to Algeria’s independence, the Arabic classic’renvoi id = ‘re1no28’ idref = ‘No 28’ typeref = ‘note’ b1 '/renvoib was established as a national and official language (Constitution of 1963), thus conferring on French a status as a foreign language. The implementation of this policy has resulted in the three school stages (primary, medium and secondary) being Arabised. However, tertiary education is still not fully Arabic. Still today, apart from the law, letters and humanities, in most academic fields of science and technology, teaching is provided in French, which often causes great difficulties in adapting and succeeding for students from Arabic secondary courses, whose mother tongue is ‘darija’ footnote id = ‘re2no29’ idref = ‘no29’ typeref = ‘note’ b2 ‘/renvoib’ or ‘Tamazight’ reference id = ‘re3no30’ idref = ‘no30’ typeref = ‘no’ typeref = “score” b3 '/renvoib and not always having extensive extrascolar practices from French. We have taught a French course at the Ecole Supérieur de Banque d’Algiers for several years. From its inception, this professional experience has given us many questions about the teaching/learning of French and its status in the context under consideration. These questions have led to a reflection that we wish to develop in this article and in the light of theoretical insights into language teaching.