Abstract
The teaching of literature in French as a discipline in a bilingual series serves, among other purposes, as an intercultural bridge for the construction of a fraternal linguistic space between bilingual French-speakers and bilingual English-speakers. A questionnaire completed by bilingual English speakers as well as direct interviews on the teaching of this subject, made it possible to identify a set of pitfalls faced by English-speaking learners. This exploratory research would like to analyze the didactic and pedagogical implications of this literature dispensed in a bilingual series. This study encourages us to rethink the epistemological scope of this discipline.
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