The university reform known as the BMD (Bachelor-Master-Doctorate) system has turned science into capital with cumulative and transferable credits. This paper is informed by the theoretical perspective of Bakhtin’s dialogism and views this as a pre-built, an earlier word taken up in discourses as self-evident, even though its source is unknown. Where is this pre-built from? This article argues that the capitalist pre-built originates in certain instances of global power. To reveal its path and understand its motivations, the article analyses a group of texts including a pedagogical regulation and the Declarations of Libreville and Bologna.

In the digital age, technological developments have emerged, which have prompted researchers and education practitioners to readapt to the new digital context. Research in university pedagogy has been extensive, with the aim of inserting this new digital culture into recent reforms. Computer systems accompanied by technological devices have been put into effect in order to demonstrate pedagogical innovation through the use of pioneering educational practices. According to the strategic framework of the European Education Area, the Member States of the European Union must set new objectives based not only on the strengthening of the means of strategic cooperation and synergies, in particular the European Research Area and the Bologna Process, but also on the setting of objectives and indicators of progress towards the achievement of the European Education Area. While taking into account the renewal of the university context in terms of education and training in the European area, it would be interesting to focus on the essential contribution of the Francophone University Agency (AUF) in the renewal of university pedagogy and training. Then digital pedagogical innovation (DPI) is carried out through networks and online computer systems. Finally, given the internationalization and digitalization of education, innovative pedagogical practices have emerged in the higher cycle. The implementation of learning management systems, whether in a blended learning model environment or in an open and distance learning environment, plays an essential role at the personal level in the development of learning strategies, but also at the collective level in the cultivation of professional competences.

Students are perceived as a group that manifests certain specific cultural particularities, among which there are the values, beliefs and principles of conduct. Since the instructional-educational activities carried out with them must take into account those aspects that they value and which represent benchmarks in the cognitive, affective and behavioral spheres, we decided to find out which axiological benchmarks the students we work with refer to. They assimilate the cultural values promoted by the university and, at the same time, they are active participants in the act of creating new values. We were interested in identifying the most common values among master s students who are enrolled in the courses of the psychopedagogical module and also to what extent these are found in their attitudes and opinions in specific training situations. In order to achieve the proposed goal, we started from the hypothesis that students refer to both classical and recent values. In order to test the research hypothesis, we used qualitative research methods, which allowed us to inventory the dominant values of the students axiological register, but also to find out some reasons and arguments they base their opinions on.

This article highlights the burgeoning prominence of interculturality within the teaching framework of French as a Foreign Language (FLE), a progression furthered by globalization, which fosters interactions among diverse cultures. Literature assumes a pivotal role in this context, serving as a cornerstone to comprehend and appreciate cultural diversities. It serves as a conduit for discovering others and grasping the ongoing societal transformations. Our research, centered on examining the 1st-year secondary school manual in Algeria, aims to assess the role of literary texts in fostering intercultural competence among learners. Beyond its linguistic facets, we probe into its influence on understanding and embracing different cultures. Our methodological approach relies on the analysis of a questionnaire distributed to both teachers and students in order to understand their perception of this impact.

The aim of this study is to delve into the utilization of the mother tongue (Arabic) by English as a foreign language (EFL) teachers in the Algerian context. Employing a qualitative approach, we conducted semi-structured interviews and observed nine first-year secondary school teachers across six schools in Batna city center, accumulating a total observation time of 16 hours. Analysis of both the interviews and classroom observations reveals that teachers primarily use L1 as an organizational and affective tool and occasionally as an academic one. In the former, it serves to manage the classroom, redirect the learners towards the task at hand, reproach them for not possessing prior knowledge, and express teachers’ frustration. In the latter, it is employed for explaining new vocabulary items and grammar rules, clarifying concepts and instructions, checking learners’ understanding, giving feedback, and bridging cultural gaps. Additionally, our findings indicate that L1 is used cautiously and only when deemed necessary, as teachers believe that its overuse hinders learning the target language (TL) and reinforces undesirable cognitive habits such as thinking in Arabic when using English.

