Logo UAB

Teaching French as a Foreign Language

Code: 44318 ECTS Credits: 15
2025/2026
Degree Type Year
Formación de Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas OP 1

Contact

Name:
Julia Llompart Esbert
Email:
julia.llompart@uab.cat

Teachers

Cristina Correro Iglesias
Julia Llompart Esbert

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

Those set by the Departament d'Educació, Generalitat de Catalunya. Advanced communicative competence in French, equivalent to level C2 of the CEFR, is highly recommended. 


Objectives and Contextualisation

This subject is aimed at future teachers of French as a Foreign Language (TEFL) so that they may become familiar with basic teaching strategies for teaching French to teenagers and adults in institutional contexts and acquire basic knowledge and skills to help them continue to improve as teachers of French throughout their professional lives. These goals are based on the following learning objectives: 

  • To become familiar with the basic principles underlying Catalan language policies relating to foreign languages in educational curricula.  

  • To become familiar with theoretical and methodological principles of learning foreign languages in institutional environments, supported by research in the field. 

  • To apply appropriate criteria for selecting, adapting and/or creating materials for teaching foreign languages in inclusive multilingual contexts. 

  • To design teaching proposals that are appropriate for specific learners, according to the principles established in Catalan curricula concerning foreign languages in compulsory and post-compulsory secondary education and Official Language Schools (Escola Oficial d'Idiomes, EOI), and the theoretical and methodological principles of foreign language teaching. 

  • To analyse and manage interaction in the foreign language classroom. 

  • To collaborate with other student-teachers to achieve the training objectives by cooperating in the completion of the learning tasks. 

Regardless of the language certificates handed in at the pre-enrolment stage, students taking this subject are reminded that on completing all course requirements they are eligible to be French teachers, meaning that they need to be strong language models for students. Students who enrol in this subject are expected to be able to express themselves fluently, accurately and appropriately in French - in terms of grammar, vocabulary and pronunciation - in everyday situations and in all situations related to the teaching profession (debates, reports, oral presentations, classroom management, etc.). They should also be able to read and comprehend informative, literary and professional texts without difficulty. 

This Master’s Degree is aligned with European policies and guidelines promoting plurilingual competences. For this reason, it is expected that students display a receptive, appreciative an open attitude to the use of languages other than French in this course, whether known to the student or otherwise. 

 


Learning Outcomes

  1. CA32 (Competence) Create flexible situations for foreign language learning using justified strategies and methodologies to promote inclusive competency-based learning.
  2. CA33 (Competence) Build educational and training assessment into programming as a tool to check and regulate foreign language learning.
  3. CA34 (Competence) Integrate dialogic interaction dynamics and the mediating role of the teacher to activate and regulate learning into the proposals of the foreign language classroom.
  4. CA35 (Competence) Integrate digital technology effectively into foreign language teaching-learning situations.
  5. KA23 (Knowledge) Describe how language teaching is organised in the school's language project and the educational challenges it has to face in order to diagnose and meet the needs of students with regard to foreign language learning.
  6. KA24 (Knowledge) Identify a humanistic vision that integrates literary, scientific, social and artistic knowledge in the interpretation of reality for foreign language subjects.
  7. KA25 (Knowledge) Remember the curricular contents of the foreign language, as well as the body of teaching knowledge around the respective teaching and learning processes.
  8. SA31 (Skill) Incorporate inclusive measures into the process of teaching and learning the foreign language.
  9. SA32 (Skill) Apply the gender equity perspective in the planning of educational action and the selection of materials for the foreign language classroom from an intersectional perspective.
  10. SA33 (Skill) Master oral and written expression in both academic discursive practices and foreign language teaching practice.

Content

Block 1: Foundations of teaching French as a foreign language

1.1. Theories, approaches, and methods of teaching and learning French. Historical perspective and critical analysis. Linguistic competence, communicative competence, interactive competence, plurilingual and pluricultural competence.

1.2. European policies linked to the promotion of plurilingualism and pluriculturality. The Common European Framework of Reference for Languages: learning, teaching, assessment and the complementary volume (CEFRL). Reference levels and competence descriptors in the CEFR. Language activities in the CEFR: production, reception, interaction, and mediation. Assessment scales and European certification systems based on the CEFRL. The Framework of Reference for Pluralistic Approaches to Languages and Cultures (CAREP/MAREP/FREPA). Descriptors of plurilingual and pluricultural competence. Pluralistic teaching approaches.

