La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
This study was designed to analyse undergraduate programme reviews of languages for specific purposes (LSP) in order to discover the stakes and the pertinence of this training offered at Canadian institutions of higher learning.  The three research questions are: • Which Canadian institutions of higher learning offer curricula integrating competences in LSP and professional know-how? • Taking into account the nature and function of LSP programs and courses within higher education, what are the major stakes? • What are the most frequent recommendations found in the external reviewers’ program assessments, taking into account the nature and function of LSP programs and courses?  The analysis revealed that the most important stakes in providing quality, pertinent training in LSP are contribution of course content to professional training; correspondence to the needs of the learners; systematic programme evaluation including proof for decision-making; systematic programme revision, updating and evaluation; interdisciplinary and interuniversity collaboration; teaching language competences related to the underlying professional discipline; teaching intercultural perspectives; constitutive or instrumental objective of language acquisition; professionalization of the discipline rather than the “service” function; promoting programmes, collaborations and international exchanges; integrating information and communication technologies; and providing learners with opportunities for formal language certification in LSP.  The external evaluators recommended modernising and reorganising courses, setting up collaborations, improving international exchanges and methods for promoting them, elaborating strategies for studying and implementing initiatives, promoting the benefits of language study to other disciplines and faculties, creating strategies for programme revision, and formulating plans of action to take advantage of new technological resources.  These findings therefore shed light on the value of the formative function of curriculum evaluation mechanisms for the field of language teaching and on the stakes involved for teaching practitioners in providing quality, pertinent LSP training.  They also shed light on the importance and the impact of evaluation practices on decision-making.
Formation Specialised languages Languages for specific purposes (LSP) Training Undergraduate programme review Major stakes Recommendations Canadian universities