fondements et perspectives du ludique dans l’enseignement/apprentissage du fle au cycle primaire algérien : analyse des manuels et pratiques pédagogiques
This research work tackles the bases and the prospects of the ludic in teaching/training of the FFL to the Algerian primary education cycle. It is a contribution to the whole work undertaken in this field, and under didactic and teaching angles, it examines the question of the integration of ludic in a language class with a particular focus on its effects and its contributions. We question the representations that the designers of the French handbooks have of the ludic in order to determine the place granted to these activities. This is why the activities suggested in the handbooks were analyzed by confronting them to the didactic orientations implemented for the teaching of French within the last educational reform framework. It is a question of seeing how an innovating approach, based on the exploitation of the play activities, makes it possible to articulate the needs for learning and the selected didactic steps that regard teaching French. In addition, a questionnaire was held to teachers in order to examine the representations of these practionners with respect to the question of the integration of the play activities in their teaching practices. Initially, we try to determine the place granted to these activities, the type of play activity preferred and the convenient periods for the exploitation of these activities. Then, we try to identify these representations from the point of view of planning, the details of implementation and the conditions of recourse to the play activities. Lastly, we are interested in the contributions of these activities, the factors being able to block their exploitation and the solutions considered. The direct observation of the French Sessions makes it possible to inquire from the inside of the situations in order to describe the course of each session and to examine the methods of exploitation of each play activity. We try to identify the learners and the teacher behaviors, and to apprehend the contribution of these activities and ludic tasks with regard to the disciplinary and transverse competences development. (Author’s abstract)