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At IÉSEG, professors inspire, challenge, and mentor hundreds of students every year. Each month, we sit down with a faculty member to discover their background, their vision, their teaching philosophy, and what truly drives them. This month, let’s meet Coralie AUGUSTE who has been teaching FLE (French as a Second Language) on the Lille campus since 2017.

Could you tell us about your background?

I completed a Bachelor’s degree in Applied Foreign Languages in Toulouse and moved to Sweden in 2010 to work as a French language assistant in a high school. I have always been drawn to teaching and international environments. That was where I discovered that a profession combining all of my passions actually existed: teaching FLE (French as a Foreign Language). Teaching my mother tongue to people from different cultures was a real revelation for me!

After that, I spent a year in Australia before returning to Lille to complete my Master’s degree in Didactics of French as a Foreign Language. Then I went abroad again—this time to Brazil—working as a French lecturer (lectrice) in a higher education institution for nine months. In the meantime, my desire to teach adult learners grew stronger.

Upon returning from Brazil, I had the opportunity to teach my first class at IÉSEG, which is how I officially joined the School in September 2017. I became a permanent faculty member in 2023.

What does teaching FLE mean to you?

For me, an FLE class is a genuine encounter, a real relationship. It is not just about teaching a language; it involves embracing an entire culture. It’s about helping someone express themselves both in writing and speaking, while also providing cultural keys, building self-confidence, and offering opportunities to experiment. I work with a different audience every time, often from cultures I’ve never encountered before. There is always a new exchange and fresh perspectives on the world. It’s deeply enriching.

Teaching FLE in France can have a real impact on students’ futures. Sometimes, it is the key that enables them to find an internship or a job, or perhaps to settle down and apply for citizenship. Therefore, teaching FLE in a French-speaking region carries a lot of weight and high stakes.

What types of courses do you teach, and for which levels?

I teach FLE across all programs: Specialized Masters, the Grande École Program (both Bachelor and Master cycles), and the Bachelor in International Business (BIB). Currently, I mostly teach intermediate to advanced levels. It’s stimulating because you are never confined to a single level, and you are constantly refining the course content and teaching scenarios.

The curriculum and learning objectives are defined by course coordinators based on students’ key needs. Specialized Masters and BIB students need to secure internships, so the focus is placed on professional skills—for instance, through mock job interviews in French.

For exchange students, we redesigned all the courses last year. Since they are here for a short period to gain experience and meet new people, we focus on their everyday communication needs. Although the environment is warm, supportive, and fun, we still work hard: as teachers, we select activities because we know they have a strong pedagogical impact. Nothing is left to chance.

Conversation and debate are also at the heart of the FLE course. I like using educational games, provided they are relevant, to help students use the language in authentic situations. I enjoy dynamic classes where people are active: we rearrange the tables, do standing activities, work in small groups, or as a whole class.

Everything can be a learning tool in FLE: going outside to interview passers-by, representatives from local associations, or entrepreneurs provides a rich playground for practical experience.

How do you support students in their learning journey?

In all my classes, it is essential that the classroom feels like a safe space for experimentation and trust—a place where everyone is allowed to make mistakes. From day one, I lay down the rules: no making fun of anyone; everyone can make mistakes. This creates a climate of trust among the students, as well as with me. They can also schedule one-on-one appointments with me outside of class, for example, to review a specific point they didn’t fully understand or want to explore further. Some stay in touch even after the course ends to share their progress, and it’s always a pleasure to hear from them.

Do you invite guest speakers from companies into your classes?

Last year, I invited an entrepreneur whose native language isn’t French. Through his journey, students could truly relate and project themselves into the future. Each student prepared the interview based on their specialization: digital marketing students asked questions about the website, while international business students inquired about import-export operations. They were discussing their fields of expertise, but doing so in French. It moves beyond a simple practice exercise into a genuine conversation about a topic that matters to them.

We also organize company visits alongside my colleagues. For instance, we visited the Boulanger store in Englos—including its innovation center—as well as Euratechnologies and the Hiptown coworking space. The goal is to give students a firsthand look at a French business, offer them the chance to engage with professionals, and begin building their network.

Do you address societal issues in your courses?

At the advanced level, we discuss many contemporary societal topics: the environment, diversity, inclusion, human rights, and more. This year, we worked on tourism, including overtourism and demarketing campaigns. Not everyone shares the same perspective since we come from different cultures and different parts of the globe, which makes the debate much richer. The goal isn’t to say, “Here is the French version, which is the only and best one,” but rather: “This is the general perspective in France—how is it viewed in your country?” It is always an intercultural approach.

Do you have a favorite memory or story from your time at IÉSEG?

A Mexican exchange student I taught a year and a half ago for a total of just 18 class hours recently reached out to me. He wanted to share that he continued practicing French after returning to Mexico and had just passed his DELF B2 exam. He was so proud to send me a photo holding his diploma! That showed me that this isn’t just a language course; it achieves everything I aim for: empowering students to continue learning French after the course ends and allowing them to use it however they choose to grow in both their personal and professional lives.