Problem-solving pedagogy in the language classroom

At a time when people are talking more and more about soft skills and 21st century competencies, practitioners are being asked to reconfigure their practices to meet training needs in terms of communication and interaction. The present work interrogates the professional practices of FLE teachers in the light of the principles of professional didactics and those of problem-solving pedagogy, in order to identify the conceptualization models that fuel such practices in the language classroom.