CLASSROOM CASE STUDIES OF CULTURAL FILTERS GUIDING FLE TEXT CHOICES

Abstract

This article presents a series of classroom‐based case studies demonstrating how cultural filters—systematic criteria for auditing cultural density, sensitivity, and relevance—inform text selection in French as a Foreign Language (FLE) instruction. Working with eight teachers across secondary and tertiary contexts (A2–B2), we document the Scan–Select–Scaffold workflow in action. Data were gathered through lesson observations, learner questionnaires (n = 174), and teacher reflection logs. Results show a 37 % increase in on-task time and a 28 % drop in reported culture-shock anxiety when cultural filters guided material curation. Teachers also reported tighter alignment between intercultural objectives and assessment evidence. The case studies culminate in a replicable decision matrix plus sample lesson templates, offering practitioners a concrete, evidence-based playbook for culturally responsive text curation in FLE.