Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme
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16 novembre 2020
- handle: 10670/1.6ezsqz
- hal: hal-03477458
- doi: 10.14705/rpnet.2020.44.1102
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Aude Labetoulle, « Questioning the notion of ‘professionalisation’: LANSOD contexts and the specific case of a musicology undergraduate programme », HAL-SHS : sciences de l'éducation, ID : 10.14705/rpnet.2020.44.1102
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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.