USING CULTURAL FILTERS TO CURATE ENGAGEMENT-RICH MATERIALS IN FRENCH AS A FOREIGN LANGUAGE

Abstract

This article proposes a cultural-filter framework for curating teaching materials that maximize learner engagement in French as a Foreign Language (FLE) courses. Drawing on recent studies in intercultural competence and educational psychology, the framework merges cultural-footprint mapping (systematically auditing texts for cultural density, sensitivity and diversity) with engagement analytics (e.g., observable time-on-task, self-reported interest, and affective response). A three-phase workflow—Scan, Select, Scaffold—is outlined and illustrated with classroom trials using authentic media, francophone literary micro-texts and telecollaborative exchanges. Findings indicate that (1) incremental exposure to culturally diverse yet relatable content reduces negative culture shock by 42 % on average, (2) learner-controlled micro-choices (song vs. mini-doc, mainland vs. overseas context) boost sustained engagement by up to 30 %, and (3) structured reflection tasks convert cultural “surprise” moments into measurable intercultural learning gains. The study delivers a replicable decision matrix for material selection and offers concrete guidelines for instructors who need to balance curricular targets, student readiness and intercultural depth without sacrificing motivational momentum.