1.3. The linguistic model of the Catalan education system. The school language project. Curricular design for French teaching in secondary education, high school, Official Language Schools (EOI), vocational training, and adult education. Curricular innovation in French teaching: Integrated and competential approaches. The transition between educational stages. External assessment systems.

 

Block 2: Planning and resources for teaching and assessing French as a foreign language


2.1. Short and long-term planning. Design, implementation and assessment of learning situations. Task and project-based learning. Teaching proposals and resources to develop the communicative competence in French. The development and assessment of receptive, productive, and interactive competences in the French classroom. The integration of multiple skills in learning situations. The role of ICT in the development of receptive, productive, and interactive competences. The role of reflection on language in French learning. Explicit teaching of grammar and other aspects of the French language. Managing errors. Activities to promote metalinguistic and metacommunicative awareness and sociocultural sensitivity. Intercomprehension strategies among speakers of different languages. Inclusion and Universal Design for Learning (UDL) in French teaching. Types of assessment: diagnostic, formative, summative. 

2.2. Teaching strategies, teaching resources and materials design. Planning communication, time, and space management. Communication in the French language classroom: development and evaluation of receptive, productive, interactive, and mediation activities and skills. Selection, analysis, adaptation and development of curriculum proposals and materials. Individual, pair, and small group work. Cooperative and collaborative learning. The role of ICT in the development of receptive, productive and interactive skills. Games in the French language classroom. Gender perspective and inclusion in the selection and development of teaching materials. Content and Language Integrated Learning (CLIL/EMILE) programs. Tasks for content-based classrooms. The role of the French subject in integrated programs. Coordination between French teachers and content teachers.

2.3. Discourse genres in task-based and project-based approaches and in integrated approaches. Oral, written, and multimodal discourse genres and their linguistic and communicative characteristics. Oral and written discourse genres in the school context: narrative, argumentative, descriptive, explanatory, descriptive.

2.4. Literary and audiovisual culture production for adolescent and adult learners from the perspective of French language teaching. The use of literary texts fromthe media and other cultural productions, such as film, radio and television, the press, the Internet, song lyrics, comics, etc., relevant to adolescent and adult learners. The choice of literary texts. The representation of women and other underrepresented groups in literary and audiovisual production and popular culture and its teaching approach. Literary texts, audiovisual works, and other cultural productions as triggers for teaching proposals.

 

Block 3: Classroom interaction


The class session: interactional competence in the classroom. Exolingual and pliruilingual interaction in the classroom. Communication strategies in the classroom. Interaction in the French language classroom between student-student and teacher-student. Turn-taking. The influence of gender on classroom participation. Interactional patterns in the classroom. Repair in the French language classroom

 


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face learning (lectures, discussion of case studies, analysis of classroom vignettes, etc.) 97.5 3.9 CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33, CA32
Type: Supervised      
Individual or group tutorials 75 3 CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33, CA32
Type: Autonomous      
Self-directed non face-to-face activities 202.5 8.1 CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32, SA33, CA32

The methodology of face-to-face sessions will combine lectures and teacher-led activities with student-led work, pair-work and group-work, presentations, debates and project-based learning. This requires active participation on behalf of students and the sustained use of French. French is the language in which teaching and assessment activities will be carried out. 

This subject includes activities to develop students' digital teaching competence. 

This subject includes excursions to different schools. 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Active and collaborative participation in learning and assessment tasks (individual grade, throughout the course) 10% 0 0 CA34, CA35, KA24, SA31, SA32, SA33
Design of a learning situation and oral presentation (groups, December/January) 30% 0 0 CA32, CA33, CA34, CA35, KA23, KA24, KA25, SA31, SA32
Design of a task and methodological reflection (groups, December/January) 20% 0 0 CA32, CA34, CA35, KA24, KA25, SA32, SA33
Exam on the design of an assessment strategy (individual, January/February) 20% 0 0 CA33, CA35, KA23, KA25, SA31, SA33
Mind map linking course ideas (individual, May) 20% 0 0 CA35, KA23, KA24, KA25, SA33

In order to pass the subject it is necessary to:

1. Have a PASS in French, which requires demonstrating the efficient, fluent, adequate and accurate use (pronunciation, grammar, vocabulary, spelling, text organisation, etc.) of the language in academic and teaching tasks, demonstrating a C1 level of general communicative competence based on the CEFR as well as classroom interactional competence, which includes being a good language model and an effective and efficient manager of communication in French in order to teach this language.

