TOWARDS AN INCLUSIVE TEACHING APPROACH FOR FRENCH AS A FOREIGN LANGUAGE: DIFFERENTIATION TO ENCOURAGE PARTICIPATION
TOWARDS AN INCLUSIVE TEACHING APPROACH FOR FRENCH AS A FOREIGN LANGUAGE: DIFFERENTIATION TO ENCOURAGE PARTICIPATION

Summary/Abstract: This article explores an inclusive approach to teaching French as a Foreign Language (FLE), with particular attention to learners experiencing academic difficulties and, more specifically, to students with dyslexia. Drawing on research on inclusive education, differentiated instruction, scaffolding, and learner participation, the study examines how pedagogical differentiation can contribute to reducing barriers to learning and fostering more active engagement in the FLE classroom. Rather than conceptualising learning difficulties exclusively in terms of individual deficits, the article adopts a contextual perspective that considers the interaction between learners’ needs, instructional practices, classroom environments, and access to learning opportunities. Particular attention is given to the adaptation of tasks, multimodal input, structured support, flexible grouping, and progressive scaffolding as strategies for facilitating participation and learner autonomy. The methodological approach combines a review of relevant theoretical perspectives with pedagogical observations and illustrative examples drawn from the teaching of French as a foreign language. The findings suggest that differentiated instruction can enhance accessibility, confidence, and participation while benefiting the learning process as a whole. The article argues that inclusive FLE teaching requires a shift from standardised instruction towards flexible pedagogical practices capable of responding to learner diversity without lowering academic expectations.

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