외국어 사용 맥락에서의 언어·문화적 중재: 보스니아 헤르체고비나에서의 예술 기반 프랑스어 외국어 교육 실험

This article hilights the central role of linguistic, cultural, and interactional mediation in teaching French as a foreign language (FLE) to beginner-level plurilingual university students in Bosnia and Herzegovina. Drawing on Vygotskian sociocultural theory, the author highlights how interactions, symbolic tools, and artistic practices support grammatical and lexical acquisition. The study is based on a five-month teaching placement at the Centre for Francophone Studies at the University of East Sarajevo. It was based on an optional “learning space” where student motivation is a key challenge. To address this - an original pedagogical method called Trans’faire - was designed to combine linguistic progression with cultural projects.The theoretical framework relies on the CEFR (2018) which emphasizes plurilingualism as a resource for mediation. Three forms of mediation structure the approach: linguistic (comparing languages to introduce grammar), cultural (using francophone artistic works), and interactional (peering collaboration). Grammar is thus taught within meaningful contexts rather than through a traditional linear progression.The experimentation includes artistic workshops (calligrams, comics, impressionism, Le Petit Prince) that develop linguistic, creative, and psycho-affective skills simultaneously. Learners become their own social actors and mediators of meaning entirely - while the teacher adopts a supportive and empathetic role.Thanks to mediation and the use of the learners' plurilingual repertoires, one can notice a drastic increase in the students' motivation, participation, as well as a better appropriation of grammatical structures. Art emerges as an effective medium for engagement, intercultural understanding, and autonomy. In conclusion, this experience demonstrates the relevance of a mediation-based, culturally oriented didactic approach - transferable to other exolingual contexts. It also contributes to the development of innovative pedagogical tools which to be re-adapted to contemporary linguistic realities.