2. Have a PASS in all individual assessment tasks.

3. Show an attitude compatible with the teaching profession, such as: ethical commitment to the deontological principles of the profession, commitment and responsibility with work, respect, participation, active listening, cooperation, empathy, kindness, punctuality, not judging, arguing, etc.

4. Make appropriate use of electronic devices (mobile, computer, tablet, etc.) in the classroom. These devices can ONLY be used for activities related to the subject.

For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information searches and the correction of written texts. Students must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The final result of the tasks must reflect a significant contribution by the students in the analysis and personal reflection. The lack of transparency in the use of AI in assessable activities or the lack of originality of the results will be considered a lack of academic honesty and may lead to a total penalty (grade of 0) in the grade of the activity.

Assessment activities and dates:

A full program will be provided the first day of classand through the subject's Virtual Campus. Each instructor will explain the tasks and evaluation criteria for the block for which they are responsible during class.

Assignments will be delivered using the subject's virtual classroom. Assignments delivered in incorrect formats, which do not include the names of the authors, or which are delivered after the deadline will not be accepted. The student is responsible for ensuring that the format of the files is compatible with the vitual classroom.

Once officially communicated to students through the course program, assessment dates can only be modified by reasons of force majeure. If this is the case, the change of date will be announced through the subject's Virtual Campus.

The teaching staff will mark assessment activities in a maximum of 20 work days.

Calculation of the overall grade of the module:

As a general rule, the final grade for the subject is the weighted average obtained from all the assessment tasks in the subject.  A grade of not assessed will be obtained if 1) 66% of the assessment activities are not submitted and therefore the student has no right to re-sit, 2) 80% of the classes are have not been attended and a pass grade is not obtained in the re-sit period. In all other cases a numerical grade will be assigned.

Exceptions:

Grades earned on group assessment tasks will average with those earned on individual tasks only if the individual tasks have been passed. 

Copying or plagiarism, both in the case of graded work and of examinations, constitutes a crime that may result in failing the course. An assignment, activity or exam is considered to be 'copied' when it reproduces all or part of the work of a peer. An assignment or activity is considered to be 'plagiarised' when part of an author's text is presented as one's ownwithout citing the sources, regardless of whether the original sources are on paper or in digital format. 

Continuous assessment: 

It is necessary to attend a minimum of 80% of the hours assigned to the subject. In case of attendance below this % students will be eligible for re-sit assessment (see below).

Single assessment:

Although due to the characteristics of the subject this option is not advisable, this subject includes the single assessment modality. To qualify, it is necessary to request it within the deadline and following the procedures established by Gestió Acadèmica.

It is necessary to attend a minimum of 80% of the hours assigned to the subject.  In case of attendance below this % students will be eligible for re-sit assessment (see below). 

The assessment activities are the same and have the same weight as in continuous assessment, with the exception of group work, which will be presented individually if it is not possible to form a group. In addition, an individual interview may be held to confirm that the work submitted is the student's own. The date for single assessment is May 14, 2026. This day all the work and tests will be submitted.

 

Global assessment:

 

This subject does not offer global assessment.

Revision:

When teachers communicate grades to students of the different formal assessment tasks, they will inform of the date, time and place of revision.

Claims:

Demands for clarification or claims about the grades received will be formulated in writing within a week after the revision.

Re-sit:

Students are expected to keep up with the pace of the subject, which includes passing each of the assessment tasks. Students who have handed in 2/3 of the tasks with a minimum average grade of 3.5, will be able to re-take the eligible activities failed on May 28, 2026. The grade for each of these activities will not exceed 5 points out of 10.

In case of attendance below 80%, an additional individual assignment will be required that must be submitted in writing and orally in the re-sit period (in addition to the other re-sit assignments). The maximum overall grade for the subject in this case will be a 5 out of 10.


