Recherches linguistiques



Teaching in France: Why is it so difficult ? (.pdf)



Vision, Role-Playing and Identity in Language Learning
IATEFL 2014 Harrogate Conference Selections (in press)


A Chain of knowledge. Conference reviews from home.
IATEFL BESIG 2013 Prague Conference Selections





48th Annual International IATEFL Conference and Exhibition 2014
Harrogate, UK, 2 – 5 April 2014

24th IATEFL Hungary Conference 2014, “English for a Change”
Veszprém, Hungary, 3 – 5 October 2014



Vision, Role-Playing and Identity in Language Learning


Being a successful communicator in a foreign language engages the whole person as a cognitive, emotional and physical being. Our teaching practice should respond to this human complexity. A just released language pedagogy and linguistic theory (Dörnyei, Kubanyiova, 2014 and Dörnyei, Hadfiled, 2013) places vision at the centre of learners’ motivation. Seeing oneself as an L2 speaker will design the roadmap to achieve this goal. The question is: How can we build and maintain this vision in our language learners?
My talk is about showing links, which can bridge what we are and what we can do, with what we would like to be and would like to be able to do.
I see these links first, as the ability to accept and be able to play different roles, secondly as personal narrative practices. L2 language identity can be constructed through a series of personal role-plays and personal narratives, which provide grounds for listening, speaking, reading, writing and digital skills development during a language course. This method engages the whole person in a learning process driven by continuous and self-driven motivation.



TESOL France Workshop
Grenoble, 13 December 2014


Creativity and Motivation in Language Learning



IATEFL BESIG Online Conference

Business English and ESP Materials

15 June 2013




The Question is Your Answer. How to give the power of asking questions to learners?


Asking questions engages learners in divergent thinking processes, develops critical thinking skills, empowers them through generating learner-led exchanges. Overall, it fosters dynamics in both group and one-to-one teaching situations. Despite this power of questioning, 80% of a language class is spent with the teacher asking the questions. I have adapted a question formation technique developed by the Right Question Institute in the United States to language learning. This technique enables learners to initiate and lead the communication through questions, as well as to transfer this acquired skill to professional situations, such as presentations and negotiations.




TESOL France Spring Day

Strasbourg , 1 June 2013


Collaborative Creative Learning


I believe that creating an opportunity for success is one of the secret ingredients of successful teaching. Over the past years, I have developed techniques to be used with adult learners of Business English in order to provide them with a framework to use language they already have and to acquire new language. Through creativity and collaboration, we are able to extend the scope of a face-to-face session outside the language training. Not flipping, but extending the class and transforming it into a real-life experience.





TESOL France Annual Colloquium

Paris, 16 - 18 November 2012


One-to-One Dynamics


Conference talk on how to introduce dynamics into a one-to-one language training course delivered to business professionals. Enhanced interpretation and application of Collaborative Creative Learning in the language classroom. Concrete examples of the CCL approach. Motivating students through CCL.


Présentation de la méthode d’apprentissage créatif en collaboration et des applications des techniques qui favorisent le dynamique dans le cadre des cours individuels et personnalisés. Des exemples concrets montrent le fonctionnement ainsi que les résultats de cette méthode. L’apprentissage créatif en collaboration est avant tout une approche basée sur le principe de la motivation et de l’autonomie.