The Master's program in French as a Foreign Language (FLE) at the University of Reunion Island, offered entirely online, provides a comprehensive set of courses designed to equip students with all the necessary skills for a Master's degree in teaching French as a foreign language. The curriculum is structured around two areas of specialization: the teaching of multilingualism and the use of digital tools for teaching and learning FLE and other languages. In addition, courses cover various aspects of language teaching and learning, including literacy, French for Specific Purposes (FOS), and project management.

The multilingualism component addresses a local need linked to the multilingual context of Réunion and the region, but also to European (and beyond) policies for the development of multilingualism. It allows students to discover the major theories of multilingualism from the 1980s to the most recent and sometimes controversial theories, and to build knowledge and skills to help learners develop multilingual competence by implementing diverse approaches (intercomprehension, integrated teaching, concurrent use of two languages ​​(translanguaging), etc.).

The digital component allows for the development of knowledge and skills for the critical use of digital technology in language teaching and learning. It addresses, on the one hand, the design of digital tools on an online platform and the tutoring of these tools and, on the other hand, the use of digital technology in face-to-face situations, with an emphasis on online participation and the use of Artificial Intelligence (AI).

The Master's program in French as a Foreign Language (FLE) is built on a pedagogical model that combines:

• critical information gathering and personal and interpersonal reflection on research findings,
• exchanges between students and with teachers to build skills and knowledge and
• the co-creation of shared resources (teaching materials, files, etc.) to mobilize knowledge and develop professional skills and
  strong academics.

Giving pride of place to training in and through research, the Master FLE combines professional and scientific training preparing for careers in language teaching and for pursuing doctoral studies in the field of FLE/language didactics.

Educational goals :

The Master's program aims to achieve the following objectives:

• to know how to identify the potential and limitations of digital tools (especially AI) for language teaching and learning in face-to-face and distance learning, in tutored or autonomous mode;
•  knowing how to integrate the use of digital technology into online and face-to-face training practices;
• knowing how to build, run and evaluate an online language training course;
• knowing how to find and critically understand specialized scientific texts, extract essential information, synthesize it, discuss it with peers and specialists and link it to professional practices in specific contexts;
• to be able, based on the skills from the previous point, to construct a contextualized and innovative educational action and to analyze it;
• to be able to learn throughout one's life through reflection and consultation of research texts;
• to be able to intervene appropriately in diverse contexts (including multilingual ones);
• knowing how to design and carry out an innovative project, in response (or not) to specific calls for tenders;
• knowing how to teach a language (especially French as a Foreign/Second Language) to diverse audiences with varied objectives (including development of multilingual skills, French for Specific Purposes, literacy, etc.);
•  know how to develop and manage a training program (especially online and in the field of multilingualism);
• to develop teaching materials and learning units around tasks, including a digital dimension, taking into account various contextual factors (profile of the
  learners, sociolinguistic context, didactic approaches used…);
• construct teaching methods that take into account the development of learners' autonomy;
• knowing how to construct and implement teaching in multilingualism including the dimension of interculturality;
• be able to report on the consultation of scientific sources, the construction of knowledge, the educational actions carried out and their evaluation in French and English;
•  adopt a scientific approach to study/evaluate educational situations and actions and know how to conduct research including the collection and analysis of
  data.

Training opportunities:

The Master FLE with its multilingualism and digital track responds to local and regional needs and specific developments related to the professions of language teaching and learning.

The multilingualism component addresses a local and regional training need, providing concrete solutions for teaching and learning French to multilingual learners. This is a priority in Réunion and the islands of the southwestern Indian Ocean, where many current and future French teachers encounter bilingual and multilingual learners and thus face specific challenges. Furthermore, the multilingualism component aligns with a priority in language teaching and learning promoted by European policies, both from the European Union and the Council of Europe, which, through the publication of the Companion Volume to the Common European Framework of Reference for Languages ​​(CEFR), emphasizes the importance of developing multilingual skills, placing them at the heart of language education. This component is complemented by literacy courses for learners who are often multilingual and for whom French is an additional language and becomes their primary language of entry into written language.

The digital component addresses significant training needs that have been made even more urgent by the increasing emphasis on digital learning, the COVID-19 pandemic, and the emergence of Artificial Intelligence (AI). This component enables, on the one hand, the development of skills necessary to design, deliver, and tutor online language courses and, on the other hand, the enrichment of face-to-face teaching practices through the critical use of digital tools, particularly AI applications, and helps learners acquire languages ​​and develop their multilingualism by using these tools strategically and critically.

