Grands témoins > Biographies

Each grand témoin will attend one of the workshops for the duration of the congress. Like all participants s/he will participate in the work of the delegates present. Saturday morning, the grands témoins will have the task of summarising the discussions, debates and progress made on the six themes, bringing critical light to bear, through their own theoretical postures and in dialogue with the rest of the participants.

Sophie Bailly

Sophie Bailly is a Professor of Language Sciences at the University of Lorraine. Since joining the C.R.A.P.E.L. in 1989 she has been conducting research on self-directed language learning in institutions of higher education. Since 2011, she has focused on the design of digital tools fostering the development of autonomous learning practices (Coalea, Platform Lansad).

Her teachings in the Masters of Language Didactics focus on learner autonomy in language learning. She also manages the self-directed training of M1 and M2 students for scientific English and another foreign language of their choice.

Yves Bardière 

Yves Bardière is a qualified English teacher and a University Professor at UGA (Grenoble Alpes University). He is the scientific director of the CLES (Certificate of Competence in Languages for Higher Education) national coordination committee. He spent most of his professional life in the Navy before moving towards a University career.

His research focuses on Gustave Guillaume's linguistics, contrastive analysis of French and English, LSP, linguistic and didactic approaches to naval English, operational English, NATO procedures, professional didactics, didactics of English and summative evaluation in terms of validity, reliability and fairness.

lidilem.univ-grenoble-alpes.fr

Jérôme Eneau

Jérôme Eneau holds a Ph.D. in Education from the University of Strasbourg and a PhD in Andragogy from the University of Montreal. He is currently Professor at the University of Rennes 2. His work focuses on learner autonomy in adult education and more specifically on the social dimensions of self-directed (face-to-face and distance) learning: reciprocity, trust and recognition, cooperation and collaboration.

In recent years, his research has led him to broaden the initial scope of his investigations in the field of vocational training, formal, non-formal and informal learning of adults, in distance and hybrid learning contexts.

 http://cread.espe-bretagne.fr/membres/eneau

Emmanuelle Huver

Emmanuelle Huver is Professor at the University of Tours (EA 4428 Dynadiv). Her works mainly focus on the didactics / didactology of FLE / S and other languages. The themes she explores are linked through the transversal issue of diversity (of languages, cultures, uses of transmission/appropriation) and its challenges, from the dual point of view of research and in-field intervention.

Her most recent works attempt to anchor the problematics linked to Evaluation in diversified orientations, on a phenomenological and hermeneutic basis.

https://www.univ-tours.fr/site-de-l-universite/mme-huver-emmanuelle-1607.kjsp?RH=1484743504596

Nicole Poteaux

Nicole Poteaux is currently Professor Emeritus at the University of Strasbourg where she initiated the creation of the Language Resource Centers (LRCs) in 1991. Originally a professor of English and didactics, she then migrated to the field of Education to work on the question of lifelong learning.

Within the Interuniversity Laboratory for Education and Communication Sciences (LISEC), her research topics have focused on language learning contexts fostering the development of learner autonomy: pedagogical differentiation, self-directed learning, metacognition, self-assessment, changing roles of teachers and learners, use of networks and e-learning. The observation and analysis of these devices have broadened the scope of her investigations to the field of pedagogy in higher education as part of her HDR "Pedagogical innovation from research to the field".

Turid Trebbi

Turid Trebbi is Professor Emeritus in Foreign Language Didactics in the Department of Foreign Languages and Cultures at the University of Bergen, Norway.

Her research interests lie in the area of learner autonomy, aimed at providing access to language learning for all students. Her research focuses on teacher representations, language learning, the roles of the teacher and the learner, the use of new technologies in language learning, and 'self-assessment’.

She is currently leading the project 'Speech and Practice in the Language Class' which studies verbal interactions between teachers and students in a cross-cultural perspective.