Collaborative Teaching – A Bridge Building Towards Students’ Social and Academic Benefits

This article is the result of an analysis based on a 14-year observation of the academic and social evolution of students in different educational institutions, contexts and levels of English and French language study in both Canada and Romania. Collaboration has proven to be an effective concept necessary to be introduced in the curriculum. The focus of this project will be on some groups of students studying English and French within different science faculties within a university in Romania. Learning crises are identified as students feel reluctant to both attend and participate in these classes. Moreover, the low number of classes in the curriculum discourages students even more. There is also an overall lack of motivation resulting in the instructor’s conclusion that a linguistic context is badly needed both inside and outside of the class. Along with their progress during their language practice, students’ motivation will be enhanced if students are involved in extra-curricular activities. Coupled with a few innovative learning strategies, the craft of teaching and social contexts presented by some native speaker guests expert on topics appealing to the students could promote greater interest in the study of these two languages.