We will present the first results of a collaboration between teachers and researchers, that is currently taking place in France, in kindergarten schools. A group of teachers, joined by trainers, a pedagogical advisor, teacher students and researchers, decided to build, by involving the families of the kindergarten pupils, activities on the diversity of language and cultural practices. The objective is to try to find appropriate ways to articulate a work of studying language elements with a work of cultural discovery, with reference to family practices. The participants of the project also try to reflect on how it is possible to understand and use, in a foreign language, contextualized expressions in cultural situations and practices, which we describe as dialogical "jargons" (Sensevy, Gruson & Le Hénaff, to be published). The situations that students will experience will be built around cooking recipes, and the languages and cultures in question are those spoken by the students' families. It is therefore a question of setting up cooperation between these different actors to build a cooperative engineering (Sensevy, Forest, Quilio & Morales, 2013; Gruson, to be published).

The working method in the cooperative conception of the situations is as follows: during the meetings of the working group, we work in two stages. The first step consists of providing texts and/or research reading reports, which make it possible to start building a common understanding of certain concepts essential to the project. For instance, the question of imitation (Ingold, 2018), appropriation, and transmission of recipes to peers by young leaners is at the heart of the project. To do this, we are working on a certain conception of what “to understand” means (Garçon, in progress). We associate the idea of creative imitation (Collectif Didactique Pour Enseigner, to be published) and gestural creativity (Potapushkina-Delfosse, 2016) in order to train students to reproduce the recipes, by practicing certain gestures and certain elements of the jargon associated with them. We are working, in a second step, on the co-design of lessons for classes. These lessons are collectively analysed in order to be implemented again the following year in the classes. To do so, video data have been collected during the lessons and our initial results are based on the transcriptions and synopses of several lessons, reconstructed from video recordings.

The analysis of the data is still in progress. We will study how pupils, from their own experience, integrate the elements brought in as part of the project in order to be creative in their reproductions of the recipes worked on. We will present examples of activities implemented during 2019, as well as some axes of analysis of these activities, and the perspectives of evolution of the project, and of the dissemination of its results, over the coming years.

Collectif Didactique Pour Enseigner (to be published). Didactique Pour Enseigner. Rennes: PUR. Garçon, S. (en cours). Contribution de l'éveil linguistique à la maternelle au développement des compétences en langues (Doctoral thesis). Université de Bretagne Occidentale, Rennes, France. Gruson, B. (à paraitre). L’action conjointe en didactique des langues: élaboration conceptuelle et méthodologique (to be published). Rennes: PUR. Ingold (2018). Anthropology and / as Education. Abingdon: Routledge. Potapushkina-Delfosse, M. (2016). La créativité gestuelle et linguistique des élèves débutant l’apprentissage de l’anglais à l’école primaire. Voix plurielles, 13(1), 76-85. Sensevy, G. (2011). Le sens du savoir. Éléments pour une théorie de l’action conjointe en didactique. Bruxelles: De Boeck. Sensevy, G., Forest, D., Quilio, S. et Morales, G. (2013).Cooperative engineering as a specific design-based research.ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043. Sensevy, G. Gruson, B., & Le Hénaff, C. (to be published). Épistémologie & Didactique. Quelques réflexions sur le langage et les langues. In C. Chaplier & A.-M. Connell (Eds.), Épistémologie à usage didactique dans le secteur LANSAD. Rennes : PUR.