European Framework and competency-based approach

We organize teaching according to the Common European Framework of Reference for Languages (CEFR), offering a common basis for language programs and assessment. The CEFR favors the action-oriented approach, going beyond language learning by promoting communicative skills through authentic tasks and projects.

Modular teaching and differentiation

Modular courses respond to the diversity of students coming from a variety of backgrounds and with different experiences. The aim is to move towards more homogeneous exit profiles. Thus, differentiated skill-based pathways are offered from Block 1 onwards.

Hybrid devices and use of the flipped classroom

In close collaboration with the Faculté des Sciences de l'Education et de la Formation (FaSEF), the principle of the flipped classroom is used in a number of different systems, including remedial systems (Block 1). Starting with diagnostic tests, through to online modules for learning written skills, a use of the flipped classroom is encouraged.

Active pedagogy and integrated teaching units specific to UNamur

In line with the CEFR, our teaching methods are resolutely active. We also work closely with subject teachers to develop authentic devices that meet students' needs. This is how we develop, among other things, joint schemes (for example, integrated teaching units).

Differentiated pathways in Dutch (Faculty of Economics, Social Sciences and Management) - Marc Micelli, Sophie Naveau, Amélie Bulon and Christelle Hoorelbeke

As part of the reform of the student pathway in Dutch initiated in FSESG, two distinct pathways are offered over the three years of the bachelor's degree, leading to two CEFR levels: B1 in pathway 1 and B2 in pathway 2. Key principles include the development of professional skills, adaptation to different student profiles, autonomy in learning with an emphasis on soft skills, immersion in Flemish culture and interculturality, use of the COBRA tool for students in difficulty, and the flipped classroom method.

"It's Not Rocket Science!" - Aude Hansel and Natassia Schutz

Learning scientific English is one of the aims of the English course for 1styear science and medicine students. To ease the transition to secondary school and add a playful dimension to the learning process, the English teachers have chosen the angle of scientific popularization. A competition entitled "It's not Rocket Science!" is organized as soon as students arrive at the university. Working in pairs, students take on the role of "content creators", tasked with presenting high school students with a concept or phenomenon covered in one of their science courses, . The final product is a 3-minute video capsule. The finalists receive "professional" coaching from the Confluent des Savoirs and filming by the university's audio-visual department. High school students taking part in Printemps des Sciences are invited to vote for the best production...and the winners take home great prizes and a nice line to add to their CVs.

More information on the research site at UNamur.

Discover the videos on the Science Spring website

The flexible classroom (Univers 2025 Project) - Jérémie Dupal and François-Xavier Fiévez

The flexible classroom project is a continuation of the "Autonomy" research project, which initially aimed to map the space-time of Block 1 course activities at a distance. In this context, the flipped classroom was adopted as the ideal methodology for achieving this objective. Methodological support activities were then added to help students work independently. As part of the Univers 2025 project, we intend to reinforce the existing systems by introducing the flexible classroom (inspired by Julie Anquetin Rault's "autonomous classroom" method), a pedagogical concept that rethinks the roles of learner and teacher, as well as the time and space arrangements in the classroom. This concept, used mainly in nursery and sometimes primary education, has been the subject of research at the International Institute for Educational Planning (UNESCO) since 2018. Our main aim in proposing this device is to align our face-to-face activities with those at a distance and maximize their coherence.

Learn more on the research portal at UNamur.

Past projects

Adaptive online placement test in English, Dutch, German and Spanish

In order to facilitate the differentiation of pathways on entering university, ELV has developed an automated language test based on the Common European Framework of Reference for Languages and enables the identification of students' level in order to provide them with the most suitable course pathway. The test is adaptive to the student's level, so they don't have to start at the lowest level. Notably, this project was selected at Moodlemoot 2018 as one of the best contributions by the Moodle community.

Presentation video

"The European Language Portfolio"

This is a tool for developing students' sense of competence (2019-2021): conduct action research on the use of the European Language Portfolio (ELP) as a tool for developing students' perception of their sense of competence. The long-term objective is to add the ELP to our toolbox of support for autonomy in the flipped classroom in an online version specific to UNAMUR.

"Make things happen"

English through entrepreneurial pedagogy" (2017-2019): the dual objective pursued was to develop English learning sequences using the entrepreneurial pedagogy method: empowering, experiential (active pedagogy) and cooperative learning to offer more motivating language practice.