Interpretive debate as a teaching method literary reading

Abstract

In this article, we suggest exploring a case study of an interpretive debate as a pedagogical pathway dedicated to teaching literary reading in an Algerian university context. To this end, we question the theoretical modalities and the effective educational practices allowing its implementation in language classes. The study aims primarily to highlight the didactical issues of this specific discipline, assuming that it would contribute to developing the communicative skills of students involved in a process of reading literary texts.