Interculturalism through Multimedia at Algerian Universities: For an Active Visual Culture

Currently, it is commonly understood that language acquisition is considered the ability to express oneself both linguistically and in terms of social and behavioral practices that correspond to the target language-culture. In other words, it is no longer simply about understanding the language of the Other, but also being able to recognize, identify, and interpret the attitudes involved in acts of communication. Therefore, it becomes necessary to look at the cultural realities of countries, peoples, and their behavioral patterns in our language courses to avoid cultural misunderstandings and communicate effectively. This can be achieved through an approach where multimedia and interculturality are integrated into communi-cative activities, as Hirschsprung (2005, p. 10) explains: "Multimedia is characterized by the use of mul-tiple vectors to represent information, such as texts, sounds, static or animated images," which, according to the same author, enhances student motivation and makes them more active in the learning process. It is explicitly from this perspective that our research is situated, aiming to provide answers to the following questions: What technological tools should be used in teaching FLE (French as a Foreign Language) students? What would be the role of the teacher as a trainer and intermediary between these tools and the users? What impact do multimedia resources have on students who are often culturally shaped by the audiovisual world? These are some of the questions that will guide our research, which seeks to help students identify cultural aspects in authentic language exchanges from various extracts of Francophone films. This will allow them to participate in European exchanges, undertake professional internships in Francophone companies, or study at Francophone universities.