Innover en didactique des langues-cultures après/avec le CECR (2001) et le processus de Bologne (1999) : bilan, enjeux, résistances et réticences

Abstract

This paper is about the case study of the teaching and learning of foreign languages in Southern Europe countries - in this very case Portugal, specifically at the Oporto University - which officially acknowledged and applied in its programs, objectives and methodologies guidelines and standards defined by the two guiding documents of the European integrative and inclusive policy, namely the processes arising from the Bologna Declaration (1999) and the Common European Framework of Reference for Languages (2001). We intend to characterise the first decade of articulation of both these documents in the teaching and learning of foreign languages at the FLUP (English, French, Spanish, German and Portuguese Foreign Language) : balance, innovative and positive progresses, but also the resistance and reluctance to face various principles and spirit of both these documents for the teaching of languages and cultures.