L’imaginaire du public interculturel et de ses sensibilités dans les manuels de FLE

When examining a selection of French as a Foreign Language (FFL) textbooks, one is often left with the impression of an idealized world – one characterized by mutual understanding and harmony between oneself and the Other, a world devoid of delinquency, prejudice, and hatred. These textbooks appear to promote a binary view of sexual identity and present a vision of society in which individuals consistently behave in an exemplary manner, exhibiting perfect control over both their bodies and their speech. While this depiction is far from reflective of reality, FFL textbooks persist in maintaining a level of evasiveness, often omitting the representation of sensitive issues and taboos. This tendency extends to their portrayal of France, which is frequently depicted as a stereotypical, idyllic version of the country, showing only one side of the cultural spectrum. Given that most of these textbooks are intended for use in a variety of countries, it is reasonable to assume that they are designed to accommodate the sensitivities of different target audiences, as well as any potential antagonisms that certain content might provoke among both teachers and learners. This paper aims to explore the extent to which taboos and sensitive subjects are represented, or omitted, in a selection of B1-level FFL textbooks as an indication of how these materials address the potential sensitivities of the Other. We will also assess, based on feedback from our students, whether such caution is indeed warranted. Do these textbooks accurately convey the target culture, considering that engaging with the Other entails understanding and tolerating their unique characteristics? Furthermore, do these textbooks serve as an effective introduction to students’ future encounters with the target country? Our survey reveals that, for most students, preserving classroom harmony takes precedence over being exposed to more authentic content. This finding indirectly suggests that students are mindful of cultural idiosyncrasies and are considerate of the needs and sensitivities of others.