INNOVATIVE SYSTEM AND CONSIDERATION OF THE MULTILINGUALISM OF ALGERIAN STUDENTS

Abstract

Algerian children are often bilingual or even multilingual, yet it appears that the Algerian school system has not yet developed pedagogical tools adapted to this reality. In this context, our concern revolves around the prospect of experimenting with an innovative pedagogical approach focused on language awareness. We explore how sensitizing students to language awareness activities in the Algerian school context can have a positive impact on learners' perceptions. Our research follows a primarily hypothetico-deductive approach, resembling experimental psychology methods. It relies on the analysis of a corpus composed of a semi-structured interview supported by the reflective drawing method to understand the effect of introducing language awareness activities on students' perceptions. While we cannot generalize our conclusions, the observed students demonstrated an interest in languages beyond those prompted by the language awareness approach during the experimentation. Thus, we can posit that language awareness activities triggered an awareness of what students already knew about languages and world cultures.