The sports world interacts in a context which is more and more international (an increase in international competitions, in training courses abroad) and in which the language of communication is essentially English. Because of the opening of the borders and under the aegis of the community law, more and more players and coaches negotiate contracts abroad. There is an increasing number of international exchanges in participation and competitive sports where English plays a major role.
Coaches need knowledge in English to adapt to the international context. Most of the arbitration during the international competition is done in English and access to this role of referee, requires for the most part of sports, a perfect knowledge of the regulations in English. Managers, in order to be represented in the international institutions have to analyse and defend their viewpoints in English. The same also applies for referees and sports managers.
The representativeness of Turkish sports managers, coaches and referees in international platforms and qualifications are fairly low. Insufficient English is one of the main causes for this issue. In France, there is a compulsory English test for the access to become a civil servant in the domain of sport. For athletes, English is necessary to communicate with players and coaches, and also to master the environment during the training courses and the competitions abroad, in particular for the high-level sports persons who are the ambassadors of their country during international competitions.
PARTES and TESS indicated that the training courses offered in English for the sports public are not really adapted to the real life situations of the professions, and the training institutions do not have specific tools in the teaching of TLES which are really attractive. In most cases, the existing tools are lexicons. Furthermore, the spatial and temporal constraints weigh heavily on this public. The increase in demands from federations, clubs or individuals for English has skyrocketed and the institutions are no longer able to keep up. They appeal to outside people who have little specialization in sports to meet the general needs of English but not the specific needs linked to the technical language. By pointing out the wealth which this TLES represents at the core of the training courses offered and by valuing the staff%26#39;s mastery of this TLES, the TENG-SPORTS project emphasizes key skills inherent to this professional context.