Texte littéraire dans l’enseignement du FLS dans le secondaire : quels enjeux ?

Abstract

Foreign students enrolled in secondary French - "allophones" - are generally supported in adapted devices, teaching units for allophone students arriving (UPE2A). They benefit from a teaching of the usual language for a quick inclusion in disciplinary courses. In view of our doctoral research, we find that the literary text is at the heart of the teaching of the French discipline, even adapted to foreign students, while the teaching of FLS is based on other types of written material. The foreign student included must quickly understand the literary language and develop linguistic and transversal skills on which it will be evaluated at the end of the cycle, in accordance with the generalized institutional expectations of all learners. In this article, we consider the place of the FLS literary text in French and the disciplinary French to explore the issues of the literary text in FLS before discussing how the learners followed in the context of our research envisage the literary text. Our field analysis sheds light on the metropolitan situation, which is an aggregation of local situations linked to the migratory flows and the means of the academies.

Keywords

• literary text; Foreign Student; Inclusive Education; didactics of FLS