La problématique de l'interculturel dans les pratiques pédagogiques des enseignants de FLE au secondaire dans le contexte saharien Algérien- Adrar

Abstract EN

Teaching practices within schools are closely related to societal requirements, being the place for multicultural and multilingual meetings of all social partners.

In the Algerian Saharian context, like the Wilaya of Adrar (1245 kms from Algiers), secondary teachers of French are perpetually confronted with intercultural issues insofar as their learners come from a cultural mix (Chaoui, Arab, Kabyle, Targui, Mozabite.

).

The objective of this article is to shed light on the means of inserting the intercultural dimension into the training curriculum for Algerian FFL teachers and to explicitly indicate this requirement in the official texts and the orientations of the trainers.

The objective is to modify the socio-cultural representations of non-native FFL teachers on the one hand and to fuel in them the spirit of professionalization of teaching on the other hand.

The question is: what place is reserved for the cultural and intercultural component in the initial training of FLE teachers in Algerian universities? How can we develop, among newly recruited FFL teachers, an intercultural competence to ensure cultural mediation between the primary culture (s) (in the case of a culturally heterogeneous class) and the target culture? The analysis of the results obtained during this study would be carried out using qualitative and quantitative approaches.