MASTER Sociolinguistics and Didactics of Languages SPECIALTY French as a Foreign/Second Language: Pluralities, Interculturality and Linguistic Policies (PIPOL)

The PIPOL speciality is a distance training programme (1), comprising:
• a 1st-year Master’s (in a three-way collaboration between the Universities of Angers, Le Mans and Tours) in Didactics of Languages, FFL (M1 DIL-FLE)
• two 2nd-year Master’s study paths (specific to the University of Tours):
− a research study path: “Languages, Societies and Appropriation”;
− a FFL/FSL professional study path: “Didactics of Languages and Linguistic and Cultural Plurality”.

The programme is not divided up into semesters, but is dispensed in two sessions (June and September). No on-campus presence is required of students during the 1st year, although they are brought together at the university at the start of the 2nd year. Fees covering the “distance” aspect of the programme are in addition to the usual university fees.

(1) For those wishing to follow an on-campus training programme, cf. the FFL/FSL: Appropriation, Diversity and Integration (APPRODIV) speciality.

For more information: Département Sodilang
 
  • Objectives
In line with the general objectives of the Sociolinguistics and Didactics of Languages speciality, the PIPOL subspeciality aims to develop knowledge and know-how based on:
- qualitative and reflective approaches designed to be the programme’s content, methods and objectives;
- the themes of diversity and plurality in questions connected with the development, dissemination and appropriation of French (and other languages) in linguistically, culturally and educationally diverse contexts.

Students are trained to identify, problematize and analyse situations where linguistic and cultural diversity is a major issue, and contribute to development of research, teaching and/or formative action from the point of view of the didactics of languages and/or sociolinguistics (linguistic policy in particular).

Professional prospects for those not already in employment include careers in fields connected with linguistic diversity and language appropriation – teaching and teacher-training in the field of FFL/FSL or other languages, educational management of language centres and resource centres, supervision of language courses in the context of the Reception and Integration Contract (CAI), and action on behalf of companies or local authorities in the form of studies and recommendations with regard to linguistic and sociolinguistic issues

Specifically, the PIPOL speciality enables students (who are often already employed [2] or living abroad) to:
- take a further step in their lifelong education;
- enrich their professional lives through development of competences in analysis and reflectiveness;
- envisage career changes made possible by development of new competences;
- develop scientific research at international level, in particular in the so-called “Southern” countries, with Tours as a home-base;
- carry out and/or enrich their research and/or professional activities through implementation of distance learning techniques.

For such students, the speciality aims to valorise an already more or less stable professional situation (or provide institutional recognition of practical skills through the qualification) in sectors connected with linguistic diversity and language appropriation, in the teaching of and training in French as a Foreign or Second Language, in action and linguistic and cultural cooperation in favour of French-speaking communities or educational management of language centres or resource centres, etc.

(2) Training leave is a possibility – in which case, SUFCO will take charge of administrative paperwork.
 
  • Content or list of themes covered and subjects taught
Essentially, course content aims to encourage reflection on professional practices (of practitioners and researchers), make the connection between theoretical content and field experience, and take full account of personal career paths and previous professional experience.

In all cases, the distance modules implemented in both years include content provided by teachers specialising in the fields concerned, along with activities overseen by tutors (with various possible forms of exchange: forums, etc.) in close contact with each student.

Apart from core content, the programme also includes:
In the 1st year:
- Acquisition of practical skills involved in the teaching of FFL/FSL/FMT
- Interconnection between sociolinguistics and didactics of languages
- Interdisciplinary openings in line with the programme’s overall objectives

In the 2nd year:
- Interconnected multidisciplinary academic input (Didactics of FFL/FSL and multilingualism, sociolinguistics, epistemology, ICTE, etc.)
- Involvement of field professionals and representatives of a range of politico-institutional bodies
- Reflective appropriation of the various facets of the research focus

NB. For further information on details of course content, consult the Sodilang pages


Placements
At least 100 hours of education are expected in the 1st year and a 300-hour placement in the professional 2nd year (with variable amounts of teaching, and related assignments).

NB: For employees working in such fields as FFL/FSL or linguistic or cultural cooperation, account may be taken of their professional activity for total or partial accreditation of the professional placement, so facilitating their access to participation in and successful completion of the programme.

Research
Supervision of 2nd-year research Master’s students is carried out by EA 3207 Dynadiv-Prefics, a team with a tradition of supervising students working in a laboratory that acts as a real professional training ground. 2nd-year Master’s students and Doctoral students participate fully in the taking of scientific, policy and financial decisions.
 
  • Admission requirements
Non-native French speakers: level C1 in French required.

− 1st-year Master’s in Didactics of Languages, FFL: Bachelor’s degree in FFL, University Diploma in FFL, accreditation of prior experience (depending on the candidate’s experience, previous academic study path and professional objectives).

− 2nd-year Master’s: upon examination of application, possibly followed by an interview (by telephone or Internet videoconference).