In this article, we examine the teaching in French at the Algerian University. We analyze, first, the shortcomings of Algerian university students in the field of disciplinary learning in French and then, the difficulties faced by teachers in developing students' skills in producing scientific texts in French. We also wonder about the importance of multilingualism in the field of learning in French. Taking into account linguistic and cultural contexts on the one hand, but also the processes implemented during the production of scientific texts on the other hand, would be of great use in understanding the processes of building knowledge in French at the university. We will try to show, through this article, that in secondary school, scientific education has become purely transmissive: we are content to transmit knowledge without providing the student with the know-how to shape them. Teachers of scientific disciplines at the university are thus faced with difficulties in teaching in French: an Arabic-speaking audience and scientific content to be taught in French. This is why students in scientific fields have difficulty in understanding a scientific text, in constructing the overall structure of this text and in activating the knowledge necessary for the production of this type of text. Hence the interest in designing and validating learning aids learning in FLE in the Algerian plurilingual university context.