Intercomprehension is not an alternative to learning all the skills specific to each language. However, one of its main strengths is to bring out the kinship, therefore, the similarities between languages, in order to increase the capacities of comprehension. This approach is interesting because it values all languages, in line with the CEFRL "The goal is to develop a language repertoire in which all linguistic abilities have their place [1]." Thus, it is an inclusive approach to linguistic competences, based essentially on contextualization and the positive approximation of the texts to be understood, an approach for which there is a competency framework.

[1] Full text of the CEFRL

Among the criteria stated previously, contextualization has motivated our artistic approach since 2001. Why? First, because this criterion establishes musical expression including, obviously, the linguistic aspect attached to it. Then, because our approach is driven by a quest for environmental sense and this requires also taking into account, in a given context, all the language elements of the sound register.

This amounts to saying that this register is inseparable from intercomprehension which, well upstream of the written word, shows an interesting key on an intercultural level, to be precise around ecological questions. Indeed, by exploring the audible in the core of the musicality of languages, efficient, common and qualitative dynamics can emerge for this cause. Especially since there is in it a deep link with the immutable temporalities of nature, whatever the locality.

So, certainly, it’s a cultural challenge. But very accessible, this one being based on linguistic and sound criteria with high contextual value, in that they optimize the relation to the present moment, therefore to the environment. This is why they are the subject of our method of creativity, which precisely offers a nuanced language repertoire [2] for ecology. As a result, it constitutes a support for cultural mediation, as much for oral and written expression as for automated languages. Both for :   

• optimizing contextualization, even using regional languages and mother tongues, if any [3],
• filling semantic gaps when kinship, resemblances between interacting languages, do not exist.

[2] Outline of Our Repertoire: the Sounds of Languages

[3] About Regional Languages and Mother Tongues

• European Charter for Regional or Minority Languages
• Indigenous Languages
• UNESCO - Mother tongue matters: local language as a key to effective learning
• Inclusive education in mother tongues
• UNESCO - If you don't understand, how can you learn?