POUR UNE APPROCHE CONTEXTUALISÉE ET SOCIODIDACTIQUE DES MANUELS SCOLAIRES : INTERROGER LE CONTEXTE ALGÉRIEN DANS LE MANUEL D’ANGLAIS DE 3ème ANNÉE PRIMAIRE
FOR A CONTEXTUALIZED AND SOCIO-DIDACTIC APPROACH OF TEXTBOOKS: QUESTIONING THE ALGERIAN CONTEXT IN THE TEXTBOOK OF ENGLISH OF THE 3RD PRIMARY YEAR

Summary/Abstract: Our article is part of didactics in the approach of "contextualized approaches" and of sociodidactics in particular. We question whether foreign language textbooks take into account the Algerian context. As textbooks are elaborated by Algerian authors for Algerian learners, they should take into account their context in its linguistic, cultural and cognitive diversity and plurality. To conduct this study, we have relied on a qualitative approach to analyze the 3rd year primary English textbook, among other possible ones, because it is designed for Algerian learners who are in the beginning of learning and in the phase of awakening and linguistic initiation.

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