Conceiving language courses for specific purposes

Teacher(s)

Bibauw Serge;

Language

French

Prerequisites

The concepts, principles, methods and structures of didactic sequences seen in Didactics of French as a Foreign Language (LFLE2005) will be considered as known. 

Main themes

1. Teaching of languages for specific purposes 
2. Needs analysis 
3. Gender analysis 
4. Design of courses with specific objectives 

Learning outcomes

At the end of this learning unit, the student is able to :
1	Analyze a language teaching situation based on specific needs;
2	Recognize the linguistic specificities of specialized discourse in French;
3	Develop a training program in French as a foreign language in accordance with the principles of the didactics of French for specific purposes and the task-based approach;
4	Construct a didactic use (with different types of exercises and activities) of an authentic document from a specialized discourse.
This teaching unit contributes to the development and mastery of the following skills and knowledge from the School of Languages and Arts syllabus (see ELAL AA table).

Content

Foundations of languages for specific purposes 

• Concepts and terminology 
• History: from specialized language to LSP 

Needs analysis 

• Stakeholders and literature review 
• Analysis of the target situation 
• Analysis of the initial situation 

Analysis of specialist discourse 

• Characteristics of professional languages 
• Gender analysis 

Course design 

• Objectives, skills, tasks 
• Task-based approach 
• Gender approach 
• Construction of sequences and projects 

Teaching methods

Interactive lecture, encouraging questions and contributions, and soliciting participation through immediate surveys (Wooclap type). 
Pre-reading each week to be done online, on Perusall, via Moodle. Active, collaborative reading is taken into account in the final assessment. 

Evaluation methods

Learning outcomes will be assessed through several components:

• Final project (85%): preparation during the semester of the various stages of developing a language course with specific objectives, with submission of a final report. Group work on a specific case study. Individual participation within the group may be assessed separately from the group's final report. The project may give rise to a presentation of the results to the whole group.
  • An individual oral assessment, focusing on the presentation of the final report and on the mastery of the skills targeted by the course, may be organised to supplement the assessment of the work.
• Preparatory reading and active participation (15%), through collaborative annotation of readings on Perusall, active participation during the course and participation in ongoing work activities on Moodle.

Teaching materials

• Références disponibles sur Moodle

Faculty or entity

> ELAL