Le secteur des langues pour spécialistes d’autres disciplines (Lansad) dans les universités françaises : résultats d’une enquête nationale

Brudermann, Cédric; Mattioli, Marie-Annick; Roussel, Anne‐Marie; Sarré, Cédric

doi:10.4000/apliut.5547

apliut

2016

DOI: 10.4000/apliut.5547

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Le secteur des langues pour spécialistes d’autres disciplines (Lansad) dans les universités françaises : résultats d’une enquête nationale

Cédric Brudermann¹,

Marie-Annick Mattioli²,

Anne‐Marie Roussel³

et al.

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Cited by 4 publications

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Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

Sarré

2023

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In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

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Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

Sarré

2023

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Institutionalised autonomisation of language learning in a French language centre

Chateau

Molle

2023

Language Learning in Higher Education

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The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.

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Éditorial

Terrier¹

2016

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Le secteur des langues pour spécialistes d’autres disciplines (Lansad) dans les universités françaises : résultats d’une enquête nationale

Cited by 4 publications

References 0 publications

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

Institutionalised autonomisation of language learning in a French language centre

Éditorial

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