L’impact de l’utilisation d’une seconde langue dans l’enseignement du français parlé aux débutants complets : recourir au répertoire langagier des apprenants grâce à la médiation interculturelle

This article explores the impact of using a second language in the teaching of spoken French to complete beginners. The study focuses on a sample of 15 learners of various nationalities who share English as a common second language. Two pedagogical approaches are compared: one using exclusively French, the other resorting to a mediating language when necessary. Drawing on theories of plurilingual competence (D. Coste) and intercultural mediation (G. Zarate), as well as the concept of translanguaging, the research adopts a qualitative and descriptive methodology. The data were collected through systematic observations, assessment questionnaires, and an analysis of progress in spoken French. The study examines how drawing on learners' linguistic repertoire, combined with intercultural mediation, influences key dimensions such as linguistic insecurity, motivation, identity awareness, and metacognition. The findings aim to deepen our understanding of learning dynamics and to evaluate the effectiveness of teaching strategies for the development of oral skills in French as a Foreign Language (FFL).

Cite this article as: Khaknegar, N. (2026). L’impact de l’utilisation d’une seconde langue dans l’enseignement du français parlé aux débutants complets : recourir au répertoire langagier des apprenants grâce à la médiation interculturelle. HAYEF: Journal of Education, 23, 0048, doi: 10.5152/hayef.2026.25048.