On successful completion of this programme, each student is able to :
1 Critically analyze the situation, interlanguage, and progress of a learner or group of learners of French as a foreign language, in light of theories of foreign language learning and the results of research in applied linguistics and language teaching.
2 Analyze the general and specific needs of a group of learners of French as a foreign language (FLE) at a given point in their learning, using precise tools informed by research in language teaching for specific purposes and assessment.
2.1 Conduct a needs analysis study for a given group of learners.
2.2 Identify a list of target tasks to learn in the target language.
2.3 Identify genres to be taught receptively or productively for specific communicative or professional needs.
3 Plan a course or program for learning French as a foreign language, starting with communicative or action-oriented objectives, linking them to relevant linguistic objectives, identifying consistent tasks and teaching resources, and following a realistic teaching progression based on the Common European Framework of Reference for Languages.
3.1 Plan the objectives of a course or program.
3.2 Articulate communicative or action-oriented objectives and linguistic objectives.
3.3 Propose tasks that are relevant to achieving the identified objectives.
3.4 Articulate a pedagogical progression with the levels of the Common European Framework of Reference for Languages.
4 Plan a sequence of learning activities in French as a foreign language using an action-oriented, task-based, or communicative approach, starting from a communicative or action-oriented objective, in an interactive, critical, and reflective manner.
4.1 Design comprehension activities that focus on meaning.
4.2 Design production activities focused on meaning.
4.3 Design systematization activities focused on form.
5 Propose solutions to learners' pronunciation difficulties, based on a detailed understanding of the phonological system of contemporary French and approaches such as the verbo-tonal method.
6 Design and carry out diagnostic, formative, and summative assessments of knowledge and skills in FLE, using qualitative and quantitative methods, including partially automated methods, with a critical focus on the validity and reliability of the assessment.
7 Evaluate one's own teaching effectiveness critically and reflectively, using assessment tools and action research techniques, developing tools and strategies to improve it.
8 Propose avenues for analysis and action on issues relating to teaching and learning French as a foreign language, based on scientific literature in applied linguistics and language teaching.
