Bachelor's degree in foreign and regional languages, literature and civilizations (LLCER)

The LLCER bachelor's degree, with its 11 typical courses, represents one of the most important bachelor's degrees in the Humanities sector of Aix-Marseille Université, in terms of enrolment (1600 students) and diversity of language and culture offeringsétrangères ; and the second in France after Paris.

This bachelor's degree offers one of the most diversified language and culture offerings in France, and the trilingual bachelor's degree is a rare course on a national level.

Anybody with a particular aptitude for learning and perfecting one or more foreign languages and for studying the literature and history of the language areas concerned.

Sont autorisés à s'inscrire en Licence :

- Candidates who hold or are preparing for a French baccalaureate in general, technological or vocational subjects.

- Candidates who hold or are preparing for a French baccalaureate in general, technological or vocational subjects.

- Candidates who hold or are preparing for a French baccalaureate in general, technological or vocational subjects.

- Candidates who hold or are preparing for a French baccalaureate in general, technological or vocational subjects.

- Candidates holding or preparing for a DAEU.

- Applicants who hold or are preparing for a French level IV diploma other than a baccalauréat.

- Applicants who are nationals of a Member State of the European Union.

- Applicants who hold or are preparing for a French level IV diploma other than a baccalauréat.

- Applicants who are nationals of a Member State of the European Union.

- Candidates who are nationals of the E.U., the EEA, the Swiss Confederation, the Principality of Monaco or Andorra, and who hold or are in the process of obtaining a diploma giving access to European higher education.

- Candidates who are nationals of the E.U., the EEA, the Swiss Confederation, the Principality of Monaco or Andorra, and who hold or are in the process of obtaining a diploma giving access to European higher education.

- Candidates who are nationals of the E.U., the EEA, the Swiss Confederation, the Principality of Monaco or Andorra, and who hold or are in the process of obtaining a diploma giving access to European higher education.

- Applicants who are nationals of the E.U., the EEA, the Swiss Confederation, the Principality of Monaco or Andorra, and who hold or are in the process of obtaining a diploma equivalent to the French baccalaureate (diploma obtained outside the E.U.)

N.B : Candidates who are not nationals of the E.U., the E.E.E.A., the Swiss Confederation, the Principality of Monaco or Andorra, who hold or are in the process of obtaining a diploma equivalent to the French baccalaureate (E.U. or non-E.U.) do not sit the exam.E or non-EU) do not go through ParcourSup, but through the DAP procedure.

Arabic, Chinese, English, German, Italian, Japanese, Portuguese, Russian, Spanish, Trilanguage.

Each typical pathway offers several areas that can be consulted on the « typical pathways » sheets. The Trilangue pathway combines the teaching of English (compulsory) with the teaching of two languages, one of which (known as Language B) is taught in conjunction with English (German, Arabic, Chinese, Chinese, English, etc.);English (Arabic, Chinese, Dutch, English, German, Korean, Japanese, Russian, Spanish), the other (called Language C) being less creative (coefficient) than English and Language B : German, Spanish, Italian, Portuguese, Chinese, Arabic, Russian, Vietnamese, Persian, Armenian (Western and Eastern), Turkish, Hebrew, Berber, Polish, Czech, Serbo-Croatian-Bosnian and Montenegrin, Bulgarian, Catalan, Modern Greek, Provençal...

The level aimed for according to the Common European Framework of Reference for Languages (CEFR) differs according to the level of entrants, a distinction being made between courses offering languages with a high level of proficiency and those offering a low level of proficiency;As a result, a distinction is made between pathways offering languages as a continuation of languages learnt in secondary school (German, English, Spanish, Italian), pathways in alphabetic languages chosen at the outset (Hebrew, Arabic, Portuguese, Russian), and idéographic languages chosen at the outset or as a continuation (Chinese, Japanese).

In-depth cultural knowledge, analysis of facts specific to the history, culture (literature, the arts) of the linguistic and cultural areas represented.

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• Subject competences : oral comprehension and in-depth criticism  oral production and criticism in English and French  translation. Communication and intercultural understanding. Document analysis.
• Transversal skills : Social skills (working in a group, organising group projects), expressing and structuring ideas, producing summaries, writing reports or documents, communicating and teaching (passing on knowledge), identifying and retrieving information, structuring one's work, being able to understand and use information;information, structuring one's work, knowing how to plan and meet deadlines, speaking in public, processing information, using the main office automation tools (word processing, Powerpoint presentation, digital learning platform). Autonomy, critical thinking, organisational skills, intellectual curiosity, analytical reasoning skills.

