Le parler bilingue comme mode d’enseignement-apprentissage des DdNL au BIOF au Maroc

Abstract

In the Moroccan educational context, the change into French of the teaching language for scientific subjects along with the passage from secondary school to high school, namely French Option International Baccalaureate (BIOF) and the adoption of French (L2) instead of Arabic (L1), led to the emergence of new phenomenon resulting from the contact of these two languages. The new bilingual practices have even become a way of teaching-learning disciplinary content and a specialized language. This article focuses on the bilingual aspects of speaking as a teaching and learning strategy for DNL in the context of BIOF. It describes how the Arabic language, in its two dimensions - standard and Moroccan - is mobilized as a tool of mediation in the process of teaching and acquisition of concepts. It will then analyze the aspects, the reasons and the contextual factors that stimulate bilingual speaking. Finally, it suggests various ways for didactic integration of the bilingual approach in a contextualized teaching process that invests actors’ language heritage in L1.

Keywords

• the bilingual speaking
• ddnl
• disciplinary and linguistic competence
• bilingual approach
• context
• sociodidactic
• conceptualization
• clarification
• l1 and l2
• linguistic alternatio
• bilingualism