Oral transcodic marks in an English course at secondary school: what place for French?

Abstract

The emergence of plurilingualism has been accompanied by a theoretical and methodological refocusing on the acquisition of languages, with the emphasis on interaction. In this way, the oral communication skill is valued. Therefore, the management of the languages that make up the language repertoires of learners has been complexified. Dualistic approaches can not then claim to handle such complexity. The third languages are then invoked. Most of these languages are foreign languages, which have become a reference language through the joining of sociolinguistic and psycholinguistic factors. In this way, we seek to investigate the probable place that French would occupy as a third language, in English classes at the secondary level, in Algeria. To do this, we have lead two experiments in two different grounds, at Béjaïa-city for the urban milieu, possibly polycentric, and the rural commune of Timezrit for a monocentric environment. The results of this research would aim to better understand the factors underlying the management of complex language repertoires of actors, including students and teachers, and to make some suggestions for remediation.