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Conference

French

ID: <

2268/222094

>

Where these data come from
Learn French urbi and orbi. The ELF’s Erasmus Student Mobility Course

Abstract

From Antiquity to the present day, the student travelling figure has tested the social and didactic patterns of study stays abroad. Thus, in the Middle Age, for example, it was the university foundation that gave legitimacy and protection to the ‘intellectual vagabonds’, which were unappreciated by the indigenous people of the time. Since 1987, with the creation of the Erasmus exchange programme, the language teacher has been confronted with a ‘demanding and fleeing’ mobile student audience (Anquetil, 2011) whose status, profiles and expectations are multifaceted and specific. But despite the difficulties encountered and the gaps in teaching seen by the many teachers who attend these learners, Erasmus mobility remains ‘pedagogically inhabited’ (Papatsiba, 2003). What (new) requirements for teachers and learners need to address? How does a student mobility programme such as Erasmus require rethinking the teaching of languages and cultures, its objectives, ambitions, living conditions, local ways of expression? After a historical context of student mobility, the specific features of teaching and learning from French to/by these nomadic students staying in French-speaking universities will be considered. This will be done on the basis of the study carried out as part of our doctoral thesis (2013). Our analysis of interviews with non-French-speaking Erasmus students in Liège between September 2010 and September 2012, as well as the analysis of speeches from the Council of Europe, allowed us to develop critical reflections on education policies and the ideological constraints that accompany Erasmus programmes and teaching and learning languages, especially French, in the context of academic mobility.

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