Lire des textes littéraires hybrides puis écrire son texte en L2: Quelle place pour l'image et pour les langues en réserve de l'apprenant ?

In recent years, there has been a notable emergence of publications devoted to multilingual writing in the context of university-level writing workshops or, in the school context, on activities to encourage writing following the exploration of hybrid children's books. The exploratory approach presented here involves advanced-level students of French at an Australian university. The analysis focuses on autobiographical texts written after reading works on the theme of exile. It reveals the multifaceted nature of the students' writing as well as the potential afforded by the inclusion of multilingual iconotextual material intended to stimulate writing.