essential dimensions in the teaching of plurilingual competence.
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