The Intercultural Dimension Through Second Year Middle School Textbook

Abstract

This paper addresses the teaching of intercultural in the second year middle school textbook – Algeria-. Throughout a questionnaire intended to 40 middle cycle teachers from the city of Mostaganem, we will examine the cross-cultural aspects included in these manual teaching materials. In so doing, we will attempt to figure out, via the various collected replies, what works out in this manual and what could be enhanced to increase the intercultural dimension. The obtained findings analysis demonstrates that the concerned manual seeks to integrate the intercultural dimension. Nevertheless, this approach remains implicit and limited to linguistic and narrative aspects. In fact, our interviewees’ replies enabled us to figure out the missing aspects, such as the insertion of more diverse cultures, more engaging materials, or an enhanced representation of the different intercultural aspects. This actual situation constitutes the result of the Algerian culture predominance, with a lack of interaction toward the other French-speaking cultures. This matter minimizes the critical thinking of learners and openness to other cultures. It is thereby crucial to integrate an intercultural approach in language class. Therefore, it seems that a review of the manual to insert more cross-cultural materials is required to advance clear understanding and recognition of cultural diversity.