POUR UNE DÉMARCHE DE DIFFÉRENCIATION PÉDAGOGIQUE DU FLE DANS LE PROGRAMME DE DEUXIÈME GÉNÉRATION – CAS D’APPRENANTS DE 1 re A.M. – Conception et expérimentation d’un projet pédagogique

Abstract

This study deals with the continuous disparity of the learners levels in the FFL class, which make the classroom management difficult to some extent. The second-generation program implemented since 2015 is supposed to solve the pedagogical problems caused by the heterogeneity of levels by providing solutions in terms of management and educational adaptation to develop learners. In the perspective of an interventionist didactic, the research’s primary objective is to carry out a comparative study between two class groups of the same school level. An experiment based process of educational differentiation, in addition to an assessment of a "usual" practice are very necessary for the realization of a project for the first year French classes of the Middle School. First, this study aims at proving the feasibility of the differentiation approach as a step in the new second-generation program, as well as to show that this type of practice can improve the level of students, as it can narrow the gap among the levels in question. This research is therefore the subject of an experiment in a class divided into groups of levels (weak, medium and strong). As it can be an answer to problems within a heterogeneous class, and a contribution to the reflection on the optimization of learning in the FLE classes. Beforehand, a questionnaire was carried out with the middle school teachers to check their attitudes towards the pedagogical differentiation, in order to establish a real perception about the practices in terms of this type of pedagogy, by implementing a number of differentiation and classroom management techniques on all the designed project activities.