In recent years, language teaching has continued to evolve, adapting to new societal challenges. Students no longer work solely on grammar or vocabulary, but carry out practical tasks directly related to their discipline. "The professional world is changing rapidly, and we must prepare them for that," emphasizes Natassia Schutz, director of the UNamur Language Center. "International mobility and the internationalization of careers also require adaptation to multilingual and multicultural environments." Cultural diversity and inclusion are further requirements. "Ludwig Wittgenstein said, 'The limits of one's language are the limits of one's world.' Knowing several languages allows you to see your environment differently," she points out. Finally, the digital transition is profoundly transforming teaching practices, with the integration of technological tools that multiply the possibilities for training and interaction.

To respond to these changes, the Language Center places students at the heart of its approach. "We start with their needs, their context, and their goals. Everything must be meaningful and authentic," explains Natassia Schutz. In concrete terms, this translates into courses tailored to the academic and professional realities of each discipline. In the Faculty of Science, students are introduced to reading articles, writing and scientific presentation in English from their first year. In the Faculty of Economics, Management and Communication Sciences (EMCP), they learn how to write a CV in Dutch and practice in mock job interviews. "We go far beyond vocabulary lists and grammar and use the foreign language as a tool to achieve a specific goal."

"We often describe ourselves as Swiss Army knives: depending on the context, the course, or the students, we pull out the right tool," explains the director. The team collectively reflects on its strategic priorities, but above all, it works closely with professors in each field. This co-construction allows language courses to be anchored in concrete and relevant situations. "Interdisciplinary collaboration is essential. To design our courses, we are in regular contact with faculty professors, which allows us to provide tailor-made learning that combines language learning with direct application in the field being studied," adds Natassia Schutz.

In the Department of Veterinary Medicine, English is no longer taught as a separate subject, but is directly integrated into a specialized course through the CLIL (Content and Language Integrated Learning) program. The principle is simple: "We use English to teach a subject, combining learning the subject matter with developing language skills in a concrete and motivating context for the learner," explains Hélène Bouchat, a language teacher. "This program is based on three principles: motivating students by giving meaning to language learning, promoting intensive exposure to English, and bringing together a subject specialist and a language specialist to integrate content and language in a balanced way," she adds.

As a result, the animal ethnography course has been merged with the English course to form a single course. In practical terms, Benoît Muylkens and Marlies Dauwen, professors of animal ethnography, teach the subject, while Hélène Bouchat regularly intervenes to draw attention to specific linguistic points, such as technical vocabulary, false friends, and useful grammatical structures. "I want to make sure that students understand, because their success in the course also depends on their mastery of English." For those who encounter more difficulties, remedial sessions are organized.

At the EMCP Faculty, languages are also integrated into interdisciplinary projects called "integrated teaching units." "These projects allow us to link several courses around a concrete achievement. In the entrepreneurship project, for example, students design a business plan and we help them write their executive summary in English, which is intended to convince a potential investor," explains Jérémie Dupal, who is in charge of the English part of the project.

This approach requires good coordination between teachers. "We need to know what our colleagues have already covered with the students, because the executive summary can only be written once the financial, marketing, and other aspects are in place. This multidisciplinary approach also shows students that the disciplines are complementary, as they are in professional life. These projects make learning more concrete and develop cross-disciplinary skills such as creativity, collaboration, and the ability to make connections between their different courses. Even students who sometimes see languages as a constraint understand, in this context, how essential they are in their future profession," concludes Jérémie Dupal.

The UNamur School of Modern Languages is becoming the Language Center. Created in the 1970s, the School has evolved over time: from an audio-oral approach, it has moved to an action-oriented and communicative approach, in line with the academic and professional needs of learners. "The term 'school' and the distinction between modern and dead languages no longer corresponded to our reality," explains Natassia Schutz. "With this new name, we are affirming our identity as a university entity and strengthening the sense of belonging within the institution."

The project's ambition is to make science accessible to as many people as possible, especially high school students. The aim is clear: to demystify complex scientific concepts while offering young people a fascinating gateway to the world of research.

The idea behind "It's not Rocket Science" is simple but ambitious: each student duo must design a 2-minute popular science video that explains a space-related scientific concept or phenomenon. From a pool of 300 videos, the most convincing are selected to take part in a competition organized during Printemps des Sciences. High school students are invited to vote for the best video.

The objectives of this project are multiple: (1) to practice English in a concrete way , (2) to offer secondary school students a glimpse of what is achieved at university , (3) to discover interdisciplinarity and (4) to inspire young people to study science - why not at UNamur?

To meet this challenge, the finalist students are supported in the production of their videos by the team of English and subject teachers, by Confluent des Savoirs - UNamur's science popularization service - and by the Audio-Visual Service.

The competition's prize-giving event was marked by a highlight: a live audio connection with Donald Pettit, American astronaut, currently aboard the International Space Station. This privileged moment of exchange enabled the students and secondary school pupils in attendance to ask questions of the astronaut orbiting the Earth and learn more about life on board, the astronauts' journey and the challenges they face on a daily basis.

Following this exchange, the winners of the 2025 edition were presented with prizes donated by project partner EuroSpace Centre. Among the 7 finalist videos, the one made by Ella Cishahayo and Angelina Severino, students in biomedical sciences, won the competition.

The evening closed with a talk by Julie Henry, STEAM Project Manager at UNamur, on the challenge of attracting girls to scientific fields.

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency (EACEA). Neither the European Union nor the granting authority can be held responsible for them.