. Foreign languages are the key to today's economy and there is no mystery about it, and no miracle either. A lot of determination, motivation, and self-reliance. the learner must be the master of his own learning, in what he learns, and how he learns it. the "master" is no longer the master, except maybe of ceremony. And we are getting late. The Chinese are already implementing Virtual Reality and Artificial Intelligence in grade schools, from primary to high school. And mind you the West is just not watching, nor listening. They reject not seeing that they are getting lost behind.

2. SELF-LEARNING LITERACY
in a
Plurilingual Communication-Oriented
Knowledge Society
Dr. Jacques COULARDEAU
Université Paris 1 Panthéon-Sorbonne
ABSTRACT
Since 2019, we have been living in a pandemic, COVID-19, and a second
epidemic has been developing for six months or so now, Monkeypox. Both
epidemics started by jumping from wild animal species to man. I will not discuss
these events more at the medical level which is in no way within my field of
competence.
But- these epidemics and COVID-19 as a pandemic, still going on, have
forced us to take measures we would never have thought possible, except in war
time. Schools were closed. Confinement and total isolation were cast upon cities,
or even provinces, or even countries to isolate the sick and protect the non-sick.
Transportation was disrupted both for goods and for people. The Health system all
over the world was overloaded and close to breaking point and collapse. That
forced us to rethink education, and distant schooling was encouraged with today’s
communications technology: 4G where optical fiber was available or where satellite
networks existed, Virtual Reality where it was developed and feasible, Artificial
Intelligence and Deep Learning on smartphones, tablets, and computers.
I have been testing and developing guided self-learning in various Paris
universities when students and institutions permitted but using it very systematically
in private institutions where computers, tablets, and the Internet are available for
all students. I have also worked with post-graduate professionals, mostly but not
only in the medical field, with strong demand in start-up companies who need to
work on foreign languages to reach the world.
The following research and report concern one CEO of a medical start-up
company that I identify as the Nordic God Odin. It is only one cycle of work on Erin
Meyer’s book “The Culture Map” after more than six years of guided self-learning
on his side. He was the first gentleman in this experience (though I had had a
student assistant when teaching at Paris Sorbonne and after, from 2010 to 2016
who was also working on such guided self-learning to assist me in my research),
but he came after several young ladies who had the same needs for English in their
professional fields.
So, here is the research and report on this cycle of guided self-learning that
becomes in its conclusions some kind of manifesto, certainly more than a set of
recipes, because there are very few recipes. It all depends – on principle – on the
self-learner, the subject he/she chooses, the motivation and commitment he-she
demonstrates, and of course the circumstances of life.

3. Dr Jacques COULARDEAU
(Bordeaux, 1945)
Biographical note/ Note biographique
He was educated at the University Michel de Montaigne Bordeaux III, the
University of California at Davis California, and the University Charles de Gaulle
Lille III in general structural linguistics, phylogenic linguistics, and Germanic
linguistics. He holds two PhDs in Germanic linguistics and the Didactics of Foreign
Languages. His research has been essentially in linguistics, English and American
literature and arts, drama, opera, and cinema. In 2005 he entered the field of
Buddhism and Pāli linguistics and went back to phylogenic linguistics with his
present research on the Language of Cro-Magnon and the relations between the
phylogeny of language, the migrations of Homo Sapiens out of Black Africa, and
the classification of languages. He also studied the position of women in pre-Ice-

4. Age-peak and pre-Magdalenian human society, and the central social and spiritual
role they played up to the development of agriculture. Check is research at
https://univ-paris1.academia.edu/JacquesCoulardeau, or
https://www.researchgate.net/profile/Jacques_Coulardeau. He is a content writer
on Medium.com at https://jacquescoulardeau.medium.com/
CONCLUSION(S)
LITERACY IN OUR
MODERN WORLD
This new literacy could be called techneracy
or technical literacy.
1- The learner’s desire is the maestro-
maestra of his-her self-learning.
2- The learner has to be the choosing
person who decides what he-she wants to
learn, or work on. With an adult learner, the
alter ego is the guide-coach-teacher.
3- Self-learning can only work if it is
teamwork. The guide-coach-teacher has to be an excellent self-learner
4- Self-learners must constantly be solicited to speak on the topic,
on what they have found, and on what they think or believe about the
topic. They have to always get the floor, the lectern, or the mike first.
Freedom of expression is total. Tolerance and discussion are absolute.
5- Motivation is the central and crucial dimension of self-learning
among all other possible forms of learning. No one has the right to
embarrass someone else, no matter how superficially. Empathy for
others is the only possible relationship you can develop within your
human essence.
6- There are no disruptive children, but only children that cannot
find their place in an environment that is imposed on them.
7- All tools have to be available to all self-learning children, with
no limitations or exclusion of both learners from tools and tools from
learners.
8- Flexibility is the keyword here for top students, average
midway learners, students with special needs, or differently-abled
students

5. 9- It is extremely important all self-learning procedures end with
a summarizing recap of what has been done, learned, and discussed,
to reach a balanced visions between or among the points of view.
10- The Template of Guided Self-Learning.
a- Self-learning choices: the self-learner controls it all. i- the topics;
ii- at least 50% of the documents; iii- the self-learners must do some
research, express their ideas based on collected facts, and be contradictory
or open to contradictory elements.
b- The media. i- at least one oral medium; ii- at least one visual
medium; iii- at least one written medium; iv- Virtual Reality; v- Artificial
Intelligence; vi- holography and hologrammatic transfer.
c- The objective is professional and vocational. i- learning
proficiency or literacy; ii- communicational literacy: oral, written, digital
(techneracy); iii- Multicultural proficiency and literacy; iv- Diversity and
inclusion: people, cultures and languages, and finally differences (no
homogenization, no hybridization, no hierarchization).
d- Main concepts. Multi- and pluri-proficiency. Multi- and pluri-literacy.
Multifaceted comprehensive diversity and multifarious versatile inclusion.
Multi- and plurilateralism.
Multi-ism and Pluri-ism.
e- Multiplicity. Multiplicit class, multiplicit school, multiplicit society,
multiplicit individuals, multiplicit personalities, multiplicit motivation, and
multiplicit ambition.
f- Guiding Ethics. i- Flexibility; ii- Guide-coach-teacher, no guru, no
fathomless encyclopedia, no omniscient beacon, no final or even dominant
truth; iii- Truth is not a given but it is a never-completed construct.