Authors :
Gilbert Niyongabire; Clément Bigirimana; Jean Martial Kouame
Volume/Issue :
Volume 10 - 2025, Issue 2 - February
Google Scholar :
https://tinyurl.com/em9b7a2a
Scribd :
https://tinyurl.com/49zu7d6s
DOI :
https://doi.org/10.5281/zenodo.14928717
Abstract :
Our study explores the contributions of the integration of cultural diversity in the teaching-learning of French in
cycle 4 in Burundi. Overall, a school characterized by cultural heterogeneity implements specific teaching practices to
motivate students in their learning. Based on an observation made in said class, the results show that the integration of varied
cultural elements promotes student engagement and improves their understanding of the language. However, needs in terms
of training and educational resources have been identified. This study calls for an intercultural approach in the teaching-
learning of French in Burundi.
Keywords :
Culture, Diversity, Teaching-Learning, French, Burundi.
References :
- Bigirimana, C., Nisengwe, A., & Ndereyimana, E. (2024). Dimension culturelle dans l’enseignement-apprentissage du français au Burundi. Revue Afak des Sciences, Algerian Scientific Journal Platform, 432-442
- Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Allyn & Bacon.
- Bourdieu, P. (1977). La distinction : Critique sociale du jugement. Éditions de Minuit.
- Byram, M. (1997). Teaching and assessing intercultural communicative comptence. Multilingual Matters.
- Cummins, J. (1986). Bilingualism in education. Cambridge University Press.
- Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. Doubleday.
- Inhelder, B., & Piaget, J. (1955). De la logique de l'enfant à la logique de l’adolescent : Essai sur la construction des structures opératoires formelles. Presses Universitaires de France.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press
- Yin, R. K. (2003). Case study research: Design and methods (3e éd.). Sage Publications
Our study explores the contributions of the integration of cultural diversity in the teaching-learning of French in
cycle 4 in Burundi. Overall, a school characterized by cultural heterogeneity implements specific teaching practices to
motivate students in their learning. Based on an observation made in said class, the results show that the integration of varied
cultural elements promotes student engagement and improves their understanding of the language. However, needs in terms
of training and educational resources have been identified. This study calls for an intercultural approach in the teaching-
learning of French in Burundi.
Keywords :
Culture, Diversity, Teaching-Learning, French, Burundi.
