The enaction paradigm as a means to reflect on and renew the teaching and learning of foreign languages The case of French higher education

Foreign language teaching in France often continues to give priority to the production of standardized, phrasal objects. Yet languages emerge as part of a sensory and affective whole. Because language teaching in higher education has the particularity of not having a framework imposed by the institution, some teachers adopt an enactive approach. With this in mind, we present two examples from the teaching of Spanish and English at university.