La pluralité culturelle dans les manuels scolaires de FLE de l’enseignement secondaire.

Abstract

The texts read by students are not only to use language in its different sections but also to introduce them to foreign cultures, often underlying language learning.If for handling linguistic, academic literature is abundant, cultural potentialities offered by the textbooks that are used timidly if not go unnoticed. The teaching of languages poses a crucial and direct the teaching of cultures. The work of BELC including those of G. Zarate trying to expand this teaching in the light of cultural connotations. Languages are not mere tools that would convey information in a factual manner. They are primarily communication vectors cultures from which they originate. The country's history, social norms and historical foundations of society are all factors necessary to understand the culture, but also and especially to allow learners to make appropriate use of the language. Education for cultural diversity / intercultural advocated by many educational plans has renovated difficult to be understood by teachers and to be translated into new content of education and little work is dedicated to him by the professional didactics . There is a gap between the official discourse that promotes diversity of languages and cultures and educational practices that marginalize inherent cultures. What is lacking is a proper professionalism that enable teachers to translate educational purposes in specific learning objectives and appropriate. The teaching of languages and cultures is clearly overshadowed in its meaning and consequences. This modest research work attempts to register with a view to rehabilitating the cultural dimension in our school books, especially in teaching and met linguistic discourse and new classroom practices.