Enseigner le FLE à l’ère des identités hybrides : une approche littéraire pour renforcer la pensée critique

Abstract

In a European educational landscape marked by increasing mobility and cultural diversity, learners of French as a foreign language (FFL) often embody hybrid identities. This paper examines how literary texts can be used as pedagogical tools to encourage reflection on identity, alterity, and intercultural dialogue. Through the analysis of selected excerpts from francophone literature (e.g., Leïla Sebbar, Patrick Chamoiseau), we demonstrate how literature not only enriches linguistic competence but also stimulates critical thinking and emotional engagement. A theoretical framework rooted in intercultural didactics and sociolinguistics supports our approach. Classroom applications and student feedback from FLE contexts in multilingual classrooms in Europe and North Africa are also discussed.