La didactique du FLE en Europe depuis les années 1990 : un processus d’intégration unilatéral ? Réflexions à partir du cas de la Hongrie
The methodology of teaching French as a foreign language in Europe from the 1990s: A one-way process of integration? Reflections on the case of Hungary

Summary/Abstract: To address the question featured in the title of this article, we will begin by reviewing the research literature on this pivotal moment, with a particular focus on studies examining its reception in the Central and Eastern European countries in general, and in Hungary in particular. We will then explore whether similar ideas have or have not been reflected in foreign language teaching methodologies, based on institutional texts produced by the Council of Europe between 1990 and 2015. Thirdly, we will investigate the sense of belonging to Europe among Hungarian teachers of French. The aim is to compare European integration, language and education policies with their reception at individual level, in order to highlight the profound discrepancies that need to be addressed if we are to develop a truly inclusive methodology for teaching foreign languages in Europe.

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