TOWARDS THE PROMOTION OF INTERCULTURAL TEACHING-LEARNING THROUGH READING FRANCOPHONE LITERARY WORK

Abstract

Sub-Saharan French literature, sometimes considered as a peripheral literature, is however a form of expressing culture. In fact, teaching-learning sub-Saharan literary text, either in high school or at university, is beneficial. It is of intercultural nature because it takes advantage of a double intertextuality and a plural referential universe. Besides, it bears the values of brotherhood and contributes to the discovery of human patrimony in its universality. The pupil and the student, nowadays, need initiation to the question of “me and the other” in francophone imagination.  The reading and receiving of this literature which is defensive and asking for identity and cultural reference involving both the teacher and the learner, need to be included in a didactic project open on the languages of the other and alterity bearing in mind cultural diversity.