Cooperative Learning in the Re-Education of Adolescents in Conflict with Criminal Law. A Contribution to Citizenship Competences from the Socio-Cultural Aspects of the French Foreign Language

Abstract

This research article aims to determine the scope of cooperative learning, citizenship skills and sociolinguistic aspects of French in the reeducation process of the System of Criminal Responsibility for Adolescents (SCRA) in order to establish criteria for designing a future training plan that promotes a pedagogical alternative to develop citizenship skills in order to increase the possibilities of social and family reintegration. The study is descriptive with a qualitative approach and triangulation as a model of analysis. First, it addresses the shortcomings detected at the national and local levels of the SCRA from the pedagogical component of reeducation. Second, the contributions of cooperative learning, citizenship competencies and foreign language to the dimension of being found in the literature are described. Finally, pedagogical criteria are formulated based on cooperative learning techniques and citizenship competencies from the socio-cultural aspects of the foreign language French . It is observed that the shortcomings of the SCRA existing at the national level are reflected at the local one, the training programs have a low impact and young people in conflict with the law lack social competencies and count on a poor academic background.