The application of the competency-based approach in the teaching of French as a foreign language in Africa: a practical case in Algerian primary schools.

Abstract

Teaching French in Algeria has evolved through different methodologies, reflecting the sociocultural and educational dynamics of the country. Since independence, the Algerian education system has adopted several pedagogical approaches, each aimed at improving the effectiveness of teaching and meeting the changing needs of society. One of the major reforms was the adoption of the competency-based approach (CBA) in the early 2000s. This approach, initiated in Canada, aims to equip learners with language tools, strategies, and skills to enable them to cope with the demands of life. CBA differs from the objective-based approach in its emphasis on the mobilization of knowledge in concrete situations, thus preparing students to become social actors capable of solving real problems. However, the implementation of CBA in Algeria has encountered notable challenges. Class sizes, lack of appropriate teaching resources and insufficient teacher training have been identified as obstacles to the effective application of this approach. In addition, disparities between urban and rural areas have been observed, influencing the quality of teaching and the acquisition of skills by students. In this context, it is essential to analyze in depth the impact of the CBA on the teaching of French in Algeria, to assess the challenges encountered and to propose solutions to optimize its application. This reflection will contribute to improving the quality of teaching and ensuring that students develop the skills necessary to integrate effectively into contemporary society.