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Teachers’ professional identity is a component of professionality closely linked to students’ learning. It is both a provisional state and a living process (Gohier et al., 2001). Due to their disciplinary and cross-disciplinary dimensions, languages and cultures contribute to research into professional identity as a dynamic system (Cicurel, 2011; Muller, 2021). The professional identity of teachers of (foreign) languages and cultures deserves to be considered in the light of diverse multilingual and societal contexts, as well as the issues linked to every student’s academic achievement, as suggested by recent international reports (OECD, 2022).Our study is based on the end-of-module assessment of language didactics students in the first year of a master’s degree in primary education (in France). The assessment situation invited the students to reflect on their future professional activity by highlighting the role of languages and cultures. We analyzed the range of interrelationships between the various indicators derived from the examination papers in order to reveal traces of a professional identity and their unique manifestations for these students.

This article seeks to identify the potential and limitations of using authentic virtual reality (VR) resources to learn English by a public from the Language for Specialists in Other Disciplines (LANSOD) sector, in a self-access centre (SAC) at the University of Lorraine. The study set up, within the framework of workshops intended to discover 360° immersive videos through different digital tools, is interested in the perceptions and feedback of a cohort of students in Master 2 of French as a foreign language in an informal situation of oral comprehension in English. A questionnaire and a phenomenologically inspired methodology were used to collect the data. The results show the potential of these resources for learning extra-language knowledge as well as language knowledge in a foreign language leisure situation. They also reveal the effects of the technologies used, the resource scenarios and multimodality on the learning observed. These elements are all criteria for curating VR resources in SAC. Finally, perspectives on the necessary cognitive support needed for the relevant use of VR in SAC are suggested.

This study was conducted in order to identify the failure rate of the first arterio-venous fistula (AVF) in patients starting hemodialysis (HD) with a central venous catheter (CVC) and to search for factors responsible for this failure. A retrospective study was conducted on 85 patients on chronic HD in Abidjan, from March 15 th to April 15 th , 2007. Factors that could poten-tially influence the failure of the first AVF were collected. Statistical analysis was used for com-parison between groups. Among the study subjects, 7.14% had AVF at the start of their dialysis as against 92.86% who had CVC. About 50% of the patients starting dialysis with CVC failed to have an AVF created within 90 days of commencing dialysis. The number of catheters inserted was significantly higher in patients with failed first AVF as compared to their counterparts (49.29 % versus 30.77%) (p< 0.001). Similarly, the number of attempts at AVF creation, within 90 days of starting HD, was significantly higher in patients with failed first AVF (81.48% versus 18.52%) (p< 0.001). Multivariate analysis did not reveal any specific factor(s) that influenced the failure rate of the first AVF. Our study suggests that a very small number of patients in Ivory Coast started dialysis with an AVF. The failure rate of the first AVF in patients starting dialysis on CVC is about 50%.