The aim of the study is to analyze the aptitudes required for youth and activity leaders, which reflect the identity construction of people living in a prison environment. When caring for people in precarious situations, the needs of the situation and the needs of the individual must be taken into account (Kaës, 2022). Identifying the tutor s conceptualization in his management of interactions means taking into account the link between the objectives pursued and the rules of action, information gathering and control that he uses. The operational dimension of knowledge and the subjective involvement of the incarcerated person are necessary for this interpretation of the tutor s position. This raises the question of the skills required for support in order to successfully carry out the support system. An analysis of the results shows that, while support is a set of tools to facilitate selfdevelopment and self-maintenance, this process requires the person handling it to have certain skills, such as neutrality, active listening, authenticity/congruence and awareness of their limits

A literary text is a written work that is generally created for an aesthetic or artistic purpose, rather than for purely informational or utilitarian reasons. This text is often characterized by its style, artistic expression, creativity, and thematic depth. Nowadays, it raises concerns among guardians regarding its teaching/learning in the classroom for French as a foreign language (FLE), both to refine its reading and its pedagogical approach. However, currently, many students are fascinated by cutting-edge technologies, which have become essential in their everyday lives. They also spend an increasing portion of their free time navigating on their digital devices, gradually moving away from reading, especially of literary texts. Yet, these could enrich the pedagogical resources used to learn the language and its associated culture. Consequently, this study aims to verify on the ground why students are fleeing literature? What strategies to recommend for integrating literary texts into the teaching of FLE within different French departments, in a context marked by an ever-increasing digitization?

This research aims to show the impact of patterns of representations of imaginaries and cultural signifiers in the psychic suffering of children living with a disability. Indeed, in traditional African societies, the child occupies a privileged place and status which is inspired by its origins linked to the representations of imaginaries and cultural signifiers, which are related to those of the parents and the community. Despite this status and this place, the child with a disability finds himself in a difficult situation, because of his deficiency, his incapacity, his difficulty in participating in social life and psychological suffering which are the result of belonging to two diametrically opposed universes. If in this situation we do not conceive or name the psychic suffering of the child, the imagination and popular language are nonetheless full of characterizations of the malaise and the suffering of the child. The final situation that emerges from this research is that if psychic suffering can be considered as an indelible mark in a mentally disturbed and physically inoperative subject, the therapist can, through well-organized ritual practices, play the role of mediator between the visible world and the invisible world in order to reactivate and revitalize the psychic authorities of the sick subject and thus facilitate his integration into the society of the living.

The article examines the differences in the pre/professionalizing components of training programs between two university institutions (Sorbonne vs. Alger2), and evaluates how these programs influence the development of professional identity among French language graduates in Algeria. The results of our study are based on a survey of education professionals, as well as a comparison between two training offerings aimed at identifying shortcomings in training offerings in Algeria, which enables providing recommendations to strengthen the professionalization of French language undergraduate students in Algeria.

New technologies have enjoyed a remarkable boom in recent years. Their presence in the institutional environment bears witness to innovative and effective teaching and learning practices. With the adoption of new approaches favoring the transition from a teaching logic to a learning logic, and aiming to train autonomous citizens, the digitization of teaching is becoming a necessity. As a result, the roles of teacher and learner need to adapt to new requirements, making the teacher a learning facilitator and the learner an active member with a key role to play in the construction of his or her knowledge. This leads us, in the context of this work, to question the digital skills available to students to use new technologies responsibly and ethically in their learning. In this contribution, we will also attempt to highlight the main changes brought about by the introduction of digital technology in the language classroom, and its contribution for practitioners and learners alike, without losing sight of the threats it may represent for learners, particularly those relating to ethics.

Since gaining independence, Morocco s educational system has undergone a continuous process of modernization, reflecting both the inherent need for constant renewal and the evolving aspirations of a society embracing a globalized future. This dynamic has significantly impacted French language teaching (FLE). This works aims to explore the evolution of FLE instruction in Morocco by examining key reforms implemented over time; reforms which were marked by substantial changes, culminated in the publication of several official reference texts: the 1994 Pedagogical Recommendations, the 2002 Pedagogical Guidelines, and the 2007 Pedagogical Guidelines. Through a brief historical overview, this work sheds light on how FLE instruction has adapted to the Moroccan context, driven by evolving language and educational policies.

This article is part of a didactic perspective. He is interested in oral didactics in a university setting. Through this experimental research, we wanted to demonstrate that the interaction between subtitles and visual modality is an essential contribution to oral comprehension (global and detailed) and vocabulary learning through the subtitled audio-visual medium. Our method consists of using a video in two modes of presentation with two distinct groups: the first without subtitles and the second with subtitles. We also used an experimental post questionnaire to find out if students would have liked to have had the text transcribed.

This research falls within the domain of French for specific objectives (FOS). We are interested in a particular audience, in this case archivists operating in various professional sectors. We hope, through our investigation, to determine the nature of the training offered in French, for these candidate archivists who follow a university course based, on the whole, on the Arabic language, and this, in order to arrive at an analysis of their language requirements in the professional environment. We will first define their output profile by assessing the objectives and content assigned to the French module. Then, we will examine their entry profile into working life based on semi-structured interviews.

