The Didactic Evolution of FFL in Spain and SFL in France : Singular and Distinct Paths

Abstract

If the acronyms FFL (French as a Foreign Language) and SFL (Spanish as a Foreign Language) are now part of the university vocabulary both in France and Spain, does one really know their meaning? It will be necessary to review in this work the notion of field specific to the FFL and the SFL in didactics and to show that it is very difficult to define precisely the chronological succession of the methodologies for a particular language, since some of them coexisted before imposing themselves on the former ones and also that others did not even have the time to establish nor even to develop. The didactic evolutions of the FFL in Spain and the SFL in France are an example. It is therefore important to summarize them in order to understand better the methodologies that currently predominate and which are similar on both sides of the Pyrenees. However, if the starting stage is the same (with the traditional methodology) and the ending stage is the same (with the actional perspective), the didactic evolution of the FFL in Spain and the SFL in France differs considerably to account for these similarities and divergences in this work.