Exploring French language and culture instruction at an Algerian university: insights from L1 students' perspectives

The study investigates how junior Algerian students enrolled in French as a foreign language (FFL) represent the French language, France, and French culture, and how these representations evolve through exposure to a French Civilization course. Grounded in ideas from linguistic relativism (Sapir-Whorf), action-oriented and intercultural approaches (Byram et al.), and the Common European Framework of Reference for Languages, the paper emphasizes that language learning is inseparable from cultural knowledge, identity, and social context. The research is motivated by the need to equip future educators with intercultural competence to navigate challenges in intercultural communication, reduce stereotypes, and enable more effective engagement with target-language communities. The core research questions are: (1) What initial representations do junior students hold about the French language and culture upon entry to the French department? (2) How do these representations change after cultural and scientific exposure during their studies, particularly following the French Civilization course?

The review addresses representations in language-culture didactics, distinguishing social representations from sociolinguistic representations (Boyer) and highlighting their role in shaping identity, attitudes, and categorization (Sumner; Jodelet; Fischer). It notes how ethnocentrism and social categorization can foster biases and hinder intercultural communication. The literature underscores the fluidity and malleability of representations in learning contexts (Byram’s “intermediate worlds”; Pendanx; Py), arguing for pedagogical interventions to challenge distorted images and stereotypes. Stereotypes are defined as simplified, exaggerated generalizations that can be educationally addressed through critical discussion to move learners beyond reductive thinking (Dufays; Porcher). The review also situates the Algerian context: since 2000, policy shifts re-opened French cultural centers and introduced a dedicated “French Civilization” course in university French programs to integrate cultural knowledge, challenge stereotypes about France, and foster balanced intercultural exchange. Overall, the review calls for integrating an intercultural dimension in language instruction, blending linguistic and cultural learning to develop intercultural competence.

Design: Descriptive-analytic study using two surveys to track changes in students’ representations before and after exposure to a French Civilization course. Participants: 130 juniors enrolled in the French department at the University of Oum El Bouaghi (Algeria). Timing: First questionnaire administered at initial enrollment (October 2018); second questionnaire at the end of the academic year following training in French Civilization (June 2019). Anonymity and matching: Questionnaires were numbered to enable comparison of individual responses while preserving anonymity. Instruments: (1) Pre-survey (20 questions, four sections): (a) profile and sociolinguistic background (gender, age, baccalaureate stream, language practices across family/social/university contexts); (b) perspectives on learning foreign languages, relationship with French, self-rated level, learning methods; (c) representations of France, French people, French language, and culture; (d) perceived impact of the French Civilization course on intercultural perceptions. (2) Post-survey (18 questions, three sections): evolving representations of France, French people, French language and culture; and perceived contribution of the French Civilization subject to reshaping representations. Question formats included closed, open, and semi-open items. Analysis: Descriptive statistics and semantic comparison of lexical items used by students to depict France, with categorical grouping (e.g., life, history, places, landmarks, culture, various). Ethical considerations: Adult university students; anonymity preserved; informed consent obtained; no physical, emotional, or privacy risks reported.

Sample characteristics and language use: - Gender and streams (Table 1): 130 students; 45 male, 85 female (≈65% female). Baccalaureate streams: Letters and Foreign Languages (62), Letters and Philosophy (53), Experimental Science (15). - Language usage: Dialectal Arabic predominates in family/social contexts (75%). With university professors, students report using French (86%) and dialectal Arabic (12%). Chaoui (Berber variant) is used in family (35%); French in family contexts (7%). Perceived difficulty and motivations: - French complexity (Table 2): 41% say French is easy to learn; 32% hard; 27% very difficult. - Motivations (Table 3, mean scores): communicate correctly (4.04), access linguistic/scientific knowledge (3.65), openness to other cultures (2.48), wider professional opportunities (1.25), shape personality/develop skills (0.71). Narrative: 80 students prioritized ‘ability to express oneself’; 12 cited personality/skills shaping. Social perceptions and media: - Family/social perception of French: 40% positive; 60% negative (often linked to colonial legacy). - Media preferences: 68% prefer Arabic TV channels; 25% French/French-speaking channels; 7% English-speaking. Representations of France and French people: - Lexical items describing France increased from 153 (pre) to 305 (post). Category counts (pre → post): French life 34→51; History 28→49; Places 13→37; Landmarks 5→21; Culture 24→58; Various 49→89. - Evolution: Negative perceptions decreased; 83% consider France a top tourist destination; cultural symbols (Paris, Louvre, Eiffel Tower, Versailles), gastronomy, and literature (Molière, Hugo, Baudelaire, Camus, Sartre) were frequently cited. - Persistent negatives: 55% referenced colonial history (colonization, enmity, 8 May 1945 massacre). 49 respondents mentioned racism/Islamophobia concerns. - Perception of French people: 67% cited positive traits (beauty, simplicity, open-mindedness, organization, culture, civility; intelligence, punctuality, diligence). Perceptions of French language and culture: - French language: 84% positive image (prestige, love, elegance, modernity); 89% say French is widely used in Algeria; 76% view French as a good medium for accessing scientific knowledge; 23% find it challenging (phonetic/orthographic reasons). - French culture: Initially, 35% positive and 65% negative/undeclared; after training, representations shifted positively, reflecting improved intercultural understanding. French Civilization course and intercultural competence: - Interest in course (Fig. 1): Highly interesting 69.79%; moderately interesting 26.04%; somewhat interesting 4.16%; not very interesting 0%. - Intercultural skills: 42 students said the course challenged stereotypes and introduced culture; 54 felt the course alone was insufficient for managing misunderstandings/conflicts, advocating immersion (stays, authentic interactions). - Effective approaches (student view): 73% believe language skills alone are insufficient; recommend direct exposure (language trips), interaction with native speakers (social networks), and integrated, authentic cultural materials.

Findings show students initially held mixed and often stereotyped representations of France and French culture, while viewing the French language more positively for its prestige and utility. After exposure to the French Civilization course, representations evolved toward more nuanced and positive images, evidenced by richer semantic associations and decreased negative framing. This supports the study’s hypothesis that integrating cultural components into language instruction can reshape learners’ sociolinguistic representations and enhance intercultural openness. Nevertheless, persistent references to colonial history and concerns about racism/Islamophobia indicate that deep-seated stereotypes and historical narratives continue to influence perceptions. Students emphasized that classroom-based civilization instruction, though valuable, is insufficient by itself for developing robust intercultural competence; they advocated immersive experiences and authentic interactions to better interpret cultural phenomena. These results underscore the importance of an intercultural approach in FFL programs, positioning teachers as facilitators who guide learners to question stereotypes, connect self and other, and engage critically with media and historical narratives.

The study demonstrates that incorporating a dedicated cultural dimension within FFL programs is associated with measurable shifts in students’ representations of France and French culture, even as the French language remains more positively valued than France and its people. The French Civilization course contributed to challenging stereotypes and broadening cultural understanding, but students perceived a need for greater integration of culture across subjects and for authentic, immersive experiences to consolidate intercultural competence. The authors recommend coherently embedding intercultural objectives into language policies and university curricula, employing innovative pedagogical methods (authentic materials, discussions, projects, exchanges), and facilitating interaction with native speakers (online exchanges, partnerships, mobility). Such measures can foster respectful intercultural interactions, reshape representations, and support broader goals of international stability, integration, and collaboration. Future efforts should emphasize sustained cultural exposure across the curriculum and create opportunities for direct contact to deepen learners’ intercultural skills.