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Beyond Grammar: Fostering Intercultural Competence through French Literature and Film in the FLE Classroom
Subject area: Arts, Social Sciences and Humanities · Area of research: French Literature
Abstract
This study explores the pivotal role of French literature and film in fostering intercultural competence among learners of French as a Foreign Language (FLE), moving beyond the traditional emphasis on grammar and vocabulary acquisition. Intercultural competence defined as the ability to understand, respect, and navigate cultural differences is increasingly recognized as a core objective in foreign language education, aligning with the communicative and action-oriented approaches promoted by the Common European Framework of Reference for Languages (CEFR). By integrating carefully selected literary texts and cinematic works into the FLE classroom, educators can create immersive experiences that challenge learners to critically engage with diverse cultural perspectives, values, and social norms inherent in Francophone societies. The paper examines how canonical and contemporary French literature such as works by Albert Camus, Mariama B?, and Le?la Slimani alongside films like La Haine, Les Intouchables, and Entre les murs, provide rich contexts for reflection and discussion on issues including identity, migration, social justice, and historical memory. Methodologically, the study draws on qualitative classroom observations, learner reflections, and thematic content analysis of instructional materials. It reveals that when literature and film are used not merely as language tools but as cultural texts, they significantly enhance learners? ability to empathize with otherness, negotiate meaning across cultural boundaries, and develop a nuanced worldview. Furthermore, the research identifies pedagogical strategies that support this transformation, including dialogic learning, role-play, and intercultural diaries, which help bridge the gap between linguistic proficiency and cultural literacy. Ultimately, this work argues that integrating intercultural objectives into FLE through literature and film equips learners with the critical and reflective skills necessary to become interculturally competent global citizens. It calls for a rethinking of curriculum design to place equal emphasis on language mastery and intercultural development, highlighting the transformative potential of humanistic media in foreign language education.
Keywords
French as a Foreign Language (FLE), Intercultural Competence, French Literature, French Cinema, Cultural Literacy, CEFR, Language Pedagogy, Communicative Approach, Global Citizenship, Francophone Studies.
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How to cite this paper
@article{1708635,
author = {Medinat Oyedele, Olanrewaju Awoyemi, Fadeke Adeola Atobatele, Chioma Angela Okonkwo},
title = {Beyond Grammar: Fostering Intercultural Competence through French Literature and Film in the FLE Classroom},
journal = {Iconic Research And Engineering Journals},
year = {2021},
volume = {4},
number = {11},
pages = {416-431},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1708635.pdf},
abstract = {This study explores the pivotal role of French literature and film in fostering intercultural competence among learners of French as a Foreign Language (FLE), moving beyond the traditional emphasis on grammar and vocabulary acquisition. Intercultural competence defined as the ability to understand, respect, and navigate cultural differences is increasingly recognized as a core objective in foreign language education, aligning with the communicative and action-oriented approaches promoted by the Common European Framework of Reference for Languages (CEFR). By integrating carefully selected literary texts and cinematic works into the FLE classroom, educators can create immersive experiences that challenge learners to critically engage with diverse cultural perspectives, values, and social norms inherent in Francophone societies. The paper examines how canonical and contemporary French literature such as works by Albert Camus, Mariama B?, and Le?la Slimani alongside films like La Haine, Les Intouchables, and Entre les murs, provide rich contexts for reflection and discussion on issues including identity, migration, social justice, and historical memory. Methodologically, the study draws on qualitative classroom observations, learner reflections, and thematic content analysis of instructional materials. It reveals that when literature and film are used not merely as language tools but as cultural texts, they significantly enhance learners? ability to empathize with otherness, negotiate meaning across cultural boundaries, and develop a nuanced worldview. Furthermore, the research identifies pedagogical strategies that support this transformation, including dialogic learning, role-play, and intercultural diaries, which help bridge the gap between linguistic proficiency and cultural literacy. Ultimately, this work argues that integrating intercultural objectives into FLE through literature and film equips learners with the critical and reflective skills necessary to become interculturally competent global citizens. It calls for a rethinking of curriculum design to place equal emphasis on language mastery and intercultural development, highlighting the transformative potential of humanistic media in foreign language education.},
keywords = {French as a Foreign Language (FLE), Intercultural Competence, French Literature, French Cinema, Cultural Literacy, CEFR, Language Pedagogy, Communicative Approach, Global Citizenship, Francophone Studies.},
month = {May},
}