For non-compulsory placements, the placement agreement is drawn up with the support of the UFR administration via the ipro platform http://ipro.univ-amu.fr

This platform enables students to access and apply for internship and job offers, track their applications, request internship authorisation from their academic supervisor and draw up their internship agreement.

Tutorial projects enable students to work under conditions similar to those in a company, with support from the course teachers.

Students have a regular teacher, the Director of Studies. They benefit from regular and individualised supervision, supported by courses on the methodology of university work adapted to their discipline.

The student's day is devoted to the student's studies and the student's work.

The back-to-school days provide an opportunity to find out about the course of study, the University's services, optional courses, visit the University Library and find out about the Service Commun de Documentation (SCD).

For students entering the course after authorisation from the Pédagogical Commission, a refresher course may be offered.

For students entering the course after authorisation from the Pédagogical Commission, a refresher course may be offered.

For students entering the course after authorisation from the Pédagogical Commission, a refresher course may be offered.

The teaching staff, in particular the Directors of Studies and Year Heads, take an active part in the Futur Bachelier days, open days and the ParcourSup admissions procedure. In some typical courses, 3rd year or Master's students are asked to supplement the information given to future students during these days.

Several language teachers sit on the ALLSH UFR Pédagogical Commission, which delivers the notice of transfer from one stream to another. Within a number of teaching teams, a member of staff is appointed to validate the student's prior learning (Validation des Acquis de l'Expérience) and professional experience (Validation des Acquis Professionnels); the procedures for validating this learning are set up by the University.

In the 1st year of the Bachelor's degree, several measures have been put in place to help students succeed: hours of tutoring provided by Master's students, teams of relevant teachers who validate the academic registration forms and monitor a small group of students;This is followed by the Méthologie du Travail Universitaire (Methodology of University Work) UE, which helps new entrants find their way around the expectations of their course. Pre-entry meetings are organised for each degree level. The standard courses set up a tutoring system.

All the standard courses set up a tutoring system.

All the standard courses have signed a Disability Officer, who is responsible for liaising with the ALLSH UFR Disability Mission; In this way, teachers in the various teams can be kept informed of the existence of various disabilities and can adjust their teaching practices: improved legibility of documents, transmission of authenticated courses and assessment methods.

Progressive orientation in Licence 1 or entry into Licence 2. Multidisciplinarity in licence 1 and options in licence 2 encourage progressive orientation (retention of credits and most grades).

In the second year, students follow a course on guidance, career planning and digital technology. This is a compulsory course each semester (2 x 3 credits), which is taught in the form of supervised work by professionals.

The course is taught in the form of supervised work by professionals (2 x 3 credits), which is taught in the form of supervised work by professionals.

The course is taught in the form of supervised work by professionals.

The aim is to support students in their career development. The aim is to provide general information and methodological content for finding information in order to enable students to enrich their career prospects and gradually develop their choices. The aim is also to provide students with preparation for entry into the world of work: knowledge of the socio-professional environment specific to the course, an introduction to the tools for entry into the world of work and the search for work placements.

Each of the standard LLCER degree courses offers international exchanges (ERASMUS+, ERASMUS, ERASMUS MUNDUS, bilateral agreements) enabling students to study for a semester or an entire year in a partner foreign university.

Each of the standard LLCER degree courses offers international exchanges (ERASMUS+, ERASMUS, ERASMUS MUNDUS, bilateral agreements) enabling students to study for a semester or an entire year in a partner foreign university.

Each of the standard LLCER degree courses offers international exchanges (ERASMUS+, ERASMUS, ERASMUS MUNDUS, bilateral agreements) enabling students to study for a semester or an entire year in a partner foreign university.

With over 100 agreements and partnerships, this highly intercultural course offers the possibility of numerous international mobility opportunities;The programme offers a wide range of international mobility opportunities in Europe (Austria, Denmark, Germany, Italy, Poland, Portugal, Russia, Spain, Turkey, United Kingdom), the Middle East (Egypt, Jordan, Lebanon), North Africa (Algeria, Tunisia), Asia (China, Korea, Japan) and North America (Canada, United States).

The LLCER degree has 128 partners in 25 countries.