Translation or Code-Switching as a Tool for Learning Communicative Expression in a Multilingual Context

Languages and multilingualism are two processes that are similar to the Algerian sociolinguistic situation. When the child arrives at school around the age of 5, this constitutes for him a complete break with his family linguistic habits. He begins his schooling with standard Arabic, a language that is foreign to him, and it is so throughout his school and even university course. The mother tongue creates in the speaker this essential identity link, hence the difficulty he may encounter in understanding a foreign language. The relationship between French and the mother tongue has always occupied an essential place in the reflections of specialists in the school environment. So, a question arises: Should we eliminate translation/code-switching because it is an obstacle or, conversely, rely on it to better manage educational progress? Indeed, the use of the other language helps the learner to acquire knowledge that is certain but incomplete and will not effectively serve the teaching/learning of French as a foreign language.