School interdisciplinarity: a response to the language gap?

Abstract

This study is situated at the crossroads of integrated didactics of languages and sociodidactics. It focuses on the representations
of teachers towards the integration of interdisciplinarity in the Algerian secondary and aims to verify the perceptions of these
subjects relative to the possibility of relying on what the learner knows how to do in one language to learn a new language. It is
therefore necessary to show that integrated language didactics as a plural approach would promote interdisciplinarity and thus
reduce the gap between the languages taught regardless of their status. To do this, we questioned the practices of the teachers
selected for the experimentation on the management of the plurilingual repertoire of their learners in L2 class (here, French)
and the use of automated strategies in L1 (in this case, Arabic) in the context of learning new knowledge and skills in the target
language through two tools of investigation: an interview and a questionnaire. The data collected validated the hypothesis that
interdisciplinarity is a response to linguistic distance.