Abstract
This paper discusses the problem of cultural identity for learners of French who have inherited an educational system introduced by the colonizers. The historical experience of the Caribbean has resulted in a critical and significant difference between what we really are and what we have become by the process. If our African heritage lies at the centre of our cultural identity it gives meaning to the strategies and positioning that can be used in an educational process that acknowledges the “doubleness” of similarity and difference in the constant process of “becoming”. If English can be considered the first foreign language by the majority of the people of the African diaspora, French is a second foreign language, in which learners are stretched linguistically and culturally at the same time. The natural dramatic propensities of Blacks have an important position of play in the complexity of doubleness.
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