Pertinence de l’Alternance Codique en Classe de Français Langue Étrangère (FLE). Etude de Cas Chez les Apprenants et Enseignants dans Deux Lycées au Ghana.

Abstract

This study sought to establish the relevance of teachers and learners’ alternation of French and English in French as a foreign language classes. The study was conducted among nine (9) teachers of French and 94 learners of French drawn from two senior High Schools in two regions of the country. Questionnaires were administered to them. The result showed that, despite the many languages that each teacher or learner knew both teachers and learners in the French classes alternated only English and French in the French as a Foreign Language classes. French and English alternation in the classes was relevant as it met the needs created in the French as a foreign language classes. The alternation of the two (2) languages enabled the teachers to ensure that their learners followed and understood the activities that they taught in  the classes and it also raised learners’ interest in the activities that went on in the French classes. This meant that teachers’ code-switching of English and French in French class was a didactic strategy teachers adopted to make clear their messages to the learners and also a psychological tool that they used to captivate the interest of their learner in the activities in the French classes. Some of the learners alternated the two languages because it enabled them to put forward their ideas in the French class. In this case, it becomes relevant because it performed an interactional role in the class.

Keywords: alternance codique, mélange codique, langues locales, français