Internationalisation et éducation plurilingue : de l’expérience vécue aux dispositifs européens dans ESP

This article provides a diachronic analysis of the forms of internationalisation in the journal Éducation et Sociétés Plurilingues, based on a corpus spanning nearly three decades. It traces a shift from an implicit form of internationalisation, grounded in situated experiences and mobility narratives, to a progressively institutionalised model shaped by European frameworks such as partnerships, certifications, and binational programmes. Drawing on the frameworks of plurilingual and intercultural education, plurilingual competence, and the internationalisation of curricula, the analysis shows a move towards a more reflexive understanding of internationalisation. Rather than being limited to mobility as being geographical, it is conceptualised as a process of meaning-making, linking experiences and reshaping individuals’ relationships to languages and to others. The article argues that internationalisation should not be reduced to policy-making, but understood as a situated and dynamic process, articulating institutional frameworks and lived experiences in the construction of plurilingual and pluricultural trajectories.