Abstract
The focus of this paper is teaching French within a department of applied linguistics at the University of Primorsko in Slovenia, with a program of interlingual interactions that focuses, in this case, mostly on the relationships between English and French, with an addition of a primary language, Slovene. The author of this paper, a Professor Emerita from the University of Alabama, with over forty years of higher-education experiences, has recently been teaching (by contract) a variety of French courses that raise concerns about students’ autonomy in a particular language and the acquisition of their skills that are profoundly affected by their extensive use of AI. The new students’ attitudes and behaviors toward learning in general have radically put in question the established forms of teaching and the humanities values on which teachers have been basing their methodologies. More largely, the core humanities values that have been privileged for decades if not even for centuries have recently been affected in unpredictable ways that ultimately concern students’ capacities to think independently and act accordingly, not just in an academic setting, but in their preparation for an active professional life.
Presenters
Metka ZupancicProfessor Emerita of French-Modern Languages, Modern Languages and Classics, University of Alabama at Tuscaloosa, AL, USA, Alabama, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—Traveling Concepts: The Transfer and Translation of Ideas in the Humanities
KEYWORDS
AI, Ways of Learning, French, Applied Linguistics, Learning Autonomy, Language