Simple, inexpensive and relatively durable, the board seems a natural part of class. Paradoxically, considering it as a teaching technique in its own right (Cuq &Gruca, 2005) may seem surprising, but in reality, it is the most widespread technological medium in the classroom. Therefore, writing on the board is a practice considered an integral part of the teaching profession in order to streamline the transmission of knowledge. Despite the fact that its presence is almost systematic in all classes, its use and management are little studied. Reorganizing, witnessing interactions and materializing the transition from oral to written, the functions of the board are multiple, however, are teachers and learners aware of this? What representations do they have of the painting? Indeed, we attempted through a semi-directive interview, intended for 4th AM learners, to show whether they consider the whiteboard as a didactic tool and, to identify their representations in relation to the role that this tool would play in their learning in class, more particularly during a session of reading comprehension of an argumentative text. Furthermore, the preliminary results showed on the one hand the preponderant role played by the blackboard in the FFL class and on the other hand, that its management and organization are two factors which allowed optimal performance and a considerable contribution current teaching/learning techniques.

The dissemination of knowledge in science and technology relies on efficient communication, with a noticeable shift towards multimodal communication. This research explores the subtle patterns of multimodal scientific communication to comprehend how several modes work together to enhance discourse quality. Twenty research articles, ten from the field of Engineering and ten from Biology, written over the previous three years by researchers of the University of El Oued, Algeria were collected from credible journals and then examined using a qualitative content analysis. The findings demonstrated that the authors used a multimodal approach in their research articles, presenting their research outcomes through a combination of textual explanations and visual components including graphs, tables, images, and diagrams. The study’s findings highlighted the interdependent nature of text and images and their importance in communicating scientific discourse. Furthermore, the data displays differences in the modes selected by these researchers, which reflects the specificities and particular needs of each discipline in choosing the modes. The study suggests that researchers’ active participation in workshops and training sessions can improve their proficiency in multimodal scientific communication. Moreover, it recommends additional research to broaden the area of enquiry and improve knowledge of multimodal communication in scientific discourse.

Situational learning is one of the teaching options that can ensure the efficiency of the activity, as it allows capitalizing on students previous experience and provides a link between new content elements and examples in the immediate reality. The appeal to different graphic organizers in carrying out situational learning increases the effectiveness of this approach. This study analyzes the formative effects of graphic organizers in achieving situational learning. The research undertaken was based on the use of two research methods: questionnaire-based survey and focus-group interview. The opinion questionnaire was applied to a sample of 58 master students, in the first year, at the Faculty of Letters, University of Craiova, and who are, at the same time, enrolled in the initial training program as teachers, and the interview was conducted with 10 students from the same faculty. The results obtained from the application of the two research tools allowed the identification of teachers training needs regarding the conditions of methodological efficiency of capitalizing on situational learning in practice, facilitated by different graphic organizers. Based on the results obtained, we propose the use of tools to optimize the process of training and developing the competences of a future teacher. Some of these tools have been developed and harnessed in previous research and improved, but there are also new proposals.

This study conducted at USAMV Bucharest aimed to assess the satisfaction levels of students and alumni regarding their learning experiences and competence development within undergraduate programs. The research objectives included analyzing perceptions of learning quality and acquired competences, identifying success factors within the programs, hierarchizing acquired competences, and evaluating participation in extracurricular activities and services. A questionnaire based approach was employed, gathering insights from 582 students and alumni. Findings revealed nuanced satisfaction levels across various facets of the educational experience, with participation in extracurricular activities significantly impacting overall perceptions. The study underscores the importance of continuous evaluation and improvement in delivering high-quality learning experiences and fostering competence acquisition. Recommendations include fine-tuning curriculum design, expanding extracurricular offerings, and strengthening career counseling services.

The clinical illustration presented here showcases the psychotherapeutic benefits of art therapy for children experiencing separation anxiety. Its containing quality facilitates the reconstruction of internal and external boundaries and fosters a sense of personal integrity. By stimulating creativity, imagination, and the projection of internal fears, art therapy enables children to process and express their emotions effectively, leading to improved emotional regulation and coping mechanisms. Separation anxiety can give rise to social and academic adaptation difficulties, which are often associated with learning challenges and academic failures. Based on this, we concluded through an experiment that introducing art therapy, as a form of mental health care for these children, is highly beneficial for improving their well-being

