The reception of a piece of art as an object of exchange and mediation requires several ‘go-between’ in a context of language and culture learning. In this article, we would like to highlight the teacher’s mediation as well as the learner’s one and examine the emergence of verbal and body language in academic multicultural courses of French as a foreign language, in which visual and choreographic works of art are introduced. We will show, through the thorough analysis of a few examples, to which extent the teacher, by stimulating multimodal experiences of mediation for the learner, fosters the construction of interactional and intercultural competences.
From 1940 to 1943, she participated in the organization of the Italian Resistance in France and worked alongside Emilio Lussu in hiding, in Paris at first, and then, among others, in Marseille where he is responsible for organizing the illegal exit of the wanted persons. She makes false papers for GL members.