Plurilingual expatriate teachers at the university: a ‘Français Langue Etrangère’ case in Italy

The article aims at analyzing the role of plurilingual expatriate teachers: the topic of the dynamics of cooperation between native and non-native speaker teachers of foreign languages is empirically investigated in relation to French as a Foreign Language (Français Langue Etrangère – FLE). Learners’ needs are considered along with their training from intermediate to upper intermediate levels and native and non-native speaker teachers’ attitudes. The discussion focuses on the advantages of a balanced cooperation between the two profiles\r\nof teachers, insofar as its advantages seem to outweigh its drawbacks. The article highlights the importance of creating mixed teams of teachers to the maximum benefit of students and their preparation, both for exams and their future professional needs by analyzing the case of the organisation of FLE teaching at a university language centre over the 2008–2018 decade.