Classroom practices in the teaching of French in Burundi

Based on data collected in cycle IV of the basic school in Burundi the authors contribute to the debate on classroom practices in French language teaching. This book explores the components of the pedagogical space of French teaching namely the didactic pole the pedagogical pole and the learning pole in the socio-cultural context of Burundi. After presenting the socio-cultural framework of French teaching/learning the book then reviews the didactic relationships at work in French lessons in Cycle IV of basic education. Finally it analyzes the teachers' representations of the fundamental reform.