L’écriture autobiographique à l’école et son impact sur l’enseignement du FLE

Abstract

Autobiographical writing at school and its impact on the teaching of French as a foreign language

The focus of this article is on didactics and aims to set up a secondary-level FLE scheme to help FLE teachers in Algeria who find it difficult to improve their practices and for students to take better ownership of FLE.
In this article, after a presentation of some didactic axes related to our problematic, we first address the autobiographical narrative and the teaching of literature in FLE; trying to conjoin our research interests in the didactics of literary texts in particular and in FLE in general, the autobiographical narrative as a literary genre has challenged us, especially because of the routes in all directions of the space and the time that it proposes. Then we treat autobiography and the competence of reading in FLE by an approach that gives an active role to the reader producing meaning since it considers the involvement of the subject reader as a functional necessity of literary reading, the only way to enable him to overcome his difficulties in reading, often related to his training, his representations or his socio-cultural environment. We then move on to autobiography and the competence of writing in FLE as self-expression, writing is first a certain way of saying and revealing oneself. We end with some suggestions of writing instructions; we propose some instructions that we have already experienced with a group of students in the second year of secondary school Ben Othmane in Oran.