Deconstructing Francophone Songs in FLE: A Process-Oriented Pedagogical Strategy for Intercultural Communicative Competence

Abstrak

The challenge of teaching foreign languages in the digital era lies in the integration of Intercultural Communicative Competence (ICC).  Foreign language teachers are required to be able to harmonize language instruction with its corresponding cultural dimension. Güler and Bozkurt (2021) suggest that utilizing creative products as a teaching media can optimize learning outcomes by creating an engaging learning atmosphere. This research aims to devise appropriate strategies for processing songs as a medium for foreign language teaching, especially French (Français Langue Étrangère – FLE). Using a qualitative content analysis method, this study examines the songs Donnez-moi by Les Frangines and Casablanca by Saad Lamjarred as a corpus. These songs were selected for their ability to manifest both implicit and explicit cultural aspects, including the diversity of Francophone world. The results suggest that effective socio-cultural teaching is achieved through a three-stage pedagogical model: deconstruction of lyrics, intercultural reflection, and creative production. This research uses theories related to language and cultural teaching methodologies: Intercultural Communicative Competence (ICC) thory from Jackson (2020), language teaching methodology of FLE from Desmons, F., et al. (2019), the theory of semiotics of discourse analysis from Fontanille (2015), which is used to read social and cultural dynamics through the meaning of semiotic signs. The final outputs provide analytical readings about French culture and pedagogical guidelines for learning French language and culture through songs.