PEDAGOGICAL EXPERIMENTATIONS IN TEACHER TRAINING FOR TEACHING FRENCH AS A FOREIGN LANGUAGE

Abstract

The purpose of this contribution is to deepen the interdisciplinary approaches adopted in university pedagogy dedicated to the teaching of French as a foreign language (FLE), paying particular attention to the training of teachers. By favoring originality and applicability, we offer a careful study, supported by concrete experiences and practical cases. Based on an exhaustive analysis of the scientific literature, this essay explores three main axes of interpretation: (1) the integration of emerging technologies in the teaching of FLE, (2) the cultural and social dimension inherent to learning of FLE, and (3) innovative approaches in the evaluation and measurement of linguistic skills in FLE. This research enriches the field of university pedagogy by offering innovative perspectives and highlighting the importance of interdisciplinarity in the training of FLE teachers. The results presented open new perspectives for future investigations in this constantly evolving field.

Keywords

• interdisciplinary approaches
• university pedagogy
• french as a foreign language
• teacher training
• pedagogical experimentation.