Catapult results

policy Recommendations

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A MOOC based on both an instructionist and a connectivist approach seems to meet the needs of LSP teachers.

High acceptance by LSP teachers of a MOOC-based Continuing Professional Development (CPD) course.

LSP teachers’ skills go far beyond core teaching skills : e.g. needs analysis / corpus compilation to study specialized varieties of a language…

Residual training needs (felt needs) on the integration of technologies in their teaching are expressed by LSP teachers.

LSP teachers' feeling of isolation (freelancers in adult education, teachers in higher education) is an issue to be addressed.

The lack of provision of specific LSP training to language teachers is documented at the European level : 70% of LSP teachers go into LSP teaching with no specific prior training.

Main CATAPULT Project Results

Given the diversity of LSP teaching in Europe, mobility periods abroad in the form of placements should also be included in initial language teacher education programmes and in language teachers’ CPD courses.

Curricula in initial language teacher education should also include specific modules on LSP teaching: fully online (MOOC) and/or in combination with face-to-face courses.

LSP teachers, especially in adult education, should be made aware of and encouraged to engage in online LSP Teachers’ Communities of Practice.

​​​Academic recognition of the specific LSP training offered is essential: badges, certificates, and ideally European credits if integrated in curricula/diplomas.​​​

POLICY RECOMMENDATIONS

Specific Continuing Professional Development on LSP teaching should be offered more systematically to in-service language teachers.