LA GESTION DE L’ESPACE DIDACTIQUE - UN DÉFI POUR LES COURS DE LANGUES À L’UNIVERSITÉ
LEARNING AREA MANAGEMENT - A CHALLENGE IN UNIVERSITY LANGUAGE COURSES

Summary/Abstract: COURSESClassroom configuration plays an important role in learning and building interpersonal relationships during classes. The layout of the classroom is a powerful motivational factor. However, we have noticed the scarcity of genuine reflections on the relationship between space and pedagogy. Teachers use the existing layout without questioning it; the environment is rather a "decorative element" than a place of discovery and learning, and teaching resources remain partly unused due to the lack of time or of user preparation. The hypothesis of this study is that challenging the traditional frontal teaching model in terms of classroom layout would be beneficial for all the involved factors. Current generations of students are no longer satisfied with passive or directed learning and are used to deploying new technologies in the classroom, while some teachers are not. Hence, a general feeling of dissatisfaction, boredom and helplessness, enhanced by the emptiness of the classrooms, all with the240same type of lighting, equipment and arrangement of the desks. In our paper, we will try to account for the importance of the learning area in French language courses in particular, while basing our remarks on three specific case studies at the University of Craiova: the room of the Centre for Academic Success, the French readership room and the Translation Laboratory of the Faculty of Letters.

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