REMARKABLE DISCOVERIES AS A TEACHING TOOL FOR FRENCH AS A FOREIGN LANGUAGE (FLE) FOR HISTORY STUDENTS FROM DOCUMENT ANALYSIS TO THE COMPLETION OF ACADEMIC PROJECTS
REMARKABLE DISCOVERIES AS A TEACHING TOOL FOR FRENCH AS A FOREIGN LANGUAGE (FLE) FOR HISTORY STUDENTS FROM DOCUMENT ANALYSIS TO THE COMPLETION OF ACADEMIC PROJECTS

Summary/Abstract: Teaching French to history students requires pedagogical approaches capable of linking language learning with the acquisition of disciplinary knowledge. In this perspective, remarkable discoveries, whether archaeological, historical, or related to cultural heritage, constitute particularly rich resources for developing learners’ linguistic and methodological competences.This paper examines the role of historical discoveries in the teaching of French for academic purposes to history students. Drawing on examples such as the discovery of Pompeii, the tomb of Tutankhamun, and the Lascaux caves, it shows how these themes support the acquisition of specialised vocabulary, the development of reading and writing skills, and the mastery of academic discourse in French.The study also highlights the contribution of project-based learning in this context. Students are led to produce documentary files, popular science articles, virtual exhibitions, or academic presentations, mobilising both their historical knowledge and their linguistic competences. This approach fosters autonomy, critical thinking, and research skills that are essential in higher education.The central argument is that remarkable discoveries are an effective lever for teaching French for specific academic purposes, as they allow students to engage in authentic contexts of research and scientific communication.

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