Faciliter l’acculturation à l’écriture universitaire des étudiants de licence de français en Algérie : genres discursifs et rapport à l’écrit

Abstract

For several reasons specific to the Algerian context, including the transition from Arabic to French language of instruction, the university entrance leads to a methodological break, discursive, linguistic and cognitive. Facilitating this transition requires an “intellectual affiliation”. That would, among other things, aim to compare the characteristics of pre-university and university speech, to identify students’ problems, as well as their representations and relationship to writing; the overall aim being to consider possible pathways that would facilitate the acculturation to academic discourse. By reference to the genres, this article allows to link academic programs and disciplinary practices, with the aim to renew curricula.

Keywords

• Algeria
• undergrad
• academic transition
• academic literacies
• relationship to writing
• textual genres