Institutionalised Autonomisation of Language Learning in a French Language Centre

Autor/inn/en	Chateau, Anne; Molle, Nicolas
Titel	Institutionalised Autonomisation of Language Learning in a French Language Centre
Quelle	In: Language Learning in Higher Education, 13 (2023) 1, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2023-2013
Schlagwörter	Second Language Learning; Second Language Instruction; Independent Study; Personal Autonomy; Foreign Countries; Universities; Language Teachers; Language Laboratories; Educational Policy; Blended Learning; Action Research; Educational Innovation; Decision Making; Learning Management Systems; Student Attitudes; Teacher Student Relationship; Academic Advising; Bachelors Degrees; France + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Selbststudium; Individuelle Autonomie; Ausland; University; Universität; Language teacher; Sprachunterricht; Language laboratory; Sprachlabor; Politics of education; Bildungspolitik; Projektforschung; Instructional innovation; Bildungsinnovation; Decision-making; Entscheidungsfindung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Akademischer Rat; 'Bachelor''s degrees'; Bachelor-Studiengang; Frankreich
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01