Bibliography

Abry D. et Veldeman-Abry J., (2007). La Phonétique. Audition, prononciation, correction. Col. Techniques et pratiques de classe. Clé International.

Agustín-Llach, M. P. (2016). Estrategias de vocabulario: aprender y comunicar en LE. Revista Nebrija De Lingüística Aplicada a La Enseñanza De Lenguas, 10(21), 42–45. https://doi.org/10.26378/rnlael1021269 

Álvarez González, S. (2016). Materiales Didácticos FLE/FOS en el aula del siglo XXI. Anales de Filología Francesa, 23, 21–38. Repéré à https://revistas.um.es/analesff/article/view/250561

Albero, B. (2011). Le couplage entre pédagogie et technologies à l'université : cultures d'action et paradigmes de recherche. Revue Internationale des technologies en pédagogie universitaire, 8 (1-2), 11-21. Repéré à http://edutice.archives-ouvertes.fr/edutice-00613826/fr/

Audet, L. (2010). Wikis, blogues et Web 2.0- Opportunités et impacts pour la formation à distance. Le Réseau d'enseignement francophone à distance du Canada (REFAD). Repéré à http://archives.refad.ca/nouveau/Wikis_blogues_et_Web_2_0.pdf

Batlle Rodríguez, J., González Argüello, M. V. & Pujolà, J.-T. (2018) La narrativa como elemento cohesionador de tareas gamificadas para la enseñanza de lenguas extranjeras, RiMe, n. 2/II n. s., giugno 2018, p.p. 121-160. Repéré à : https://rime.cnr.it/index.php/rime/article/view/40

Blanchet, P. et Chardennet, P. (Eds.). (2011). Guide pour la recherche en didactiquedeslangues et des cultures. Approches contextualisées. Archivescontemporaines. Repéré à http://www.bibliotheque.auf.org/doc_num.php?explnum_id=819

Barbottin, G. (2003). Rédiger des textes techniques et scientifiques en français et en anglais. Insep consulting éditions.

Béacco, J.-C., Lepage, S. et Porquier, R. (2011). Niveau B1 pour le Français / un référentiel. Didier.

Beacco, J. C., Blin, B., Houles, E., Lepage, S. et Riba, P. (2011). Niveau B1 pour le français. (Utilisateur apprenant indépendant) niveau seuil. Didier.

Béacco, J.-C, Lepage, S., Porquier, R. et Riba, P. (2008). Niveau A2 pour le Français / un référentiel. Didier.

Beacco, J. C. (2007). L'approche par compétences dans l'enseignement des langues. Didier.

Bourguignon, C. (2006). De l'approche communicative à l' "approche communic-actionnelle" : une rupture épistémologique en didactique des langues-cultures. Synergie Europe, 1. Repéré à: https://gerflint.fr/Base/Europe1/Claire.pdf

Candelier, M. (Ed.). (2010). Cadre de référence pour les approches plurielles des langues et des cultures (CARAP). Version 3. Centre européen pour les langues vivantes /Conseil de l'Europe.

Campà, À. (2010). "La glace au citron" ou le jeu des statistiques. Dans Baqué, L. et Estrada, M. (Éds.), La langue et l'être communiquant. Hommage à Julio MURILLO (pp. 63-72). Éditions du CIPA.

Campà, À. (2008). PELEU : portafolis europeu de llengües per a l'ensenyament universitari. Dans Martinez, M. et Añaños, E. (Coord.). Cap a l'espai Europeu d'Educació Superior. Experiencies docents innovadores de la UAB en ciències socials i en ciències humanes (pp. 185-195). Universitat Autònomade Barcelona.

Castellotti, V. (2017). Pour une didactique de l'appropriation. Diversité, compréhension, relation. Didier.

Cavalli, M., Coste, D. Crisan, A. & van de Ven, P. (2009). L'éducation plurilingue et interculturelle comme projet. Conseil de l’Europe. Repéré à : https://rm.coe.int/l-education-plurilingue-et-interculturelle-comme-projet-ce-texte-a-ete/16805a21a0

Collectif Grefsoc-Crapel. (2003). L'étranger compétent. Un nouvel objectif pourla didactique des langues étrangères. Dans D. Groux et H. Holec (Eds.), Une identité plurielle. Mélanges offerts à Louis Porcher (pp. 535-550). L'Harmattan.

