Introduction to SUPFLES
The aim of SUPFLES is to foster in-depth reflection in various fields of FLE/S pedagogy, bringing together FLE/S practitioners in France and around the world. With a team of experienced trainers, all of whom are involved in teaching and/or academic research, SUPFLES is underpinned by a strong link between theory and practice.
Our focus is particularly on the theme of creativity in the teaching and learning of French as a Foreign/Second Language (FLE/S) (a critical approach to creativity; creativity on the part of the teacher and the learner in the teaching process; creativity in language; the link between creativity and artistic practices, writing, theatre, visual arts, the creative potential of digital tools, etc.). However, the diversity of our team of trainers’ areas of specialisation enables us to offer training courses in other fields as well.
The SUPFLES target audience
- Teachers of French as a Foreign Language (FLE) or French as a Second Language (FLS) outside France**, whether in primary, secondary, university, institutional, voluntary or private settings.
- Master’s students specialising in FLE teaching methodology or, failing that, those with proven experience of teaching FLE internationally.
*A C1 level in French is required to be able to follow the course effectively
** If you are a teacher or student in France, please contact us as enrolment cannot currently be covered by continuing professional development.
A professional development approach
This approach is envisaged as a process comprising four parallel dimensions:
1. the acquisition of knowledge based on scientific research (knowledge)
2. the acquisition of practical skills gained in the field (know-how)
3. the development of a reflective approach: reflecting on, observing, identifying issues, objectifying and critiquing in order to improve one’s practice (analytical skills)
4. the development of a professional identity within a given field of activity and integration into a network of professionals (sense of belonging)
An ‘academic’ dimension
It is important to us:
- to incorporate a theoretical perspective on the pedagogy of French as a Foreign/Second Language (FLE/S) and to provide trainees with a framework and theoretical references for reflection.
- To view the trainee FLE/S teacher as a reflective practitioner and to emphasise the analysis of teaching practices: rather than simply offering a series of ‘ready-made’ activities, each module aims to equip trainee teachers with the means to work autonomously by encouraging them to take a step back – an approach that will be illustrated and grounded in their own experience.
