Gérer la charge émotionnelle liée à la langue arabe : un défi pour le professeur de langue étrangère

Abstract : This paper deals with the various emotional charges of the Arabic language and their impact in the teaching of this foreign language. I will describe the emotions felt by the pupils that contribute to making it a problematic language, one that is difficult to learn. I’ll explain some of the situations that result in a higher rate of giving up Arabic class with the help of works from Billiez (1985, 2002) on the language habits of the descendants of migrants and the statistics by Filhon (2002, 2009), and some of my previous works (Pinon, 2011, 2012). I will put the teaching of the Arabic language in the current social context and see how the representations of the Arabic language, its role as a vector of identity and of the religion of Islam may sometimes trigger a process of rejection of learning it. I will offer an analysis of this process so as to think of a protocol in which being aware of some of the reactions in front of the Arabic language enables to understand and manage such situations.
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Catherine Pinon. Gérer la charge émotionnelle liée à la langue arabe : un défi pour le professeur de langue étrangère. LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2013, L'émotion et l'apprentissage des langues, pp.115-135. ⟨halshs-01949984⟩

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