La bande dessinée dans les manuels scolaires Tunisiens : étude de son rôle dans l’apprentissage linguistico-culturel

Abstract

Comics in Tunisian School Textbooks: Study of its role in linguistic and cultural learning

Comics, also referred to as graphic novels, have enjoyed widespread popularity as a form of entertainment for people of all ages over many years. However, in recent times, they have garnered recognition not only as a source of entertainment but also as an effective tool for teaching and learning foreign languages and cultures. In Tunisia, where French is taught as a foreign language (FLE), school textbooks play a pivotal role in foreign language and cultural education. The content of these textbooks is expected to align with specific pedagogical and cultural standards. Consequently, the inclusion of comics in FLE textbooks in Tunisia prompts inquiries into their appropriateness concerning pedagogical objectives and adherence to Tunisian cultural norms. To address these inquiries, a study was undertaken to scrutinize the role of comics as a tool for linguistic and cultural learning in Tunisian FLE textbooks. The study comprised two main parts. The initial part concentrated on diverse modalities of incorporating comics into foreign language teaching and learning. Previous research has demonstrated that comics serve as effective tools for imparting various language skills and cultural aspects of a foreign language. They facilitate the acquisition of vocabulary, grammar, and syntax, while also aiding in the understanding of cultural facets, such as social interactions, customs, and traditions. Moreover, comics contribute to creating an enjoyable and interactive learning environment, fostering critical thinking skills among learners. The second part of the study delved into the linguistic and cultural messages conveyed by comics in Tunisian FLE textbooks, as well as their reception by learners. The analysis, conducted through an analytical and descriptive approach, sought to address the following questions: How are comics utilized in Tunisian FLE textbooks for linguistic and cultural learning? What cultural messages do they convey, and how are these messages perceived by learners? In conclusion, this study underscores the potential of integrating comics into Tunisian FLE textbooks as a potent tool for teaching foreign languages and cultures. Comics offer an engaging and interactive approach to improving language skills and deepening cultural understanding. Through the incorporation of comics into language education, educators can establish a dynamic learning environment that enhances learners' linguistic proficiency and cultivates a nuanced appreciation of diverse cultures.