Abstract

In primary school, where the knowledge of the learner of French as a foreign language (FFL) is minimal, the fundamental role of the textbook cannot be overlooked. In Morocco, textbook designers reproduce the guidelines of the Common European Framework of Reference for Languages in order to decide what content to include and claim that it is from an action perspective. This study aims to highlight the practical forms of implementing of the actional perspective in the new primary school curriculum where the communicative approach is an underlying element in the textbooks. We are particularly interested in the implementation of three key notions—the task, the project-based pedagogy, and the didactic entry, which underlies the new orientations—in order to teach the student as a social actor. Based on a qualitative didactic approach of the textbook L’école des mots français, it was shown that the envisaged change remains superficial and that the implementation of this inter-methodological process is little articulated.