This thesis examines the current state of French teaching in multilingual contexts, focusing on multifaceted approach of la F(f)rancophonie. It questions the place of this teaching between didactics of plurilingualism and variation, while highlighting linguistic diversity within the francophone area. The research aims to determine the existence of specific training on (F)francophonie in the curricula of future French teachers and to explore the francophone perspective on language and culture teaching. The proposed hypothesis posits that a didactics of (F)francophonie must be contextualised, although this contextualisation may vary according to local didactic traditions. This research is based on data collected through questionnaires, interviews with students and teacher trainees, as well as the analysis of official documents, focusing particularly on the contexts of Cameroon and Switzerland.