Centre Saint-Charles En règle générale lUniversité dAix-Marseille I
L'université de Provence exige un niveau B2 au test de Aix-Marseille Université - UFR ... niveau en français (DELF DALF
Modalités daccès à lenseignement supérieur par pays Année
automatique mais possible réserve liée au niveau de français ( B1 Certaines universités acceptent les étudiants de niveau CSEC (Caribbean Secondary.
Diplôme universitaire
Les familiariser avec les méthodes d'enseignement des universités françaises afin d'éviter que des problèmes Avoir validé le niveau B1 du TCF ;.
FAQ Campus France Algérie
le DELF (Diplôme d'Etudes en Langue Française) avec quatre niveaux A1 A2
KOWEIT fiche Curie (11 novembre 2014)
11 Nov 2014 -L'Université publique du Koweït qui regroupe les différentes ... l'objectif d'atteindre le niveau B1 en 1 an maximum et B2 en 2 ans maximum ...
Liste des bourses pour les étudiants étrangers
leur maîtrise du français leur motivation
Principaux diplômes français attestant dune équivalence au niveau
Principaux diplômes français attestant d'une équivalence au niveau "B1 oral" et Diplôme d'accès aux études universitaires ( DAEU).
Lenseignement du français dans les universités américaines: Étude
9 Jul 2020 linguistique de la France et en essayant de déterminer si celle-ci est ressentie au niveau des départements de français des universités ...
Reconsiderer lenseignement-apprentissage du francais en Chine
apprentissage du français en Chine au niveau universitaire ainsi que son fort majoritairement soutenu par les familles chinoises qui en acceptent les ...
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x iOion 0 20 40 60 80 100
non oui ensemble (en %) garçons filles 0 20 40 60 80 100
Autres
Pays francophones en général
Caraïbe française
Canada
Afrique
Paris France
ensemble (%) garçons filles 0 10 20 30 40 50 60 70 80
Ne sait pas
Non Oui ensemble (%) underclassmen upperclassmen 0 0 b22sas A : PROGRAMMES DE FRANÇAIS DE GEORGE WASHINGTON UNIVERSITY ET DE 024681no4082 uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu iC
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1.3.4. Dans la pratique éducative ........................................................................................................................ 103
1 .4. L 1.4.1. Le vocabulaire économique au service des situations linguistiques ......................................................... 106
1.4.2. Analyse et organisation du marché linguistique ........................................................................................ 107
1.4.3. Les apprenants et la concurrence des langues .......................................................................................... 109
1.4.4. Cotation des langues et effet de la mondialisation ................................................................................... 110
1.5. M
1.5.1. La motivation ............................................................................................................................................. 114
1.5.2. L'attente .................................................................................................................................................... 117
1.5.3. La demande ............................................................................................................................................... 118
1.5.4. Le besoin .................................................................................................................................................... 118
1.5.5. Les objectifs ............................................................................................................................................... 123
1.6. P
1.6.1. Programme ................................................................................................................................................ 131
1.6.2. Syllabus ...................................................................................................................................................... 132
1.6.3. Curriculum ................................................................................................................................................. 133
1.6.3.1. Une visée éducative ................................................................................................................................ 133
1.6.3.2. Une vue plus techniciste ......................................................................................................................... 135
1.6.3.3. Aux Etats-Unis, quelle est la différence entre "curriculum" et "syllabus" ? ........................................... 136
CHAPIT
2.1. Les différentes étapes ........................................................................................................................................ 138
2.2. Rappel des objectifs ............................................................................................................................................ 140
2.3. Hypothèses ............................................................................................................................................................. 141
2.4. Les variables .......................................................................................................................................................... 143
2.5. Modèle ...................................................................................................................................................................... 146
2.6. Présentation des universités ........................................................................................................................... 146
2.6.1. George Washington University .................................................................................................................. 147
2.6.1.1. Historique et situation ............................................................................................................................ 147
2.6.1.2. Programmes académiques ..................................................................................................................... 148
2.6.1.3. Diplômes offerts en français ................................................................................................................... 149
2.6.1.4. Les cours offerts en français ................................................................................................................... 149
2.6.2. American University .................................................................................................................................. 152
2.6.2.1. Histoire et Situation ................................................................................................................................ 152
2.6.2.2. Programmes académiques ..................................................................................................................... 152
2.6.2.3. Diplômes offerts en français ................................................................................................................... 153
2.6.2.4. Les cours offerts en français ................................................................................................................... 154
SYNTHE
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4.2.2.1. Un terme ambigu .................................................................................................................................... 297
4.2.2.2. Un concept général, des distinctions multiples ...................................................................................... 298
4.2.3. Une réponse multiple face à une demande diverse .................................................................................. 300
4.2.3.1. Elaboration des programmes : choix et transparence des objectifs ...................................................... 300
4.2.3.2. Objectifs d'enseignement et diversification des curriculum .................................................................. 301
4.2.3.3. La littérature en classe de langue ........................................................................................................... 302
4.2.3.4. Pour une ouverture sur la francophonie ................................................................................................ 304
4.2.3.5. Pour un français langue étrangère favorable à la mixité ........................................................................ 305
4.3. D 4.3.1. Des modifications progressives ................................................................................................................. 306
4.3.2. L'organisation interne ................................................................................................................................ 307
4.3.3. Place des départements de langues dans l'université ............................................................................... 308
4.4. P
4.4.1. Exemple de syllabus ................................................................................................................................... 308
4.4.2. Remarques ................................................................................................................................................. 313
4.5. D
4.5.1. Des besoins pragmatiques mondiaux ........................................................................................................ 315
4.5.2. Globalisation et programmes de langues .................................................................................................. 316
4.5.3. Importance de la notion de situation éducative........................................................................................ 318
SYNTHE
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