par Vandevelde, Pascale 
Référence Le Langage et l'homme, 52, 1, page (93-107)
Publication Publié, 2017
Référence Le Langage et l'homme, 52, 1, page (93-107)
Publication Publié, 2017
Article révisé par les pairs
| Résumé : | Over the last twenty years, the European Erasmus programme at the Université Libre de Bruxelles (ULB), a French-speaking institution, has added French as a foreign language (FLE) to the different types of language support provided for allophone students. Conventional language teaching systems are not well suited to the distinct characteristics of Erasmus students so a 30 hour course, which has been our responsibility since 2000, has been specifically developped for them. This course has benefitted from the Common European Framework of Reference for Languages (CECR) published in 2001 and from the gradual expansion of the virtual university. In addition to the possible balance between classroom and autonmous learning, the pertinence of testing for language proficiency has also been questioned. The observation of two systems for teaching Languages for Students of Other Disciplines (LANSAD) at the University of Lille 3 and the University of Strasbourg helped with the design of our courses. We will see how the specific characteristics of Erasmus students have influenced the choice of a short course which, in turn, has influenced me type of learning. This case study is, above all, an empirical view of a collaborative educational method developped over 17 years. For this reason, extracts from the corpus of learners' homework written during their course have been used to illustrate our arguments because the interaction with learners has shaped, and continues to shape, the outline of the learning system. |
