représentations culturelles et stéréotypie dans le manuel scolaire de français de 1ère année secondaire en algérie
The teaching / learning of French as a foreign language (FLE) has a cultural dimension, because language and culture are inseparable. Such a dimension is to be acquired through the texts chosen from the textbook, the verbal productions of the teachers, and the iconographic documents used in the language class. Indeed, learning a foreign language implies the transition from a monolingual culture to a plurilingual, or even intercultural. In reality, representations and attitudes towards French and the culture it conveys are constructed by individuals within the global society. They are influenced above all by the contexts of the languages present (multilingualism), and also by sociolinguistic and cultural factors (ratio of languages present, relationship of cultures present). With regard to the socio-affective relationship with the other language-culture (the one that is not native), we note that the experiences of contact with FLE in formal and informal contexts play an important role in the construction of cultural representations teachers. Moreover, recent reforms in the Algerian education system since 2003 aim to train an individual deeply attached to the values of his Algerian identity, capable of understanding the world around him, and able to open up to the universal culture/civilization. This research work aims to describe explicit cultural content in the textbook, and to show the representations and attitudes that teachers have towards the language-culture of French as a foreign language. (Author’s abstract)