Thesis
French
ID: <
10670/1.xxsvxi>
Abstract
Our research summarizes the consecutive attempts to transform the teaching of French from an official language to a secondary then a foreign language. The process of arabisation (teaching in Arabic language) , that halted the partial bilingualism, at least at the official level, to a less extend, has assigned to French the status of a foreign language, in contradiction with the role of a language that vehicles science and technology, that was the preferred one for Algerians immediately after the independence.French was in the midst of ambivalence, between rejections as a heritage of the colonial time and attractiveness as a mean to openness and economic development. The ideological and political interests to assign to French a status of a foreign language has immediately created a confusion as for the goals, the contents, the support and the relevant practices in the teaching/apprenticeship of French foreign language.Could French, in these conditions, be the subject of a legitimate education, credible and motivating? The amalgam and the abusive usage of certain didactic notions related to the communicative approach, in contradiction with existing practices, through the analysis of teaching manuals and orientation literature, have led us to revisit these concepts though the history of education and its evolution. Therefore, we have shifted from a linguistic problematic (Status of a language), to a didactic problematic (status of the subject French foreign language), in order to setup a reliable didactic system of French foreign language, coherent and stable, hence the title of our theses “The teaching of French in Algeria: from a linguistic situation to the status quarrels”.