La didactique intégrée de FLE en Libye : évolution et définitions

Abstract

The integration of the French Language Education (FLE) is encapsulated in a contemporary app that builds on traditional methods to focus on linguistic, cultural, and social competencies. This represents a practical approach that employs multiple languages to enhance interaction and understanding, promoting a well-rounded appreciation of different cultures and individuals. In Libya, the FLE program has been developed to monitor and address the suppression of language courses within academic programs observed in recent years at a university under French leadership. The app incorporates various languages because its curriculum-based approach can detail educational goals and classroom practices. This permits a review of programs and materials to adapt them to Libya's sociocultural context. The significance of the French language in Libya is straightforward and aims to overcome various challenges encountered on educational grounds. The teaching policy in most French university departments in Libya requires that each department's scientific council decides on a comprehensive academic and pedagogical program for teaching French. However, these departments typically have not selected a teaching manual in the past years for all subjects if this does not involve French specifically, as outlined in the French education guide prepared by the university's curriculum council in collaboration with the Ministry of Education and Scientific Research. The school's teaching manual serves as a valuable resource throughout the student's learning journey, supporting education both in the classroom and at home.