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”留学的定义没有共识：STSA指的是无限长的停留时间。教师的观点对教学内容和目标保持青睐；倾向于把短期停留缩短为长期停留。教师们往往会注意到，STSA不足以培养新的语言或跨文化技能，因此，在逗留期间，通常伴随着一个学期的预备课程，有时也伴随着逗留后的课程。因此，STSA只是“正常”课程中的一个插话。此外，STSA成为教师的高度控制时期。*实际效果：出发前安排4次备课，在抵达法国前对图尔市、图尔大区、巴黎进行实地考察；在两组各5名学生中执行任务和实验；来自日语和法语学生的报告，可以通过两个网络Padlet和Facebook小组访问。任务分为两部分：第一周的任务以及第二和第三周的任务。任务是“点菜式的”。第一周任务的目标似乎已经实现（对两组学生访谈的第一次话语分析）。建立了新的课外联系，以加强学生在当地社会的扎根。

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.