As we know, there are currently two opposing trends in the choice of educational standards: on the one hand, the search for individualization and, on the other hand, the standardization of the educational service in the sense of standardization of the most common model. The purpose of this paper is to present some linguistic and pedagogical reflections on the cross-cutting approaches that can be adopted, on the one hand, for the development and consolidation of students' language skills in using the French language and, on the other hand, for the teaching of non-linguistic disciplines in French within international programs in the context of globalization. These reflections emerge from our knowledge of the field, both theoretical and practical, in the implementation of teaching focused on general French, French for specific purposes and, lately, French for academic purposes within the Filière Francophone of the Academy of Economic Studies of Moldova. The work sheds light on the new role of the language teacher who has to overcome in his approach a certain number of linguistic and sociolinguistic difficulties faced by learners, and help them succeed in the transition to the standard of teaching à la française, thus ensuring that they take ownership of this new standard. This implies regular links between the teachers of French language and the teachers of specialized subjects in order to set up a common system to help students understand the university courses by creating pairs of language teachers and specialized teachers.