French Teaching and Learning within the Baja Californian Setting.

Abstract

This article proposes an approach to French as a Foreign Language (FFL) teacher training and research from a linguistic, didactic and pedagogical perspective. Accordingly, our research reviews different professional training challenges that need to be reflected on in the wake of proposing a specialization on the matter.  We identified that the study of the francophone language in not uncommon among the academic setting we explore, and therefore it requires an educational approach to teaching, research and cultural promotion practices.

This study was conducted with a qualitative research design and it comprises a three-stage review: on the first one the academic scenery within Facultad de Idiomas at Universidad Autónoma de Baja California, Mexico is described; the second stage focus on the interpretation of the training necessities derived from the analyses of a semistructured interview; and on the third one further research carried out within our context is revisited. The analysis of the findings suggests that a reassessment of the academic scenery is necessary both in terms of teacher and research training of FFL specialization.