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Inscribed in the field of language didactics, Physical and Sports activities didactics, this study is based on a survey of students' conceptions about the impact of monolinguals' on learning with heterogeneous classes during a PE session at the French primary school Robert Desnos in Tunisia. In this research, we underway from a concretely observed phenomenon in the French schools abroad and from a central question posed by this manifestation. We took the example of one of these schools located in Tunisia. By the observable phenomenon we indicate the progressive emergence of the heterogeneity's concept in the teachers' current language which returns mainly to the different mutations of the French educational system. The purpose of This paper was to study students' conceptions about the impact of language interactions during the PE session at the French school in Tunisia and to examine their impact on the learning of students issued from diverse nationalities, and speaking different native languages. The used method consists on an interrogatory with one of the two actors of the teaching-learning situation: "the teachers" (N = 171). Data were collected through a questionnaire that we elaborated based on the age (9 to 11 years), the language commonly mastered by the students (language school) and their assimilation degree determined by their ethnicity (nationality) and school (some of them were registered in the third year of primary school "CE2", others come from mutations, while those of the third category were not registered in French schools). The empirical results of the study show that the linguistic interactions of the didactic situation in PE in the French school in Tunisia are mainly monolingual in French despite the ethnic diversity and the linguistic heterogeneity of the school audience. This French discourse appears relatively effective such as it does not allow the transmission of the instructions to all students either because they are not basically francophone and they do not practise the French language in their familial environments, or because they have not joined the French school since the nursery school which plays, in the French schools abroad, the role of a mediator between the school learning environment and the familial learning environment. The presence of students not mastering sufficiently the French language in a PE classroom requires, in our opinion, other things instead of technical adjustments (schematization, demonstration, groups levels ... etc). It requires a reflection and an adaptation, especially linguistics, while programming the specific teaching contents of the French schools abroad. This adjustment is indispensable as long as "the Official programs are established for all primary schools in France. They are intended for all, but in reality, they do not seem appropriate to any of them in particular. Want to apply them uniformly everywhere is an unrealizable" (Charrier, 1918). We assist therefore on a certain inadequacy between the French monolingual educational approach and the specificities of the linguistically heterogeneous school public in the Tunisian context. This lack of correspondence (mismatch) may therefore increase more the phenomenon of "unequal opportunities" between students already francophone and those who do not master the French language sufficiently.

iosr journal of research and method in education

Students conceptions about the impact of monolingualism on learning with heterogeneous classes in an PE session: Case of the French primary school Robert Desnos in Tunisia