LA CONTRIBUTION DU TEXTE HISTORIQUE FRANCOPHONE DANS LA FORMATION IDENTITAIRE DE L’APPRENANT ALGÉRIEN : UNE INVESTIGATION DANS LE MILIEU DE LA TROISIÈME ANNÉE SECONDAIRE
THE CONTRIBUTION OF FRANCOPHONE HISTORICAL TEXTS TO THE IDENTITY FORMATION OF ALGERIAN LEARNERS: AN INVESTIGATION IN THE CONTEXT OF THE THIRD YEAR OF SECONDARY EDUCATION

Summary/Abstract: This article examines the role of historical texts in the transmission of Algerian identity to third-year secondary school students (3AS) during the teaching of French as a foreign language(FLE). The French language holds a significant position in all aspects of the country, including education, and its instruction in the 3AS greatly influences the behavior and personality of learners.The textbook used at this level is an essential tool in the process of FLE teaching and learning,providing a didactic, pedagogical, and formative approach. The observation of the 3AS curriculum reveals that the construction of citizens' identity is closely linked to the pedagogical content of the school curriculum, as reflected in the textbook and various teaching methodologies in use. The historical text in the initial 3AS project plays a crucial role in this identity construction by addressing themes such as history, culture, and linguistic diversity. Through a questionnaire and writing activity,this article will analyze how historical texts contribute to the transmission of components of national identity to 3AS learners during FLE classes.

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