One of the most important tasks of the teacher is to build positive interpersonal relationships and thus generate a positive socio-emotional climate. The study aims to emphasize the importance of the emotional dimension of teaching-learning. Starting from the premise that wellbeing is a conditional factor of academic success, we focused, in this material, both on theoretical aspects related to wellbeing as an axis of teaching-learning, as well as on the results of an investigative approach regarding the state wellbeing of students in teaching-learning activities. The questions that stood out to us were the following: How much importance do students attach to wellbeing? To what extent are teachers concerned about the wellbeing of students? To what extent does the school teach students to focus on positive experiences and overlook negative ones? What are the students suggestions regarding the main directions of action that can lead to student wellbeing in the classroom? Based on the processing and interpretation of the data collected through the application of a questionnaire, the recorded conclusions allowed the identification of some aspects regarding the importance of students wellbeing in teaching activities, but also their suggestions with reference to building an educational climate focused on wellbeing. The research data demonstrated that the emotional, affective-motivational dimension is as important as the (meta)cognitive one. Wellbeing is essential in the didactic activity. Students negative thoughts and emotions can be shaped, restructured, by building an environment focused on wellbeing that allows optimal and balanced adaptation to diverse situations.

Our paper presents analyses on the ways of critical and creative learning for students, starting from the premise that, in the learning achieved at this level, there are major changes, determined by the more diverse and demanding social contexts, which requires selection and personalized decision-making skills. Besides the actual learning modalities, there are presented interferences with other demarches specific for academic activities, the risks of criticism, as well as the possible difficulties. Therefore, the value of the study and, at the same time, the hypothesis aimed is to reveal certain concrete aspects of how much and how, some of our students use such paths, based on their usefulness.

The chosen theme is a topic of interest in the educational field, concretely indicating the concern for improving interactions between teachers and students in the school environment. The topicality of this topic is supported by the current context of the educational sector, which has multiple challenges related to adapting to social, technological and cultural changes. Starting from the premise of the students need for personal development, we focused, in this material, both on theoretical aspects (related to self-esteem, as an important dimension in personal development, on active listening, as a key element in the development of the relationship between the teacher and student, to empathy, as an essential feature in personal development), as well as on the results of an investigative approach regarding the need for personal development in the university environment. Among the questions that came to our attention, we list: Is it necessary to carry out personal development activities for students? What are the reasons why students would need a personal development program? What recent events have led students to identify the need for personal development? By applying a questionnaire, we reached a series of conclusions that allowed the identification of some aspects regarding the importance of personal development skills in teaching activities. Research data has demonstrated that establishing positive teacher-student relationships is a central part of teachers professional roles. In addition, providing a high level of emotional support, responding sensitively to students emotional, social, and academic needs, and applying personal development tools, are major aspects of classrooms.

The purpose of this contribution is to deepen the interdisciplinary approaches adopted in university pedagogy dedicated to the teaching of French as a foreign language (FLE), paying particular attention to the training of teachers. By favoring originality and applicability, we offer a careful study, supported by concrete experiences and practical cases. Based on an exhaustive analysis of the scientific literature, this essay explores three main axes of interpretation: (1) the integration of emerging technologies in the teaching of FLE, (2) the cultural and social dimension inherent to learning of FLE, and (3) innovative approaches in the evaluation and measurement of linguistic skills in FLE. This research enriches the field of university pedagogy by offering innovative perspectives and highlighting the importance of interdisciplinarity in the training of FLE teachers. The results presented open new perspectives for future investigations in this constantly evolving field.

To promote language learning in the classroom, teachers rely on their epistemic and didactic skills to adopt supportive postures that are beneficial to their students. The aim of this study is to analyze the supportive postures of a number of teachers, the adjustment methods they adopt to deal with unforeseen circumstances and the possible consequences for the learning activity. Based on lessons observed in a French, National Cultures and National Languages classes in a General Secondary School in Ngaoundéré, this study will analyze the support postures deployed in sequences where the teacher is in a position of expertise on the epistemic and didactic level and those observed where his mastery of the content taught seems lacking. As the present work is based solely on lessons observations, it twill be essentially qualitative.

This paper presents a case study based on student s responses to a survey applied in an extracurricular project carried out in 2022, who have made study visits, as an extracurricular activity, to present their role for labour market integration. Through extracurricular projects, including study visits, students can discover new equipment and technologies used in companies and identify the workflow at different workplaces. Study visits provide students with the opportunity to gain a real-time perspective on the field they aspire to work in and connect with professionals in that domain, establishing direct contact with various departments and functions within an organization. The study highlights the need to identify students preferences so that activities carried out throughout the years of study respond as best as possible to their needs