Enseigner L’interculturel à Travers La Comptine : Quelles Pratiques Enseignantes "déclarées" Au Cycle Primaire Algérien ?

Abstract

Beyond its linguistic load, the nursery rhyme can be considered, within the so-called "class"
microsociety, as being a tool for learning tolerance and acceptance of others. Indeed, it represents a means of
discovering the plurality of paradigms of human thought develops cultural sensitivity in the learner and
provokes within the class-group the pleasure of sharing with the other, the time of a nursery rhyme. . By
considering the particular case of the Algerian school (and taking into account its plurilingual and
pluricultural specificities), we ask ourselves: What teaching practices "declared" by the Algerian PEPs in terms
of intercultural education through the nursery rhyme? From a field survey based on semi-structured
interviews, we wish to grasp the reality of declared teaching practices, of Algerian PEPs, in this era of
globalization in this case, in terms of intercultural mediation, in situation teaching/learning the nursery
rhyme in FLE class.