Code
MUSF ENG 2202
Niveau
L2
Discipline
Anglais
Langue
Anglais/English
Crédits ECTS
2
Heures programmées
20
Charge totale étudiant
40
Coordonnateur(s)
Département
- Langues et Sciences Humaines
- Programme Bachelor
Introduction au module
This course marks the transition from academic to professional English: learners move from analysing and producing structured arguments to deploying communication skills in real-world contexts of collaboration, production, and performance.
Rather than a single shared syllabus, the course is structured around three distinct pathways, assigned according to level and institutional programme. Each track foregrounds a different dimension of professional communication in English, while sharing a common emphasis on applied, goal-oriented language use:
- Language certification and receptive skills consolidation;
- Sustained collaborative project management and public defence; or
- Interpersonal speaking tasks that define professional life across cultures .
By the end of the course, learners will have moved towards communication that is collaborative, adaptive, and audience-driven: reading and listening strategically for professional purposes, managing complex interactions in a second language, and producing or performing outputs that require both preparation and real-time responsiveness.
Objectifs d'apprentissage
- 3.2 - Communiquer de manière efficace et pertinente, dans un contexte global et multiculturel, afin de faciliter la coopération, la compréhension mutuelle et les relations interculturelles.
Traits de compétences
In this semester, learners are streamed based on their assessed language level. Learners with a lower level in English (generally inferior to ‘B2’) follow the ‘TOEIC Track’, with modified course objectives (below).
By the end of this course PGE (M1) / Bachelor (B2) learners will be able to:
• Collaborate with peers to conceive, develop, and deliver a sustained group communication project or professional task in English (approximately 20-30 minutes in total). Whether taking the form of a presentation, debate, negotiation, public campaign, media production, diplomatic simulation, or professional performance, the final output should demonstrate an ability to communicate effectively for a specific audience and defined purpose, with clear structure, persuasive intent, appropriate professional register, and evidence of the collaborative decision-making processes that shaped the final product.
• Produce an individual written reflection or analysis in English (600-800 words) on the communication strategies, challenges, and insights encountered during the collaborative process of the course. This should demonstrate critical engagement with the relationship between communication choices and their outcomes, referencing personal experience and/or course content to identify concrete areas for growth and formulate actionable recommendations for future professional communication contexts.
TOEIC Track Course Learning Objectives
By the end of this course PGE (M1) / Bachelor (B2) learners will be able to:
• Extract, interpret, and synthesize key information from a range of professional English-language texts and audio recordings, including the ability to identify main ideas, infer meaning from context, recognize the positions or perspectives of different speakers or writers, and identify inconsistencies or complementary information across multiple documents. This encompasses the skills required to operate with a high degree of independence in professional English environments, including formal correspondence, reports, announcements, and workplace conversations in both familiar and previously unknown contexts, at a level consistent with internationally recognized professional certification standards.
• Conceive, construct, and deliver a structured 6-10 minute presentation in English on a subject related to a professional or business context, without resorting to reading from notes or other assisting technology (beyond slides). The presentation should communicate key ideas clearly and appropriately for a professional audience, demonstrating effective organization, appropriate register, and techniques for engaging listeners and guiding them through the argument.
Contenu : structure du module et agenda
The course structure is non-contractual and subject to change without notice. It is intended to help students plan their time and learning. However, the teacher may organize CC activities at any time, including without prior notice. Attendance is mandatory for all class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for that activity.
