Towards an integrated curriculum for French: a case study

  • H Thomas
  • B Wright


Within the new education context in South Africa, French has to re-invent itself in order to demonstrate its relevance in a multicultural and multilingual society. Traditionally the teaching of language at tertiary institutions has been inward-focused and the language itself has been the emphasis. But in an environment in which the integration of theory and practice is stressed, particularly with the creation of comprehensive institutions, it is necessary for languages, and in this case French in particular, to interrogate the integration of their curricula into the broader programme framework. In so doing, the emphasis shifts from language-specific knowledge to transferable skills applied within the linguistic context. Our article will therefore focus on a particular theme-based project that seeks to improve linguistic competence in an applied context and therefore demonstrate the potential to integrate the teaching of French into a discipline-specific programme.

Journal for Language Teaching vol Vol. 41 (2) 2007: pp. 85-98

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eISSN: 0259-9570