Quelle place pour la compétence interculturelle dans les curricula de licence de français à l'université algérienne?

This contribution focuses on intercultural competence in the training of students enrolled in the French undergraduate program at Algerian universities. It presents a situational analysis that allows us to assess the importance given to this competence in the new training curriculum implemented at the start of the 2023/2024 academic year. This reflection follows on from a doctoral research project conducted in 2016 and aims to determine whether, since the introduction of the first undergraduate programs under the new system in Algeria (according to the LMD system), there has been any progress in how the importance of intercultural competence is considered in the training of French undergraduate students—students who may go on to teach this language and, if so, would have the task of imparting this competence to their learners through their role as “intercultural 4.” To this end, an analytical reading of the new undergraduate French curriculum was conducted to answer the following questions: Does it enable students to acquire intercultural competence and to teach it to learners? Does it better address the intercultural dimension of language teaching compared to the previous 2010 curriculum? The data collected were analyzed qualitatively. The results revealed that the emphasis on developing intercultural competence among students targeted by the new undergraduate curriculum has not advanced—in fact, quite the opposite. These findings highlight the need to enhance the training of French undergraduate students in Algerian universities with content that raises awareness of the intercultural dimension of languages and helps shape future citizens capable of communicating and thriving in an increasingly open and diverse world.