TOEIC Track
S01 CC1 Mock TOEIC
S02 – S04 [Flexi-sessions I : responsive to student needs]
S05 CC2 (Presentation) & Peer-coaching
S06 CC2 (Presentation) & Peer-coaching
S07 CC2 (Presentation) & Peer-coaching
S08 – S09 [Flexi-sessions II : depending on student needs]
S10 CF
Project-Based Courses
S01 Introduction to course, project and preliminary exploration of key issues
S02- S05 [Flexi-session : depending on student needs]
S06 CC1 (Presentation) & Peer-coaching
S07 [Flexi-session : depending on student needs]
S08 CC2 (written) & Preparation for CF
S09 Review and revision / [Flexi-session : depending on student needs]
S10 Review & CF
Collaborative Professional Communication (CPC) Courses
S01 Introduction to course, project and preliminary exploration of key issues
S02- S05 [Flexi-session : depending on student needs]
S06 CC1 (Presentation) & Peer-coaching
S07 [Flexi-session : depending on student needs]
S08 CC2 (written) & Preparation for CF
S09 Review and revision / [Flexi-session : depending on student needs]
S10 Review & CF
Contribution à l'atteinte des ODD (Objets du Développement Durable)
"ODD 4 (Éducation de qualité) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur offre un apprentissage inclusif et personnalisé, favorisant un accès équitable à une éducation de qualité.
ODD 10 (Inégalités réduites) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur favorise l'inclusion sociale et les opportunités économiques mondiales, réduisant les clivages culturels et permettant aux étudiants marginalisés de s'épanouir à l'international.
SDG 4 (Quality Education):
Small-group language learning in higher education delivers inclusive, personalized learning, fostering equitable access to quality education.
SDG 10 (Reduced Inequalities):
Small-group language learning in higher education promotes social inclusion and global economic opportunities, bridging cultural divides and empowering marginalized students to thrive internationally."
Nombre d'ODD abordés parmi les 17
4; 10
Apprentissage
synchrone
Méthode pédagogique
Pedagogical Methods
A. TOEIC Track
Courses are organised around structured exam preparation: an initial mock TOEIC test groups learners by current proficiency, followed by intensive reading and listening practice targeting the test's specific question types and skills. Integrative activities combining speaking and oral production are used throughout to consolidate language gains beyond the test's own (reading/listening-only) scope. The course concludes with a second mock TOEIC administered as the final exam (CF).
B. Project-Based Courses
Courses are organised around sustained, team-based project work: learners take on collective responsibility for group decision-making and project management, working with increasing autonomy toward structured milestones (as detailed in each course's specific CC/CF sequence), culminating in a final group production and defence.
C. Collaborative Professional Communication (CPC)
Courses focus on professional speaking tasks conducted through interpersonal, often dyadic or small-group interaction — meetings, negotiations, structured feedback exchanges — with specific content and format varying according to learner response and instructor choice.
Système de notation et modalités de rattrapage
Evaluation and grading system and catch up exams
All grading is on a scale of 0 to 20, unless otherwise stated.
The CF makes up 1/3 (33.3%) of the final grade for the module (UV/UE).
The CC makes up 2/3 (66.7%) which is comprised of at least 3 elements:
1. Selected Continuous Assessment activities and/or assignments, accounting for 1/3 (33.3%) of the total grade for the module.
2. A general ‘Participation’ grade, as defined by the teacher, accounting for up to 1/6 (16.7%) of the total grade for the module.
3. A ‘Presence’ grade, accounting for up to 1/6 (16.7%) of the total grade for the module.
The teacher may organize CC activities at will, in any class session, including without warning. Attendance is thus obligatory for ALL class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for the activity in question.
Typical CC & CF exercises (Subject to change without warning)
Online CF2s are subject to strict proctoring rules that must be respected in their entirety for any grading to take place.
A. TOEIC Track
• CC1 (Diagnostic): An initial diagnostic TOEIC test (Reading & Listening).
• CC2: An individual oral presentation (6-to-8 minutes)
• CF: A mock TOEIC exam (Reading & Listening). A score of 750 corresponds to a grade of 10/20.
• CF2: A mock TOEIC exam (Reading & Listening). A score of 750 corresponds to a grade of 10/20.
B. Project-Based Courses (content and milestone sequencing varies by course theme: see individual course syllabus)
• CC1: A mid-project oral presentation.
