The teaching of FLE, which is losing momentum particularly in the academic context in Taiwan, must renew itself to maintain its attractiveness and impact. The cultural dimension of the French language serves as a fundamental lever to stimulate learners' interest and encourage a more immersive learning experience. From this perspective, FLE teachers are not only linguistic transmitters but also cultural mediators and translation actors, playing a key role in intercultural dialogue.
This study examines an innovative project carried out in Taiwan, involving the translation into French of the scripts of the audio guides from the permanent collection of the National Museum of Taiwan History and the recording of the audio guides. This project mobilized French-speaking teachers on one hand, and fourth-year French undergraduate students on the other, integrating a historical and cultural dimension into their translation education. It is a unique initiative at the national level in Taiwan, facilitating the dissemination of Taiwanese heritage to a French-speaking audience and providing an authentic and original learning experi- ence for the students.
The analysis of this project highlights several key issues. On one hand, it illustrates how translation can be exploited as an engaging pedagogical tool, enhancing learners' linguistic and cultural skills. On the other hand, it emphasizes the central role of FLE teachers in the co-construction of knowledge, in partnership with academic and cultural institutions. This experience has also led to a reconfiguration of translation teachers' syllabi, enriching their content with diverse historical and cultural themes. Thus, how can FLE teachers serve as cultural mediators and translation actors within the framework of a museum and academic project? This project serves as a relevant example of renewing pedagogical practices in FLE. It demonstrates how a strong cultural anchorage and an interdisciplinary approach can strengthen students' interest in learning French while valuing local heritage. By engaging in a dynamic of academic and institutional collaboration, this initiative offers new perspectives for FLE teaching and teacher training as cultural brokers and actors in the circulation of knowledge.
