Didactic Perspectives for Evaluating Intercultural Competence in Secondary FFL Classes: Practices and Performance Criteria

Abstract: The prosperity of the concept of interculturality in language teaching depends largely on the elaboration, application and evaluation of innovative methods in order to promote and integrate the notions and practices of sustainable development. In the present study, we aim to elaborate a framework of indicators for monitoring and evaluating intercultural competence and to propose a series of concepts, which is based on the definition of the quality and nature of the evaluation criteria. To make this evaluative approach workable, it had to design precise and defined criteria in such a way as to ensure the objectivity necessary for the evaluation, interpretation and appreciation of the learners' performance, taking into account the organizational and pedagogical challenges of the periodicity, duration and notation scale. Keywords: perspective, evaluation, intercultural competence, (FFL) French as a foreign language, practices.