This Phd work has focused on the process of teaching/learning of French as a foreign language using a French textbook for this purpose in Jordan where French is taught in schools as a second foreign language after English. Actually, there is a lack of textbooks teaching French as a foreign made especially for Arabic speaking public, this is why the process of teaching/learning is done by using imported textbooks from other languages speakers. And our research examined the way of learning and getting the information from these textbooks when most of the public is bilingual (English and Arabic).In the case of Jordan, as mentioned by Blanchet, this cannot be done without taking in consideration not only the Jordanian educational culture (Arab-Muslim) but also the local sociolinguistic dynamics, the link between writing and its represented image, the representations of subjects - mandatory and optional - of French and its teaching, and the previous training of teachers, etc.Because this work is a kind of a field work and a survey based on the feedback of teachers and learners of these textbooks, it suggests ways to deal and to act in the process of teaching/learning of French as a foreign language. Only contextualization of educational process can meet the commonly accepted shortcomings of positioning things such as manuals and their contents depending on the contexts in which they were not designed (Blanchet, op.cit.).