The Transferability of School Learning: An Examination of Interdisciplinary Practices in the Algerian Context

Abstract

         This study seeks to explore the challenges high school students face in mobilizing interdisciplinary knowledge during reading comprehension in French as a Foreign  Language (FLE). Through a combination of a questionnaire and documentary  analysis, the research examines the influence of official guidelines and teaching practices on the adoption of interdisciplinary approaches. The findings reveal a pedagogical environment that is limited in fostering effective knowledge transfer across disciplines.