PRATIQUES ENSEIGNANTES EN CLASSES DE FLE EN CONTEXTE ALGERIEN : ENTRE THEORIE DIDACTIQUE PRESCRITE ET REEL DE L'AGIR PROFESSORAL
TEACHING PRACTICES IN FFL CLASSES IN ALGERIAN CONTEXT: BETWEEN PRESCRIBED DIDACTIC THEORY AND REAL TEACHER ACTION

Summary/Abstract: This contribution aims to verify the hypothesis of the permanence of circulating methodology in teaching French in the Algerian context, an approach out of step with the official instructions which require to implement the principals of the competency base approach since 2003, an approach that struggles to reduce the “in-between” or “gap” of the scene of teaching/learning French as we will see from analysis of a corpus. If this hypothesis is validated, then will be recalled the need to resort to a real implementation of the fundamental principles of the communicative better to be able to open a methodological compromise which implies that the institution and the teachers take a step towards each other and not that one yields to other. The methodological compromise would give rise to a realistic methodology which would make it possible to create a creative space in the Algerian context.

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