• CC2: A final written group report (typically 3000-4000 words per group) detailing the project.
• CF: A final group oral presentation or project defence.
• CF2: Relative to their course, requiring learners to demonstrate understading of the entirety of the course content.
C. Collaborative Professional Communication (CPC: precise content and milestone sequencing varies by course theme: see individual course syllabus)
• CC1: An individual or paired roleplay assessment (typically 8-to-12 minutes).
• CC2: A Written Reflective Learning Analysis (RLA) or Academic Learning Analysis (ALA):
o RLA: requiring critical reflection on learner’s own communication strategies.
o ALA: requiring critical reflection on communication strategies in a professional scenario.
• CF: An audience-centred group presentation, teaching a single key insight from the course's content.
• CF2 Professional Communication Case-Study : a written case-study assignment requiring extensive research into course content.
Une absence au non justifiée au CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) au CF1, un Contrôle Final 2 (CF2) est organisé.
CEFR Evaluations (A1–C2)
Teachers will assess the CEFR language level based on formal and informal observations during class sessions and activities. Assessments will be conducted to the best of each teacher’s ability but may not be completed if there is insufficient data (e.g., repeated absences).
Note: There is no direct relation between individual learner grades (e.g., CC/CF activities) and their CEFR level.
Validating the Tandem Programme will add 2 bonus points to a student’s CC grade.
Règlement du module
Module Policies
Students are expected to show self-respect, respect for others, and give their best at all times.
Students should be ready for a high degree of interaction: in pairs, groups and in open class environments. Discussion will be the norm and everyone is expected to contribute in every class.
Students should arrive to class ready to participate with the necessary materials
Attendance and Punctuality
Students are responsible for making up any missed work to minimize the impact of absences on their final grade.
Absence justifications for LSH courses are not automatically transmitted. They must be sent to the relevant teacher via the central academic office within 7 calendar days of the absence. After this deadline, the absence will be systematically considered unjustified.
An unjustified absence in CF1 by the central academic office results in a grade of 0/20. In case of failure (final grade below 10) in CF1, a Final Assessment 2 (CF2) is organized.
(FR) Les justificatifs d’absence pour les cours LSH ne sont pas transmis automatiquement.
Ils doivent être adressés à l’enseignant·e concerné·e, via la scolarité centrale, dans un délai de 7 jours calendaires suivant l’absence. Passé ce délai, l’absence sera systématiquement considérée comme non justifiée.
(FR) Une absence non justifiée en CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) en CF1, un Contrôle Final 2 (CF2) est organisé..
Academic Integrity
Each assignment submitted for grading must be created solely by the learner, without the use of automatic language correctors, translators, or generative text tools, unless explicitly permitted by the teacher. Work showing evidence of such use, and inconsistent with the learner’s level, will receive a grade of 0/20. The final decision rests with the teacher and the course coordinator.
(FR) Chaque travail soumis pour notation doit être réalisé uniquement par l’apprenant, sans l’aide de correcteurs ou de traducteurs automatiques de langue, ni d’outils de texte génératif, sauf indication expresse et contraire de l’enseignant·e. Tout travail présentant des signes d’utilisation de tels outils, non conforme au niveau de l’apprenant, se verra attribuer la note 0/20. La décision finale sera prise par l’enseignant·e et le·a coordinateur·rice du cours.
The use of all electronic devices during course time is expressly forbidden unless otherwise mentioned by the class teacher. Learners failing to respect this rule may be marked absent or given a penalty on their participation grade.
The teacher will communicate important information via the Moodle course forum or another pre-agreed method. Students must regularly check the LMS and their email to avoid missing critical updates.
Students requesting academic accommodations (amenagements) must inform their teacher during the first class session or as soon as the accommodation is approved, whichever is later. Students are responsible for ensuring accommodation agreements are provided to the teacher.
For further details, refer to the academic regulations of your programme and institution.
Mots-clés
Communication; Culture