Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

Béatrice Dupuy (1) , Muriel Grosbois (2)

1 University of Arizona
2 FoAP - Formation et apprentissages professionnels

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

Domains: Education

Béatrice Dupuy, Muriel Grosbois. Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, Research-publishing.net, pp.263-268, 2020, ⟨10.14705/rpnet.2020.44.1108⟩. ⟨hal-03477036⟩