The Master's program thus addresses two major needs and priorities in language education, enabling the training of reflective practitioners capable of planning, implementing and evaluating teaching that takes into account the multilingualism of learners, aims at the development of multilingual skills and integrates critical uses of digital technology.

As mentioned above, the program is particularly attractive due to its two areas of specialization, which correspond to educational policy priorities and directly address the needs faced by teachers in Réunion, the southwestern Indian Ocean region, and beyond. The specialization in multilingual education delves into important elements within the multilingual regional context (Réunion and the southwestern Indian Ocean islands) where French coexists with other languages ​​and is not always the learners' mother tongue. The digital component provides training in reflective practice and didactic implementation.
thoughtful and critical integration of digital resources (especially AI). These skills are increasingly in demand by institutions offering language teaching.

Its innovative teaching model, far removed from recorded lectures or courses in portable document format (PDF) to be consulted for future assessments, fosters interaction among learners and collaborative learning. The significant emphasis placed on practical activities, collaborative work, and regular monitoring of progress by instructors prevents the feeling of isolation often associated with distance learning. This fundamental element of the program, frequently highlighted by students in advisory sessions, is one of its key strengths.

The courses are based on research and research-innovation projects conducted by the French as a Foreign Language (FLE) team in the major areas of specialization of the Master's program. This allows students to participate in research activities and to be in direct contact with the latest research and innovation results in the Master's specializations.

Total hours worked: 508 hours

The digital component is structured around two main orientations:

Teaching Units (UE) in Master 1 (M1) on (open) and distance learning including:

• a general introduction to it;
• a training course in the scripting of language teaching covering both didactic and techno-pedagogical aspects (pedagogical scenario, choice of relevant tools, compliance with specifications, etc.) as well as the concrete implementation on a Moodle-type platform;
• training in the use of interactivity (typology of activities, notion of feedback, typology of feedbacks… and creation of interactive activities);
• training in synchronous and asynchronous tutoring including reflection on the issue of distance tutoring and its different dimensions and the development of skills and knowledge to offer relevant tutoring interventions within the framework of a distance FLE training system.

Master's level (M2) modules on the critical and ethical use of digital technology to enrich courses (in-person or online) with the aim of fostering skills development
strong language skills and autonomy. This section includes:

•  a course on the critical use of AI for language learning enabling students to understand the basics of how generative AI works and to know the advantages and limitations of its use for language teaching, learning and use.
• A course unit on the advantages and limitations of online participatory tasks from the perspective of developing digital citizenship and language skills. This course unit, focused on social (interpersonal) interactions, provides a counterpoint to the one on AI.
•  A course unit on video design and production (M1) complements this training with technical aspects concerning the filming and editing of video documents that can be used didactically.

The multilingualism component is based on a course unit (UE) in the first semester of the first year of the Master's program (M1) that provides a critical introduction to theories of multilingualism (from the 1950s to the most recent and criticized theories, particularly translanguaging). It then offers courses on the following aspects::

• Multilingual situations (M1) which complements the course on theories of multilingualism (M1) by dealing with a typology of multilingual situations, the specificity of multilingual communication and bilingual development.
•  Didactics of Multilingualism (M2) which allows students to discover the major traditional pluralistic approaches (language awareness, integrated didactics,
  intercomprehension, intercultural) and approaches related to translanguaging.
• Creolistics (M1): this course, linked to the situation in Réunion, allows for a better understanding of what Creole languages ​​are and the foundations of their development, and for identifying the territories
  creolophones and to analyze multilingualism phenomena in a creolophone context.

Two specific courses are offered on literacy. The first, in M1, will cover the history of literacy, while the second, in M2, will focus on current literacy issues.

Various complementary and cross-cutting courses establish a general methodological framework addressing:

• the methodology of university work in M1 (bibliographic work, reference management, ethics, writing long scientific texts…)

the methodology of the internship and the report to provide the foundations for the implementation of educational projects and action research or research and development.
The first-year Master's (M1) course provides the foundations, including the practical aspects of finding and securing an internship (or job), as well as developing a research question and identifying appropriate methods to address it. The second-year Master's (M2) course builds upon the first-year Master's (M1) course, focusing primarily on action research and...
research and development.

