This research started from the idea of bringing language training closer to the socio-professional environment through a case study in the artisanal field. This alignment was considered based on the identification of transversal skills that could ensure the breaking down of the questioned training. Given this objective, the starting point is the main assumption that the transfer of skills from training to professional environments and vice versa is only possible through the identification of core competencies through an association between formalised knowledge (theoretical, procedural, and cognitive) and action-based knowledge (procedural, experiential, environmental, etc.) within the framework of situated and reflective learning devices. The verification of this hypothesis required the use of a grid of six transversal skills (mobilization/integration, transfer/adaptability, reflexivity/systematization, progressive.

construction/contextualization, co-professionalization/co-construction, social and civic purposes) within the framework of a qualitative content analysis of the French degree and the nomenclature of artisanal activities and trades. The main results show the emergence of core transversal skills related to communication/mediation, planning and organisation, analysis and diagnosis, reflexivity and regulation, and adaptability and contextualisation. Areas of decompartmentalization as well as gaps were also highlighted by the grid of the six transversal axes. It highlights the unequal nature of transferability depending on the professions (variable weight of standards, technicality, and environments) and according to pedagogical conditions (partnerships, task scripting, support, and aligned evaluation).