Conseil de l'Europe. (2001). Cadre européen commun de référence pour les langues :apprendre, enseigner, évaluer. (S. Lieutaud, Trans.). Conseil de l'Europe /Editions Didier. Repéré à https://rm.coe.int/16802fc3a8

Conseil de l'Europe. (2021). Cadre européen commun de référence pour leslangues :apprendre, enseigner, évaluer. Volume complémentaire. Conseil de l'Europe /Editions Didier. Repéré à https://rm.coe.int/cadre-europeen-commun-de-reference-pour-les-langues-apprendre-enseigne/1680a4e270%20%C2%A1.

Coste, D. (2006). Le Cadre européem commun de référence pour les langues : traditions, traductions, translations. Retour subjectif sur un parcours. Synergie Europe, 1. Repéré à: hhttps://gerflint.fr/Base/Europe1/Coste.pdf

Coste, D. (Ed.). (2013). Les langues au coeur de l'éducation. Principes, pratiques, propositions. E.M.E. & InterCommunications.

Coste, D., Moore, D. et Zarate, G. (2009). Compétence plurilingue et pluriculturelle. Version révisée et enrichie d'un avant-proposet d'une bibliographie complémentaire. Conseil de l'Europe - Division des politiques linguistiques. Repéré à https://rm.coe.int/168069d29c

Cuq, J.-P.(Ed.) (2003). Dictionnaire de didactique du français langue étrangère et seconde. CLE International.

Dejean, C., & Sarre , C. (2017). Favoriser l'engagement interactionnel des apprenants dans les e changes synchrones. Dans N. Guichon & M. Tellier (Eds.), Enseigner l'oral en ligne (pp. 151-183). Didier. 

de la Maya Retamar G. y Mora Ramos I. (2019). Estudio del conocimiento léxico en FLE de estudiantes españoles de Secundaria. Revista Complutense de Educación, 30(2), 527-543. https://doi.org/10.5209/RCED.57773

Detry, F. (2017). Les expressions idiomatiques en FLE: stratégies de mémorisation et motivation structurelle. Anales de Filología Francesa, 25. Repéré à https://revistas.um.es/analesff/article/view/315941 

Dooly, M., et Vallejo, C. (2019). (Eds.). The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: Journal of Bilingual Education and Bilingualism, 23(1).

Elsen, A., Schalkwijk, E., Van Esch, K. (2003) La autonomía del alumno en el aprendizaje y la enseñanza de lenguas extranjeras. Estudios de lingüística aplicada. 36, 1-25.

Intravaia, P. (2000). Formation des professeurs de langue en phonétique corrective. Le Systeme Verbotonal. Didier Érudition / Centre International de Phonétique Appliquée.

Kramsch, C., Lévy, D. et Zarate, G. (Eds.). (2008). Précis du plurilinguisme et du pluriculturalisme. Archives contemporaines.

Marcos García, M. J. (2016). Estrategias de aprendizaje para la adquisición de la competencia lingüística en alumnos de FLE. Anales de Filología Francesa, 23, 125–143. Repéré à https://revistas.um.es/analesff/article/view/250611

Masats, D. et Nussbaum, L. (Ed.). (2016). Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria.Síntesis.

Moore, E. et Dooly, M. (Eds.). (2017). Qualitative approaches to research on plurilingual education /Enfocaments qualitatius pera la recerca en educació plurilingüe / Enfoques cualitativos para la investigación en educación plurilingüe. Research-publishing.net. Repéré à https://doi.org/10.14705/rpnet.2017.emmd2016.9781908416476

Ollivier, C., Jeanneau, C., Hamel, M.-J., & Caws, C. (2021). Citoyenneté numérique et didactique des langues, quels points de contacts ? Lidil. Revue de linguistique et de didactique deslangues, 63. https://doi.org/10.4000/lidil.9204

Oster, U. (2009). La adquisición del vocabulario en una lengua extranjera: de la teoría a la aplicación didáctica. Porta Linguarum: Revista internacional de didáctica de las lenguas extranjeras, 11, 33-50.

