LES REPRÉSENTATIONS DES MARQUES DE PLURILINGUISME DANS LES PRODUCTIONS LANGAGIÈRES EN CLASSE DE FRANÇAIS CHEZ LES ENSEIGNANTS ET LES ÉLÈVES AU CYCLE SECONDAIRE
REPRESENTATIONS OF MARKS OF PLURILINGUALISM IN LANGUAGE PRODUCTION IN FRENCH CLASSES AMONG TEACHERS AND STUDENTS IN THE SECONDARY CYCLE

Summary/Abstract: The study of the role those maternal languages or other languages that constitute the linguistic repertoire of learners and teachers can play in the process of teaching / learning languages, represents an important didactic challenge. Our objective is to reflect on the role and status of L1(s) in secondary French class. This study will adopt, on the one hand, a sociolinguistic perspective which will try to describe the Algerian context and on the other hand, a didactic perspective which will examine the types of representations which animate the actors of the language class as to the acceptance or rejection of the use of known languages in French class when carrying out complex activities such as writing. Beyond this question, we postulate that the Gordian knot must be cut: an effective transfer or even a successful passage to the academic norm in L2 is conditioned by the reconciliation of social use with school use and the taking in didactic charge of linguistic diversity in Algeria which is part of a situation of complex multilingualis.

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