Charlotte ALAZARD-GUIU

Charlotte ALAZARD-GUIU is a Lecturer in the Department of French as a Foreign Language Studies (DEFLE) at Toulouse 2 Jean Jaurès University, where she is also affiliated with the NeuroPsychoLinguistics Laboratory (LNPL, EA4156). She serves as Director of DEFLE from 2022 to 2025 and teaches courses in writing improvement, oral expression, phonetic correction, university methodology, and corpus studies at various levels. She also contributes to programs in Malaysia, summer universities, and trainer education in collaboration with the Alliance Française de Padoue.

Her research centers on language acquisition, corrective phonetics, fluency, multimodality, and experimental didactics. She has led and participated in significant research projects such as the INGPRO project (2019–2021) and the ongoing PROGRES-L2 project (2024–2026), which investigate the role of multimodal input—especially gesture—in second language pronunciation learning. Her methodological focus includes experimental designs and didactic innovation, particularly in the context of the Verbo-Tonal Method.

The analysis of her recent publications reveals a strong emphasis on prosodic and segmental acquisition in L2, with recurring themes such as embodied training, corrective gestures, multimodal feedback, and the integration of phonetics into foreign language curricula. Her work spans experimental studies, theoretical reflections, and pedagogical applications, often involving interdisciplinary collaborations with institutions in Paris, Granada, and Padua.

She has contributed to several scientific awards through collaborative MOOCs and publications, though no individual prizes are mentioned. Her advisory role includes co-supervising PhD candidates Sangho KIM and Lucie DROUILLET. She is also involved in grant-funded research and pedagogical innovation initiatives, including digital learning platforms and experimental classroom tools.

Charlotte ALAZARD-GUIU is a key member of the NeuroPsychoLinguistics Laboratory (LNPL), where her team conducts research on multimodal phonetic teaching methods, including the MULTIPHONIA database project, which archives classroom interactions to study phonetic instruction. Her work bridges theoretical linguistics, experimental psychology, and applied pedagogy, aiming to refine evidence-based teaching practices in French as a foreign language.