Nussbaum, L. (2001). El discurso en el aula de lengua extranjera. Dans L. Nussbaum et M. Bernaus (Eds.). Didáctica de las lenguas extranjeras en la educación secundaria obligatoria (pp. 137-172). Síntesis.

Pujolà, J.-T. (2021). Gamification: motivating language learning with gameful elements. Dans T. Beaven & F. Rosell-Aguilar (Eds), Innovative language pedagogy report (pp. 109-114). Research-publishing.net. https://doi.org/10.14705/rpnet.2021.50.1244

Pujolà, J.T. & Herrera, F. (2018). Gamificación. Dans The Routledge Handbook of Spanish Language Teaching: metodologías contextos y recursos para la enseñanza del español L2, Muñoz-Basols, J., Gironzetti, E. & Lacorte, M. (eds.) Routledge.

Puren, C. (2006). De l'approche communicative à la perspective actionnelle. Le Français Dans Le Monde, (347), 37-40.

Puren, C. (2006). Le Cadre Européen Commun De Référence et la reflexion methodologique en didactique des langues-cultures : un chantier a reprendre. Synergie Europe, 1. Repéré à: https://gerflint.fr/Base/Europe1/Puren.pdf

Renard, R. (2002). Apprentissage d'une langueétrangère/seconde 2. La phonétique verbotonale. De Boeck Université.

Schnedeccker, C. (2002). Lire, comprendre, rédiger des textes théoriques. De Boeck Université́.

Spaëth, V. et Narcy-Combes, J. P. (2014). French. Dans C. Fäcke (Ed.). Manual of Language Acquisition (pp. 371-389). De Gruyter Mouton.

Spaëth, V. (2020). Présentation. Didactique du français langue étrangère et seconde : histoire et historicités. Langue Française, 2020(4). 208, 7-20. Repéré à: https://www.cairn.info/revue-langue-francaise-2020-4-page-7.htm

Tomé Díez, M. (2015). Desarrollo, análisis y evaluación de la producción oral en clase de lengua extranjera con las nuevas tecnologías. Thélème: Revista Complutense de Estudios Franceses, 30 (2), 255-268. Repéré à http://revistas.ucm.es/index.php/THEL/article/view/48663/47215%20-%20PDF

Tomé Díez, M.(2016). Compétences orales et nouvelles technologies dans un cours de français langue étrangère. Çédille, Revista de Estudios Franceses, 12, 387-401. Repéré à http://cedille.webs.ull.es/12/20tome.pdf

Veronique, D. (sous la direction de) (2008). L'acquisition de la grammaire du français langueétrangère. Didier

Viau, R. (2009). La motivation en contextescolaire. De Boeck

Vigner, G. (1982). Écrire. Col. Didactique des langues étrangères. Clé International.

Zourou, K. (2005). Apprentissages collectifs médiatisés et didactique des langues : instrumentation, dispositifs et accompagnement pédagogique. Thèse doctorat, Université Grenoble 3. Repéré à http://tel.archives-ouvertes.fr/tel-00119459

 

WEBGRAFÍA

Evolution des Methodes de FLE : http://adaf.wordpress.com/2008/04/23/l%E2%80%99evolution-des-method...

Fabris : http://accentsdefrance.free.fr

Flenet : http://flenet.rediris.es/cours/cphon.html

Ollivier, C. : Didactique du FLE, plurilinguisme, numérique. https://eurofle.wordpress.com/ 

Phonétique free : http://phonetique.free.fr

Puren, C. : Histoire des Méthodologies de l'enseignement des langues - Republication en ligne : https://www.aplv-languesmodernes.org/docrestreint.api/1849/b1a776bacb5d6ccbb0a692b19bd88566e4b5a707/pdf/puren_histoire_methodologies.pdf

Université Léon : http://www3.unileon.es/dp/dfm/flenet/phonactivites.html

http://www.ebsi.umontreal.ca/jetrouve/ecrit/conclu.htm

http://www.ebsi.umontreal.ca/jetrouve/ecrit/formul3.htm

http://www.ebsi.umontreal.ca/jetrouve/ecrit/index.htm


Software

Not special software is needed.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEmRD) Teoria (màster RD) 1 French annual morning-mixed