Various complementary and cross-disciplinary courses offer instruction in language teaching on aspects that often present difficulties for (future) teachers or are particularly in demand professionally:

• Grammar Didactics (M1): typology of grammars, didactic and theoretical approaches to language, teaching and learning of grammatical competence…
• Oral communication didactics (M2): identification of oral situations in the classroom, definition of objectives in oral communication didactics, design of teaching and learning sequences, assessment of oral skills…
• Didactics of Literature (M1): approaches to literature in language teaching, analysis of activities proposed in textbooks, practical applications of
  subjective approaches to literature…
• FOS (M2): definition of FOS, design of an FOS program based on a needs analysis, design of teaching units, analysis of certifications and
  teaching materials…

Various supplementary and interdisciplinary courses contribute to the professional development of students outside the field of didactics, covering important aspects of teaching French as a Foreign Language (FLE). The following courses are offered in the second year of the Master's program (M2):

• Project management (M2) enabling students to acquire the basics to respond to calls for projects and to lead a project.
• Francophonie and Cooperation (M2) which should allow students to build knowledge of the institutional structure of the Francophonie and the network
  French cooperation.

Various complementary and cross-cutting courses offer language training through two English courses (M1 and M2) and a parallel receptive learning course for Romance languages ​​(M1), the latter course allowing students to experience a concrete approach to intercomprehension (addressed in didactics in the course on the didactics of multilingualism).

The program also includes a seminar in the second semester of the second year of the Master's program, focusing on the relationship between theoretical and practical aspects of didactics. This course unit allows students to present, discuss, and analyze professional practices and to explore new avenues in light of their questions and challenges.

The table below summarizes the lessons described above:

M1 – Semester 1:

• Methodology of university work
• Theory of multilingualism
• Multilingual situations
• History of Literacy
• Distance learning and scripting in language teaching
• Interactivity and language learning
• Video design and production
• Languages ​​- English

M1 – Semester 2:

• Teaching multilingualism
• Synchronous and asynchronous tutoring
• Didactics of Literature
• Grammar teaching
• Creolistic
• Internship methodology
• Language – Intercomprehension
• Internship

M2 – Semester 3:

• Literacy: current challenges
• Critical use of AI for language learning
• Online participation in a socio-interactional approach
• Project management
• French for Specific Purposes
• Oral communication teaching
• Francophonie and cooperation
• Languages ​​– English

M2 – Semester 4:

• Methodology of the defense and the report
• Reflection Seminar
• Internship

All courses aim to develop academic and/or professional skills. They are structured around practical activities that allow students to develop and then assess the professional and academic skills targeted by the Master's program.
The educational concept is structured around:

• critical management of information (provided by the teacher and to be discovered in the literature)
  specialized),
• essentially asynchronous interactions around knowledge and skills
  develop,
• tasks, mostly collaborative, to be carried out with the support of
  teachers, aiming at the development of the targeted skills and knowledge.

For internships, each student benefits from individualized support from a member of the teaching team who offers training elements in the conduct and evaluation of educational projects (M1) and action research or research development (M2) as well as synchronous (video conference interviews) and asynchronous (feedback on student productions) support.

The skills acquired during this training are in line with those of the RNCP record

The program includes two eight-week internships in the second semester, one to be completed in the first year (M1) and the other in the second year (M2). These professional internships should provide an opportunity to:

• to construct an educational action based on the knowledge and skills acquired during training and bibliographic research;
• to implement this educational action,
•  evaluate this action through data collection and analysis.

In M1, the internship leads to the writing of a report, which in addition to the presentation of the internship and the different tasks implemented there, allows for the development of a didactic reflection based on a professional problem arising from the practice implemented.

At the end of the Master's 2 internship, a dissertation must be written presenting the internship context, a theoretical framework (in language teaching methodology), a didactic question, and an answer to this question based on data collected during the internship. These are essentially action research or research-development projects, allowing for the development of an action plan based on local needs and expectations and research findings, the implementation of this action plan, and its evaluation.
through the collection and analysis of relevant data.

• To ensure student success, the work on dissertations (M1 & M2) is monitored.
  individualized by a teacher-researcher. This translates to:
• general councils
• contributions to the methodology of data collection and analysis,
• mandatory individual interviews and interviews at the request of students,
• feedback on the analyses and textual elements written by the students.

