Approaching the diversity and current affairs of the Francophone World in “FLE” classes through a Global History of France

Practical assessment and method

Abstract

Noting the significant benefits offered by the integration of historical sciences in the teaching of French as a foreign language (particularly in terms of cultural appropriation of the language and diversification of learning materials), this contribution argues in favor of using the specific methodology of global history in “FLE” classes. This methodology is seen to offer a richer teaching experience that is connected to global realities.

By relying on the methodology of global history in “FLE” classes and using the specific example of a learning sequence for adult learners centred on the reign and person of Napoleon, we aim to invite learners to place the French language in its global context, emphasizing its influences and interactions with a multitude of societies and cultures. We believe that this global contextualization promotes intercultural understanding, enriches communicative and lexical skills, fosters action-oriented and critical learning, and enhances the sense of motivation within the class.

Among the suggested areas for reflection and improvement in the article is the adaptation of the content and teaching materials of this method to a broader range of levels (starting from A2 level of the CEFR) and its use with foreign school audiences in middle and high schools.