Internacionalizacija univerziteta u Francuskoj i Srbiji i njen uticaj na razvoj nastave stranog jezika struke

Abstract

The aim of this article is to delineate the growing importance of the international orientation of university education and its impact on teaching learning foreign languages for specific purposes. Initially, the research was devoted to universities and Grandes ecoles in France, a model of the French business school where many international students which provide the host university a strong multicultural identity and international reputation thanks to agreements on cooperation with the most prestigious institutions of higher education in the world. In order to attract students from all over the world, many French universities have developed degree programs in English. Prestigious business schools offer a wide range of courses covering all major fields and strive to ensure a high level of research projects. These institutions offer students an opportunity to spend part of their studies at foreign universities. At the same time, foreign language teaching has been strengthened and modernized. One of the most important innovations is the integration of foreign language learning and teaching with the contents of other subjects. The development of didactics of French for Academic Purposes (Francais sur Objectifs Universitaires – FOU) contributes significantly to the popularity of those universities, because non-French speaking students stand much better chances of success. French for Academic Purposes, as a branch of French for Specific Purposes (Francais sur Objectifs Specifiques – FOS), and as one of the ways to facilitate the integration of foreign students, is increasingly gaining importance in the domain of French as a foreign language. Serbian schools of management are open to international cooperation and the establishment of agreements on diploma recognition and equivalence in order to facilitate student exchange and Erasmus+ type mobility, but they rarely consider possible improvements in teaching foreign languages for specific purposes by increasing the number of courses and offering several languages in the curriculum, which would make them more competitive. The number of LSP classes per week is insufficient since it equates to an average of thirty hours per semester which are allocated to language learning. Very often, the only language offered to students is English. Although there is a significant disproportion between the desire to expand and strengthen international partnerships and a desire to improve conditions for foreign language teaching, the example of some Serbian universities shows that improvements are possible.