Speaking fluent French is every learner's dream. Getting them to speak it is an unhoped-for dream for teachers. A paradox that has existed and persisted for years, but how can we resolve it? This article reports on the results of a sociolinguistic survey we carried out among pupils in their first year of secondary school in Batna. It aims to contribute to a better understanding of the phenomenon of linguistic insecurity, which constitutes a real obstacle to learning a foreign language. We will reveal its various manifestations, such as mutism, while attempting to reduce or even eliminate it through the application of shared reflection workshops (ARP).
