Institutionalised autonomisation of language learning in a French language centre
-
Anne Chateau
and
Nicolas Molle
Abstract
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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Articles in the same Issue
- Frontmatter
- Introduction
- The fascinating world of language teaching and learning varieties
- Research Articles
- Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities
- The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example
- Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende
- Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning
- Gamification and learning Spanish as a modern language: student perceptions in the university context
- Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom
- Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses
- Using Google Docs for guided Academic Writing assessments: students’ perspectives
- Digital storytelling as practice-based participatory pedagogy for English for specific purposes
- Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award
- Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
- Institutionalised autonomisation of language learning in a French language centre
- The story of becoming an autonomous learner: a case study of a student’s learning management
- The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context
- Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety
- Activity Reports
- Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier
- Communication course for future engineers – effective data presentation and its interpretation during LSP courses
- Dialogic co-creation in English language teaching and learning: a personal experience
