Abstract:
This article reports part of the results of a survey carried out as part
of the PLIDA research project which is part of a sociodidactic orientation
seeking to take into account linguistic plurality, particularly that present in
the Algerian social context, which must be considered and transposed into
didactic practices in language teaching.
Responsible for conducting interviews with French inspectors in the
primary cycle in the national education sector, we present our analysis of
the comments collected from these inspectors. Their expression of the place
of linguistic plurality in their daily and professional practices allowed us to
negotiate the latter’s situation in the Algerian educational context.
