Literacy in Languages/Cultures: Case of Frozen Expressions in the French Language

Abstract

Understanding written texts in an intercultural context represents a field of study and application where its specificities are connected to scripturality. The present article aims to address the phenomenon of analysis, description, and understanding of the pedagogical challenges encountered during activities related to written texts in a language/culture context. Our research is based on an experience involving a teaching-learning situation in French as a Foreign Language (FFL). First, it aims to improve pedagogical practices for teaching reading. Second, it seeks to contribute to the development of learners' linguistic abilities. Finally, it allows both teachers and learners to place greater emphasis on (inter)cultural competence, enabling them to interpret any coded message that conveys an ambiguous context linked to the learner's sociocultural reality. As such, this study focuses on the idea of the good reader. The study employs a qualitative research approach that considers classroom heterogeneity from cognitive, linguistic, social, and affective perspectives in terms of literacy