Analysis of Intercultural Dimensions in Adosphère 2 and Adomania 2: Limits and Pedagogical Perspectives for Thai Teachers
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Learning a foreign language is not limited to the acquisition of linguistic skills but also involves immersion in the cultures of native speakers. In the teaching of French as a Foreign Language (FFL), this cultural dimension plays a crucial role in enabling learners to better understand the language while exploring the values and norms that underpin it. This study analyzes the role of culture, and more specifically the intercultural dimension as recommended by the CEFR, in Adosphère 2 and Adomania 2, which are used in several schools in northern Thailand. The aim is to identify the limitations of these textbooks and to propose pedagogical approaches adapted to the Thai context. The results reveal notable differences: Adosphère 2 offers a broader thematic diversity but remains centered on French culture and explicit cultural aspects, whereas Adomania 2 places greater emphasis on universal content as well as implicit and dual cultural dimensions. We also observe in Adomania 2 a stronger focus on oral interaction and collaborative projects, more frequently engaging higher cognitive levels in Bloom’s taxonomy. However, both textbooks display a marked imbalance in favor of written and visual materials, to the detriment of oral and audiovisual resources. Furthermore, tasks and projects remain confined to the classroom context. Recommendations include the use of online videos adapted to A2 level and the design of creative projects open to an authentic external audience, in order to fully align with the principles of the action-oriented approach of the CEFR.
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