Variation et hétérogénéité de récits en français de jeunes élèves tunisiens

Abstract

Arabic and French are fluently spoken in Tunisia. However, the position of French language is variable. In fact, it isn’t uniformly spoken by all the people. This language is more present in the capital and in the big towns (in urban area) and may be absent in other towns (specially in the rural area). Children learn first Tunisian Arabic. At school, they learn the literal Arabic (since the first year school), then they start learning French from the third year of primary school. The variable position of French language may influence the acquisition process of this language. We propose to analyse some narrative productions of 10 pupils selected in two schools (one in a urban area, another in a rural area) in order to observe the development of French language. We pay a particular attention to the narrative structure and the time expression in these productions.