Le français langue étrangère et les représentations sociolangagières par Achraf Djeghar

Abstract

Reviewed by: Le français langue étrangère et les représentations sociolangagières par Achraf Djeghar Shannon D. Halicki Djeghar, Achraf. Le français langue étrangère et les représentations sociolangagières. L'Harmattan, 2020. ISBN 978-2-343-17222-4. Pp. 290. Despite the broad scope of the title, the primary research in this volume consists of a longitudinal study of students majoring in French at Constantine University in Algeria. Part I departs from an age-old question: how well can one master a second language without learning about cultures where it is spoken? Djeghar's literature review forms an excellent primer, if not a treatise, on the psychological reality of cultural representations and the importance of culture modules in second/foreign language curricula. Djeghar argues that learning a new language does not only consist of the technical aspects of gaining a new linguistic code. For full mastery, one must also learn a new cultural and socialization system, which means that linguistic competence and cultural competence are intertwined. Teaching Français langue étrangère (FLE) in Algeria is a case study of the interplay between pedagogy, cultural "baggage," and learning outcomes. According to Djeghar, FLE in Algeria historically focused on language and literature modules while neglecting cultural content. It was only during Licence-Master-Doctorat reform that Constantine University adopted new content objectives including Cultures de la langue française (CDL). Part II describes Djeghar's present study and provides rationale. The design includes quantitative and qualitative analysis of 100 undergraduate students majoring in French. Data were collected and analyzed from a written survey as well as an oral interview with a portion of the participants, and follow-up occurred during the three-year program of study. Djeghar's first hypothesis is that mental cultural representations of the French influence learning. Second, she hypothesizes that cultural instruction—specifically the new CDL content—changes students' cultural representations of French people. Part III presents a discussion of the results as well as pedagogical considerations. Given the challenges inherent to designing a controlled study of L2 language and L2 cultural acquisition, the quantitative data provide a baseline for future study, but fall short of addressing broader research questions stated in the book. For example, the quantitative analysis of student language improvement is based on self-assessment and is inconclusive. However, the qualitative data form a rich illustration of the complex associations (both positive and negative) that young Algerians have with France and the French. The pre-course survey indicates that French is seen as a language of prestige, elegance, progress, and professional success. On the other hand, French is also seen as a language of oppression, colonialism, and secularism. Post-course survey data suggests that students gain enhanced, more nuanced cultural views of France during CDL instruction. The conclusion of this book conveys hope and optimism about the benefits of cultural instruction. Overall the book will appeal to educators and researchers interested in cultural representation and acquisition. [End Page 280] Shannon D. Halicki West Liberty University (WV) Copyright © 2021 American Association of Teachers of French