Our Moroccan community has a varied linguistic nomenclature which is not immutable and which changes very often because of the dynamism, the contexts and the fields of activity where it is practiced. Thus, the identity or functional language practices, under the effect of this sociolinguistic dynamic, are constantly subject to modification, enrichment and adaptation.For the faculties of medicine and pharmacy (FMP) in Morocco, French is the language of instruction par excellence, whereas during the entire previous curriculum it was only one language taught. In addition, the courses given in the faculties and schools of health have a terminology that is very often hermetic for the students; which ipso facto puts us before an urgent need for renovation, readjustment, accommodation and adaptation so that the students understand their course properly, and so that they can brilliantly ensure the therapeutic communicative act downstream when they will be in charge of practicing in public and private health establishments.From the foregoing, the urgency to adopt the technolectal approach; through the phenomena of compositionality and confixation; which in our opinion constitutes a response to the ills faced by our students in the field of health. In the present work, we will focus on sociolinguistics, in this case the work of Leïla Messaoudi (2003, 2010 and 2013). In terms of methodological approach, we will use corpus linguistics. We will administer questionnaires to students, but we will also use medical courses to highlight technolectal units that are representative of the «scholarly technolecte» in this field and that we will have to readapt in order to allow students access to meaning.

After Independence, Morocco has made of bilingual education a worry of priority, a source of reflection without any seizes. A choice of society with a regular testimony, and this is to fix the educational policy within certain principles such as the openness to the other and cross culture perspective. From this stand point, the last issue of pedagogic guidelines, concerning high schools, revolves around introducing literary Moroccan and French books. Starting from this constat, which caters for the linguistic gap that exists between high schools and the university: It is true to ask whether literary textbooks play the role to which they are attributed to. Hence, what are the potential solutions to remedy this issue? And how can we render our high school centers of fecundation and fertilization of different cultures. Because if cultural diversity still imposes itself, teaching in multiculturalism, via the literary textbooks must be proposed to manage it and give it a value as well. In this presentation. We suggest to stress, first of all, the importance of literary textbooks in the teaching of foreign languages. Furthermore, we seek to find out solutions to bridge the linguistic gap that exists between the high schools and the university in terms of technolects and its benefits. Finally, we will put into practice the role that each one must play within the framework of the pedagogy of complexity. This is to develop the intercultural competence and to hook the learners to love the literary textbooks and in order to have an autonomous and intellectual citizen as claimed by the responsible of the Ministry of Education.