This article aims to take stock of pedagogical differentiation in the teaching of French and to collect the perceptions of teachers of that course subject in post-primary schools in the rural district of Komki-Ipala. In order to achieve these objectives, a qualitative research was conducted with ten (10) French teachers and two (02) French inspectors using semi-structured interviews and direct observation as techniques. The results of the analysis of the various data underscore that the pedagogy is little differentiated in the teaching of French in the post-primary schools of the rural district of Komki-Ipala. The reason is that few teachers have been trained to this practice. Nevertheless, the study reveals that teachers perceive the worths of differentiated teaching. They think that if they were trained in its practice, they could effectively contribute to the academic success of students. All of the respondents (teachers and inspectors) made suggestions for taking account of differentiated pedagogy at the level of initial and continuing training.

Burkina Faso, Differentiated pedagogy, post-primary schools