L’ intercompréhension et sa relation avec la compétence de littératie
The intercomprehension and its Relationship with Literacy Competence

Summary/Abstract: The current didactics of foreign languages, organised around plurilingualism, turns out to be a multidimensional, more flexible didactics, a generous field that can nourish multiple approaches such as intercomprehension. Intercomprehension, a rather new concept in the didactics of foreign languages, with a kaleidoscope potential, is the result of forces that combine, oppose or interfere with one another on three levels: didactic, institutional and social (acc. to Puren model, 1994). Without any ambition to become “a miracle remedy” or an “open Sesame” in the field of education or of languages (Delors, 19961; Meissner, 20082), the intercomprehension is unarguably an interesting methodological option not only for language specialists, but also for non-philologists, as it urges the subjects to “rely on all their cultural and linguistic competences, irrespective of whether they have been acquired in school or not” (Cuq, 2003: 136)3. Principles and strategies specific to intercomprehension (partial competences, approximation, autonomy, etc.) may be transferred into the practice of foreign languages for specific purposes with the aim to participate not only in the acquisition of professional competences, but also in the development of the literacy competence, which is compulsory for adults in the information age (OECD, 2000).

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