Enseigner le français à la croisée des cultures : étude de la compétence interculturelle dans les TTC de la province de l’Est du Rwanda

This study investigates the integration of intercultural competence in the teaching of French as a Foreign Language (FLE) in Teacher Training Colleges (TTCs) of the Eastern Province of Rwanda. Although research in language and culture didactics has emphasized the importance of intercultural competence, little attention has been paid to this issue in the Rwandan FLE context. To address this gap, the study aims to contribute to reflective practice by examining teachers’ and students’ awareness, positioning, and experiences regarding intercultural competence in French classrooms. A mixed-methods approach was adopted, involving 10 French teachers and 384 TTC students. Data were collected through questionnaires administered to teachers and students, complemented by classroom observations. Teachers’ questionnaires explored their self-positioning in relation to intercultural knowledge and skills using seven indicators: knowledge, identification, possession, non-possession, and the ability to integrate intercultural competences into classroom practice. The analysis focused on two major intercultural competences drawn from the CARAP framework: the competence of constructing and expanding a plural linguistic and cultural repertoire, and the competence of managing linguistic and cultural communication in contexts of otherness. The findings show that participating teachers come from diverse cultural backgrounds, which both enriches classroom interaction and complicates the pedagogical integration of intercultural competences. Overall, teachers demonstrate a moderate level of intercultural competence. They are generally able to identify key sub-competences such as negotiation, mediation, conflict resolution, adaptation, and decentration. However, most teachers report difficulties in fully possessing these competences and in systematically integrating them into daily teaching practices. Student data indicate that most participants are Rwandan and that learning about their own culture alongside other cultures fosters openness, empathy, and an ability to question stereotypes and personal biases. Through French courses and academic activities, some students develop intercultural skills, particularly adaptability, negotiation, mediation, and conflict resolution. The study concludes that while both teachers and students are aware of the importance of intercultural competence in FLE teaching, a gap remains between awareness and classroom implementation. It therefore recommends teacher training, curriculum development, and support to strengthen the integration of intercultural competences in French language education in Rwanda’s Eastern Province.