Participants will be able to: (a) review and explore relevant literature, (b)design and conduct action research, and (c) write assignments.
Course Content (Syllabus)
The postgraduate students participating in this seminar will study the relevant literature and documents as well as research on issues chosen by them which relate to teaching approaches the foreign language in multilingual and multicultural environments. In this way, the following threefold objective will be met: a) they will become acquainted with and systematically explore basic concepts and theories in relation to teaching approaches the foreign language, b) they will acquire/update/gain insight into knowledge and competences as educational researchers and c) they will successfully combine theory and practice aiming both at their personal awareness and development and at the improvement of the educational context. The seminar participants will work autonomously with means of a portfolio and can, if they wish and it is feasible, combine their research with school placement.
Additional bibliography for study
ΞAnciaux, F., Forissier, T. et Prudent, L.F. (2013).
Contextualisations didactiques. Approches théoriques. Paris : L’Harmattan.
Causa, M. (2012). Formation initiale et profils d’enseignants de langues: enjeux et questionnements. Bruxelles : De Boeck.
De Angelis G. & Dewaele, J.-M. (eds) (2011): New trends in Crosslinguistic Influence and Multilingualism Research. Clevedon: Multilingual Matters.
Debono, M. et Pierozak, I. (2015). Enjeux et limites de la contextualisation en didactique diversitaire des langues-cultures. Réflexions en lien avec le projet Diffodia. Les cahiers de l’ACEDLE, 12(1), 23-53. Disponible en ligne sur :
Kramsch, C. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford: Oxford University Press.
Sensevy, G. (2011). Le sens du savoir. Éléments pour une théorie de l’action conjointe en didactique. Bruxelles : De Boeck.