Innovation in Language Learning

Could ICT found “a new technological and cultural mythology (in Roland Barthes’s sense)?”[Saussan, 2012, p.9]. It is the question that concerns the world of education nowadays. Among the technological tools used in teaching/learning, the applications and foreign languages educational software, such as digital, educational and cultural products, concretise fundamental didactic problems in various contexts of use. We notice that these tools in “universalist tendency” aim at a wide range of public users and different nations, at the geographical level, which are very heterogeneous in language and in culture such as is the case of the Iranian multicultural context. Through the study of the problems of use of these digital tools in the Iranian multicultural context, we want to present questions at the same time that are appropriate to the Iranian context and that transverse the problem of the cultural content of the applications and software of French as Foreign Language (FFL). The results of our experiment reveal that the linguistic and comprehension difficulties, related to cultural differences, often created in the Iranian learner a profound feeling of incomprehension of “the other” and negative representation when using these tools, that have the “universalist tendency,” leaving the Iranian learner with the heavy task of building a cultural/intercultural skill by himself. This article’s objective is to study the adaptation of the cultural content of these digital tools in the Iranian multicultural context. It is so important to analyze the role of the cultural context of the use of the new technologies, which can facilitate the process of the teaching/learning of foreign language. It would thus be necessary to envisage in these tools jointly both a contextualized pedagogy, where the technological potential should be in the service of the learning, with a shaping of the intercultural content.