Abstract
The article aims at analysing the various perceptions of success and failure in LSP among language policy agents. Do they have a homogeneous view of success and failure? How coherent is each agent’s vision? The corpus is composed of positions of the Council of Europe, of the French State and of student unions. It appears that for each examined agent, the notions of success and failure are complex and ambiguous. The fact of considering that a learner has succeeded, or failed, has consequences on every other LSP agent as part of a complex system. This emphasises the difficulty of assessing for both teachers and students, as well as teachers’ social responsibility. The article eventually shows the interest of micro-level studies of LSP agents’ conceptual differences to account for the dynamics of macro-level language policies.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
