Linguistique acquisitionnelle et intervention sur les apprentissages: appropriation de la langue seconde et construction des connaissances à l’école de base en situation diglossique

This paper discusses the main factors underlying the acquisition and mastery of French as a second language by schoolchildren in Togo, on the basis of a bilateral study of L2 acquisition from the beginning of schooling up to secondary school. We expand in particular on the influence of assessment practices on the acquisitional setting. A systemic approach shows the consequences of assessment on every level of the acquisitional situation and on cognitive development. From there, we aim at making explicit the involvement of acquisitional research on improving teaching and learning of French and the quality of school education in a L2.