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The aim of this chapter is to understand how the ideas of unity and leadership are conveyed linguistically by the members of the European Parliament (MEP)’s interventions. Using the cognitive metaphor theory developed by Lakoff and Johnson I argue that the analysis of conceptual metaphors will show how MEPs perceive the EU and its role in the climate change discussions. The corpus used in this analysis is composed of two debates that took place at the European Parliament, respectively before and after the United Nations Climate Change Conference in Copenhagen (COP15), in December 2009.

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.