L'INTERCULTUREL EN CLASSE DE FRANÇAIS LANGUE ETRANGERE : CAS DE LA 3E ANNEE DU CYCLE D'ENSEIGNEMENT SECONDAIRE EN ALGERIE

This article focuses on a reflection on the intercultural component through the textbook of the 3rd year of the secondary school cycle. Through a survey conducted by means of a questionnaire, we collected the representations of teachers concerning the intercultural component through the textbook. Thus, we tried to detect both the representations of teachers on intercultural competence and their teaching practices. At the end of this survey, it turned out that there was a weak presence of the intercultural component, like the literary texts whose place is marginalized in the said textbook.