Revue LAROS
Volume 10, Numéro 1, Pages 328-335
2018-01-01
Une Pédagogie De Référence Dans L'enseignement/apprentissage Interculturelle De La Langue Italienne Aux Etudiants Algériens
Auteurs : Khelouiati Souad .
Résumé
To build an intercultural and educational horizon which provides room for meetings, dialogue and confrontation between the Italian culture and Algerian one needs a flexible teaching to open new perspectives that promote the right to diversity, not only cultural but also cognitive of understanding and learning. Our works examines conflictual citations confronted with a culture (Italian) profoundly different, and difficult to assimilate. From there realities, rise a certain number of elements which impair the cognitive and emotional consequently make it difficult for them the process of learning/teaching of the Italian language and the culture in Algeria. The pedagogical model reference to educate the Italian culture is constituted in our case, by the pedagogy of diversity, is not interpreted as a specific resources from as positive and specific resources from which the knowledge promotes the integration of the individual in his own culture and in the general cultural context
Mots clés
learning- intercultural- diversity- pedagogical- knowledge.
Les articles similaires
Fergane Samir
.
Haboul Djelloul
.
pages 921-937.
Ifaoui Imen
.
pages 237-246.
Sai Zohra
.
pages 291-306.
Yefsah Chabha
.
pages 229-246.
