Research, particularly in educational settings, has long linked representations to the desire to learn languages and to the success or failure of this learning. Various lines of analysis, as well as different didactic approaches, focus their reflection on both elucidating and analyzing the representations attached to languages, aiming to facilitate the establishment of more favourable repositioning for learning (Castellotti and Moore, 2002). This is why in this sequence we propose reflective work on representations concerning linguistic, cultural, and educational diversity, aiming to facilitate the didactic approach in the classroom of this dimension with learners. |