Our analysis shows that the dynamics of French can also base itself on the variability of the negro-African French-speaking style. In a sociolinguistic approach, we decipher the contribution of the linguistic facts, their updating, as much as the epistemological stakes they imply, in order to postulate a new french speech watered in the sources of La Francophony.

In this article, I propose a novel approach to impersonal passive in null subject languages (NSLs), and elsewhere, based mainly on Pers(on) feature and implicit arguments, e.g. pro. It is proposed that pro is the external argument of impersonal passive. pro is specified as a 3 generic/indefinite human agent, and is associated with the PM. The PM is projected as a PassP (= Passive Phrase) headed by Pass. PassP is assumed to be a phase, whose head, i.e. Pass, is ?-complete. Pass is assumed to have two probes, namely Agree Feature and Edge Feature (EF). EF is motivated by the unvalued [uGenr] feature, as a sub-feature of Person, and by LF interpretation reasons. This [uGenr] is also assumed to be a dissociated feature from composition. Pass agrees with pro in impersonal passive. Like active, pro in our proposal merges in Spec-vP. In Spec-vP, pro values its -role of agent by v at Merge. An Agree is established between pro and Pass, the result of which is valuing Pass s unvalued features and the unvalued Nom Case of pro. Pass s EF triggers pro to remerge in its Spec, hence valuing Pass s [uGenr] feature.

This study is at once a descriptive and an analytic look at the choice of textbooks used in teaching foreign languages in the pluri-lingual African setting. It takes a critical look at the communicative approach as it is envisaged through three textbooks used in the teaching of FLE in ghanaian secondary schools. Our research, which is basically a qualitative one, leads us to the conclusion that the physical environment as well as the First language of the learners of FLE in Ghana are not taken into consideration by both the methodological approach and the textbooks used for the purpose. This lack of consideration of the physical environment and the language leads to a failure of the communicative approach recommended for the teaching of FLE in Ghana. In deed, the three textbooks (Arc-en-ciel, Panaroma and Latitudes) which we have analysed, reveal that local ghanaian languages are not brought into the picture in their production. While Arc-en-ciel makes an attempt at taking into consideration the plurilingual african context in which it is used, the two other textbooks appear to have been conceived just for a monolingual europeen context.

We will present the results and analysis of a language survey in China conducted in 2015 and reflect on the evolution of the situation over thirty years and, more broadly, on plurilingual language practices, their evolution and language policies.

For what teaching/learning strategies for foreign language? We are at the heart of the problematic of the discipline where everything is played on the « How to teach/learn languages ? » Then, from a systemic perspective, we will observe, through this article, which ramifications, which functional links govern the constitution of a coherent and stable didactic system, and what precautions are required in the research for the elements to be developed.