Teachers training

This training enables teachers to diversify their teaching methods: differentiated teaching, student autonomy, emulation in the classroom - there are many advantages to getting started.

Developing interpersonal and communication skills through collective intelligence in serious games - 4 h face-to-face
Led by Sophie LASCOMBES, Trainer
 

Motivating and involving learners in project-based learning - 4 hrs face-to-face
Led by Sophie LASCOMBES, Trainer
 

Idiomatic French: helping teachers to develop the phraseological competence of FLE learners - 8 hours classroom training
Led by Alexandra MARTI, Doctor of Philosophy, Letters and Language Sciences

The main aim of this two-session module is to help teachers develop their learners' phraseological competence, a fundamental notion for phraseologists and phraseodidacticians (González-Rey, 2016, 2010; Sulkowska, 2013) wishing to inculcate fixed expressions in non-native speakers so that they can master the language as well as possible.

Based on the accepted principle that phraseology is at the heart of communicative competence, it has to be said that FLE courses are often stereotyped (pedagogy focused on words and their combination, according to the rules of syntax) and that no importance is attached to the phraseological lexicon. As a result, the foreign language learned is a foreign language devoid of expressiveness (Solano Rodríguez, 2007, 2015).

FLE teachers, by the way, have a number of shortcomings when it comes to teaching phraseology. For their part, learners would like to know more idiomatic expressions, because they amuse them, leading them to reconsider the language with greater depth and humanity, because with these usages we feel its history, the ancient existence of the speakers of yesteryear, In a word, French, so rigorous and academic, suddenly becomes much more human, and perhaps more accessible to FLE learners who are often demotivated or destabilized by its intrinsic and notorious difficulty (Marti, 2018).

From an action-oriented perspective and following the recommendations of the CEFR, this course will propose a teaching approach for working with phraseology in the FLE classroom, suggesting teaching and learning strategies.

We begin by defining the status and purpose of phraseology. This will be followed by an explanation of phrasodidactics, a genuine pedagogical innovation in language teaching/learning, based on the work of various didacticians. Along the way, we'll present a range of activities for working on idiomatic expressions with a non-French-speaking audience. Finally, we'll demonstrate the importance of phrasal awareness in the FLE classroom.
 

Digital tools for language teaching/learning from a pedagogical and training engineering perspective.
Moderated by Jovan KOSTOV, Senior Lecturer in Linguistics and Language Didactics, Director of ATELIER - University Pedagogy Support Service

In this 20-hour module, we'll be working on digital tools for language teaching/learning from a pedagogical and training engineering perspective.

The aim is to discover and/or conceptualize the various approaches and pedagogical modalities currently in use (hybrid teaching, synchronous and asynchronous distance learning, co-modal teaching, enriched face-to-face teaching, etc.), and then to examine a range of digital tools that can be used to script an FLE course. The first, more theoretical session will be dedicated to conceptualizing notions of language didactics. The other four sessions will be used to get to grips with and produce resources using “open source” digital tools.
 

Innovation through educational resources - 4 hours classroom training
Hosted by Anne-Véronique FABRE
Presentation of new teaching resources for teachers and learners of French as a Foreign Language
 

Digital environments and didactic innovation: what is the relationship? - 4h
Moderated by Christian PUREN, Professor Emeritus, Université Jean Monnet, Saint-Etienne

In the first part, I'll present the very different ways in which these relationships are conceived, depending on the paradigm we're working from:
technological determinism, social determinism, disciplinary determinism or convergence/divergence. The one that seems to have worked most effectively throughout history is that of convergence: for there to be real innovation in the classroom, technological innovation must “converge” with (coincide with, encounter) didactic innovation. In fact, there are many cases of technological innovation leading to didactic regression.
In the second part, I will illustrate this convergence/divergence paradigm with a historical example of maximum divergence - between language laboratories and the communicative approach in the 70s and 80s - and two historical examples of maximum convergence - between the structural exercises of audio-oral and audiovisual methodologies in the 60s; and between the action-oriented perspective and digital environments and the Internet since the 2000s.
In the third part, I will examine the relationship between digital innovation and “sustainable change”, which implies a change in teaching practices that is both widespread and long-lasting, indicating the steps that need to be taken for this to happen.

• From Monday June 30 to Friday July 11, 2025 - 20 hours of teaching per week and socio-cultural activities in the afternoons.
• 770€ two weeks

Erasmus funding

You can apply for funding from the Erasmus+ agency in your home country.
All you need to do is indicate the OID code of the Université de Perpignan: OID code: E10201100 and send us your application form for signature.