Professional supervision is provided on site during the internship by a tutor from the host institution.

Registration fees are set annually by the Ministry of Higher Education, Research and Space and are available on our institution's website: Register at the University of Reunion

• Having successfully completed a Bachelor's degree (L3) in Foreign Languages, Literatures and Civilizations (LLCER) with a specialization in French as a Foreign Language (FLE) or other languages, or an equivalent university diploma (DU).
• Possess fundamental knowledge and skills in teaching French as a Foreign Language (FLE) and know how to implement them: approaches and evolution of approaches and methodologies, basic concepts (communicative competence, task, intercultural…), design of teaching units and assessment, basics of sociolinguistics
• Demonstrate a strong interest in training related to a professional or academic project
• Describe your academic and professional background, if applicable.
• Demonstrating autonomy and organization for distance learning

• Grades from the third year of undergraduate studies or the university diploma
• Training logbook, description of courses taken or transcript of grades from the third year of undergraduate studies or the university diploma
• Cover letter reflecting interest and project
• Curriculum vitae
• A cover letter reflecting the qualities necessary for completing a distance learning course.

The first year of the Master's program is open to those already holding a Bachelor's degree (L3) in French as a Foreign Language (FLE) or a University Diploma (DU) in FLE or language teaching methodology. Otherwise, a Validation of Acquired Professional Experience (VAPP) application is required. Applicants must have achieved at least a B2 level in French.

The Master 2 is accessible to people who already hold an M1 in FLE or language teaching.
Holders of the M1 FLE degree from the University of Reunion Island have automatic access to the M2 FLE program without having to submit an application beforehand. In all other cases, an application is required.
mandatory, especially if the first year of the Master's program was completed at another university.

Depending on the student's situation, applications for admission to the first year of the Master's program (M1) follow three specific procedures (the national platform MonMaster, Études en France, Validation of Acquired Experience). For more information, please consult the university's student services page. Enroll in the first year of a Master's program

Baccalaureate + 3 or equivalent

The Master's program is aimed at students with a basic background in language teaching or French as a Foreign Language (L3 or DU in French as a Foreign Language/language teaching) who wish to specialize in the priority areas of the Master's program.
Also targeted are teachers of French as a Foreign Language/languages ​​in professional activity who do not have training and qualifications and who are looking for additional academic training and a possibility of obtaining a diploma.
The Master's program is also aimed at teachers who have already graduated and wish to supplement their training and experience in the field of multilingualism and/or digital technology.

35 seats

The admission dates for the first year of the Master's degree (M1) are set nationally each year and are available on the platform. My Master

For admission to the second year of the Master's program (M2), the schedule is determined by the institution. It is available on the student services page of the university website: Students re-registering

Master 1:
● Success rate of registered participants: 57,1%
● Success rate of those present: 93,5%

Masters 2:
● Success rate of registered participants: 74,5%
● Success rate of those present: 93,2%

The placement rate is high. Depending on the year, students seeking employment after 6 or 18 months represent between 0 and 5% of graduates.

The results of the survey conducted in 2023 among the 2020/21 and 2021/22 cohorts are representative:
● 81,8% employed + 5,6% International Solidarity Volunteers (VSI), i.e. 87,4% in a professional activity situation
● 9,1% continuing their studies
● 4,6% are looking for work

The sectors of activity and types of employment targeted by this training correspond to those listed in the RNCP record 

Possibility of pursuing doctoral studies in language sciences or educational sciences.
Possibility of a distance learning doctorate.

The sectors of activity and types of employment targeted by this training correspond to those listed in the RNCP record

Activity area:
● Field of education and training
● Field of public and private research
● Media and publishing sector.

Jobs:
● Teacher of native and foreign languages ​​(particularly French as a Foreign Language) in primary, secondary and higher education, as well as in adult education (fighting against
illiteracy, social integration…)
● Classroom teacher, Pedagogical Unit for Students Allophones Newly Arrived (UPE2A) welcoming non-French-speaking "first-time arrivals"
● Teacher in Alliance Française branches, French institutes and cultural centers, or in language schools
● Careers in linguistic and educational cooperation (cultural structures of French embassies, etc.)
● Designer of educational materials and training programs, particularly online (websites, platforms, etc.)
● Educational management of a language center.