Is a short-term sojourn abroad just a "short" sojourn? A study for an integrative learning network implementation in "secondary-type" short-term mobility situations

研究的初步结果如下：理论结果：国际上对短期留学的定义没有达成共识：STSA指的是无限长的逗留时间。教师对留校的内容和目标的看法比较偏向；倾向于将短期留校减少为长期留校。教师倾向于注意到STSA不足以培养新的语言或跨文化技能，所以在留校期间通常会伴随着一个学期的预备课程，有时还会伴随着留校后的课程。因此，STSA只是“正常”课程中的一个插入语。此外，STSA对教师来说是一个高度控制期。*实际结果：在出发前设立准备会议(4次)，使图尔市、其所在地区和巴黎在逗留法国之前成为现实；任务的执行和在两个队列中各5名学生的实验；学生用日语和法语的报告，可以通过Padlet和Facebook两个网络群访问。任务分为两部分：第一周的报告，第二周和第三周的报告。任务是“点菜”的。第一周任务的目标似乎实现了(首先对两组学生的访谈进行了详细分析)。进行了新的课外接触，以加强学生在当地社会中的地位。

The initial results of the research are as follows:Theoretical results: no international consensus on the definition of "short-term" study abroad: STSA refers to an infinite number of lengths of stay. The teachers' point of view of the content and objectives of the stay favored; tendency to make the short stay a reduction of a long stay. Teachers tend to note that STSA is insufficient to develop new language or intercultural skills, so the stay is often accompanied by a preparatory course during a semester and sometimes also by a post-stay course. Thus, STSA is only a parenthesis in a "normal" curriculum. Moreover, STSA becomes a period of hyper control on the part of the teachers.* practical results: Setting up preparation sessions (4 times) before the departure to make the city of Tours, its region, and Paris real before the stay in France ; Implementation of the missions and experimentation on two cohorts of 5 students each; reports from the students in Japanese and French which are accessible through two networks Padlet and Facebook group.The missions are divided into two parts: those of the first week and those of the 2nd and 3rd weeks. Missions are "a la carte".The objectives of the missions of week 1 seem to be fulfilled (first discursive analysis of the interviews with students of both cohorts). New extra-curricular contacts were made to reinforce the students' anchorage in the local society.