Résumé L’introduction des certifications à l’université ne va pas de soi et suscite un certain nombre d’interrogations que cette réflexion, menée à partir de l’expérience italienne sur les certifications de langue française, tente de dégager. On voit ainsi se dessiner un parcours qui permettra d’identifier différents facteurs dont il faut tenir compte afin de mesurer la pertinence, la validité et l’opportunité du choix de faire entrer à l’université des examens élaborés souvent en dehors d’elle sur la base des exigences du Cadre Européen Commun de Référence pour les langues. Et on argumentera en faveur d’une collaboration plus étroite entre les Universités et les organismes d’évaluation.
Intercomprehension (IC), that is, a multilingual approach that aims to improve users’ receptive skills in various similar languages, so that everyone can express themselves in their own language while understanding the other's, has proven its effectiveness especially at the university level. On the other hand, CLIL is now a well-established approach in secondary schools, but much less so used in universities where courses are often implemented in English but without the support of CLIL methodology. This paper reflects on the reasons behind the success of each approach, and it proposes an integrated CLIL + IC approach through the few existing or upcoming projects.
This paper is part of collaborative research investigating the attitudes of first-year university students in Italy towards foreign accents. It examines the first part of the survey which aims to define the students’ identity and language profile. The analysis focuses on the characteristics of the group which are hypothesised to correlate with students' attitudes towards foreign accents examined in the other sections of the questionnaire. Factors that could have an impact are gender, motivation for studying languages, bi-/plurilingualism, the nature of the languages studied, the language repertoire and the background of its acquisition.
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