Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme - Cnam - Conservatoire national des arts et métiers Accéder directement au contenu
Chapitre D'ouvrage Année : 2020

Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme

Résumé

In Chapter 3, Aude Labetoulle addresses the challenge of designing courses that meet the needs of learners whose major is not languages in French universities – a sector usually referred to as ‘LANSOD’ (LANguages for Students of Other Disciplines). University language requirements are typically related to the increased importance of ‘mobility’ and ‘employability’. Yet, French universities seem to struggle with the design of language courses that are relevant to the future professional needs of learners. To explore this issue, Aude Labetoulle first investigates how ‘professionalization’ has been progressively defined and implemented by French universities and stresses the tensions underlying the various interpretations of the ongoing movement toward the ‘professionalization’ of university courses in France. She then analyzes the specific case of a LANSOD undergraduate course at the University of Lille (France) and demonstrates how complex it can be to design an undergraduate English curriculum relevant to learners’ future professional needs when learners have different disciplinary backgrounds and professional aspirations. This study provides LANSOD course designers with an approach to curriculum design and evaluation that addresses these challenges and offers transferable tools to, generally underprepared, LANSOD teachers.

Domaines

Education
Fichier principal
Vignette du fichier
1102.pdf (860.17 Ko) Télécharger le fichier
Origine : Fichiers éditeurs autorisés sur une archive ouverte

Dates et versions

hal-03477458 , version 1 (13-12-2021)

Licence

Paternité - Pas d'utilisation commerciale - Pas de modification

Identifiants

Citer

Aude Labetoulle. Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme. Dupuy, Béatrice; Grosbois, Muriel (Eds). Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, Research-publishing.net, pp.71-98, 2020, ⟨10.14705/rpnet.2020.44.1102⟩. ⟨hal-03477458⟩
26 Consultations
84 Téléchargements

Altmetric

Partager

Gmail Facebook X LinkedIn More