Why would a university and professional experience in French as a Foreign Language (FLE) be particularly appreciated when teaching languages? Let’s History tell us more about it… publié le 07/12/2024

 History may offer some insight into this question : during the decolonization period in the 1950s and 1960s, from a military-economic perspective, the French language had to go above and beyond to avoid "losing ground" and to restore French influence and prestige, facing the increasingly omnipresent English. French needed to remain the language of diplomacy and high-ranking powers !

 To ensure the rapid development of the Francophonie, it was necessary to quickly and thoroughly rethink how to teach the language effectively, using a different approach in contexts of "second language" acquisition or multilingualism.

 Numerous linguists, teachers, and researchers jointly engaged in intense reflection to define the key principles of "learning to learn." This marked a transition from traditional methods (Grammar-Translation) and Structural-Global approaches to the "Français Fondamental" (developed by Georges Gougenheim, Paul Rivenc, and others).

 It also led to the creation of institutions like the CREDIF (Centre for Research and Studies on the Diffusion of French, 1959) and the BELC (Bureau for Teaching French Language and Civilization).

 These efforts gave rise to new methodologies and didactic theories that revolutionized language teaching, at the international level as well.
In the 1980s, the university curriculum for FLE (French as a Foreign Language) was established as an academic discipline. Extensive research conducted by pioneers in the field (Louis Porcher, André Reboullet, Daniele Coste, Henri Besse, Jean-Louis Chiss, V. Spaeth, J.P. Cuq, Gérard Vignier, among others) infused the discipline with dynamic and enriching perspectives, culminating in the development of innovative methodologies.

 These approaches placed the learner at the heart of their own learning process (learner-centered approach) and, through the action-oriented method, turned them into the main agent of their language acquisition.
The creation of the CEFR (Common European Framework of Reference for Languages) in 2002 represented a pivotal moment in language didactics.

 This historical overview highlights how FLE has positioned itself at the center of language pedagogy. Thus, a FLE course would enable a future language teacher to understand how to design lesson sequences from a didactic perspective, in accordance with the CEFR’s expectations.

 The University of Poitiers, which has hosted renowned FLE scholars such as Martine Marquillo, Valérie Spaeth, and Paul Cappeau, has been specializing in developing educational materials. This fosters creativity among future teachers in designing final-task scenarios, taking into account Multiple Intelligences, the heterogeneity of learners within a classroom group let alone the socio-cultural context.

 At a time when methodological trends favor eclecticism, it is essential for teachers to have a broad understanding of the different ways to teach and encourage speech production (as Vignier advocated for) and to bridge the gap between written and spoken languages.

 In conclusion, a FLE University training provides a solid foundation in language pedagogy, offering a dynamic, playful, varied, and spiral approach to language teaching.