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Challenges in LSP Online Teaching
and how to overcome them -
A Case Study in “French Language and Business
Communication” Classes: Connecting Dots

Given the current global circumstances, all educators have encountered manifold challenges
related to their jobs. Facing unprecedented situations, they have been forced to
continuously adapt to a completely new work environment – the online. Certainly, even
before the pandemics some educators flirted with the idea of online teaching, but very few of
them really had the opportunity to experience it first-hand. Two recurring questions are the
premise of this paper. The first one refers to finding out the extent of the teaching impact
upon students, while the second one brings up possible means of inspiring and encouraging
the teacher to, ultimately, motivate the students.
Therefore, this paper, under the form of a testimony, focuses on two aspects. First, it briefly
puts forward a number of challenges and personal reflections on online teaching of
languages for specific purposes (LSP). Secondly, following these considerations, it suggests
a number of learning activities anchored in the Connectivism Learning theory in order to
exemplify possible best practices in online foreign language training. It also presents a case
study from “French Language and Business Communication” (FSP) classes in an endeavor
to connect the dots between the educator’s language content ownership, students’ needs
and preferences and an intriguing channel of communication, the online.