Abstract
This article aims to analyze, from a didactic point of view, readings offered to students of several schools in Belgium and the choices made by their teachers to support them in their task. This article is devoted to examining the methods used by teachers, explaining why and how they use them, and looking for consistency in their teaching practices. This data, based on theoretical axes, makes possible to know and identify the elements that make teaching devices effective. This research is therefore oriented towards the creation of a model representing the original operating mode on which the students in the French first language and the French foreign language classes worked.
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