DIDACTIQUE DU PLURILINGUISME (NEW)
章节大纲
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学生必须标记完成
Temps
de travail total estimé pour ce cours 3h + Portfolio Enseignant : Jérome Béliard
Introduction :
The AEFE network continues to grow and E. Macron set a goal to double the number of students by 2030. These new target groups will not be French students but children who do not necessarily speak French at home (natives or expatriates from other countries than France). For them, French is neither their mother tongue nor a foreign language, but the language of schooling (on parle de Français comme langue de scolarisation). In some schools in the network, these students are already more than 70%. It is therefore important that each teacher be prepared to teach the different subjects in French as a language of schooling. Besides we know since course 1 that the teaching of DNL (Discipline non linguistique or DdNL Discipline dite non linguistique selon L Gajo car il y en a fait du linguistique partout) in English will continue to grow quickly, especially with the new Bac français international (BFI https://www.education.gouv.fr/reussir-au-lycee/le-baccalaureat-francais-international-bfi-5960). In addition to teaching in French as the language of schooling it is quite possible that you will be invited to teach a DNL in english or in another language if you are able to. This course should help you to answer the following problematic:
How to integrate language issues into subject matter teaching in AEFE classes in FLSCO OR in DdNL ? For secondary
and primary school subject teachers, this issue is vital ; for FLE or
language teachers, it is mainly a question of seeing what (major) role
you can play in collaborating with these colleagues and improving
students' global skills.(note that this course is quite dense; I recommend not to do it all at once but for example to do part 1 and 2 and then to have a good break before doing the rest.)
C'est aussi un cours qui pratique l'alternance codique (ou code switching) en fonction des enjeux. Si jamais le niveau de langue des parties en anglais est trop compliqué surtout ne passez pas des heures à essayer de comprendre et écrivez moi sans aucune gène que je simplifie tout cela.
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学生必须标记完成
Objectifs
- A la fin de cet EC vous devriez être capable de :
- Identifier les difficultés langagières des disciplines dites non linguistiques
- Collaborer sur des projets entre enseignants de langue et de discipline dite non linguistique
- Intégrer des objectifs langagiers dans les préparations disciplinaires ou venir en appui des professeurs de DdNL pour les enseignants de langue
- Evaluer les stratégies d'étayage langagier et disciplinaire les plus adaptées selon les profils d'élève
- Identifier les outils du Conseil de l'Europe pour l'enseignement des langues vivantes et/ou de l'EMILE CLIL
- Mobiliser les savoirs sur l'acquisition des langues étrangères / langue seconde dans ses choix didactiques
- en mobilisant notamment les savoirs suivants
- Language awareness, discourse genre, language descriptors
- interdisciplinarity, integrated curriculum, project based teaching, team teaching,
- CLIL EMILE, integration, DNL et DdNL, scaffolding techniques
- ECML projects
- A la fin de cet EC vous devriez être capable de :
-
学生必须标记完成
45 min PART 1 : Perspective from the
fields. In this first part you will put yourself in the shoes of a pupil taking a subject course in a language that is not his or her mother tongue (for example, a foreign child attending a French college, in France or abroad, or a young French person taking a History course in English, in the case of non-language subjects). If you already have experience of this, note in your Portfolio (part 4.1 for example) what difficulties may arise for the student and the teacher. If not, I invite you to experience the difficulty of not mastering the language of schooling during a mathematics lesson in a short fictional video (see the the link below). Once the difficulties have been identified, the next step will be to look for professional strategies adapted to these almost permanent classroom situations in the AEFE network. For part one, feel free to work in pairs and exchange by tchat or telephone on the questions below. To conclude this first part, you will consult a web page that I created with an international team for an ECML project devoted to these issues, gathering recommendations from research, CASNAVs in France and authorities in Norway, Finland, Luxemburg and Canada.
Use this opportunity to explore a little on the ECML website which is
- a goldmine of projects on plurilingualism for years
- an opportunity for you to participate in international research projects: every year the ECML recruits field teachers, whether or not they are language teachers, for a few days to participate, all expenses paid, in international research workshops in Graz, Austria. This is a unique opportunity to meet colleagues from all over Europe and to share good practices.
-
学生必须标记完成
TASK : read all the questions before
starting the task and watching the videos- Watch the beginning of this video in german (
STOP at 3 min 20 sec, it's not necessary to watch more)
and note how you feel, how much you understand, what helps you, what is difficult, what could help you more? (Falls Sie perfekt Deutsch sprechen suchen Sie nach einem anderen Video in einer unbekannten Sprache) - Reflect on your field experience : what is the most difficult when a newcomer arrives in your classroom without mastering the language of schooling? Try to explain what is difficult for the student and what is difficult for the teacher.
- Watch this video (12min 24) and write what are Moises’ strengths in this film and give some suggestions of what you could do as a teacher to help Moise.
- Read the following webpage from the European Centre for modern languages ; compare your ideas with these tips. Please note that most of the ecml pages are translated into french ; click on FR top right if you prefer to explore in your mother tongue. https://www.ecml.at/ECML-Programme/Programme2016-2019/languageinsubjects/Step2Teaching/3TeachingTips/tabid/4203/language/en-GB/Default.aspx
- Give us a very short feedback on the Forum (it could be writen or just a link to vocaroo). Examples of what you could share : How did you feel watching both videos ? or did you already experienced this and how did you react (as a student OR as a teacher)? or what did you learn today to improve your strategies ?
- Fill in your
portfolio
- Watch the beginning of this video in german (
-
学生必须标记完成
60 MIN PART 2 : Increasing your language awareness in subject classes 
TASK: View these 2 Powerpoint and complete the following quiz (NB : n'hésitez pas à regarder les video en vitesse 1.3, j'ai l'impression que cela passe bien). -
-
-
学生必须标记完成
45 MIN PART 3 : Reflecting on scaffolding strategies in subject classes TASK: View this video and take some time to really analyse the PDF file and Athens' exercise. -
-
学生必须标记完成
FORUM : Un peu d'alternance codique à l'écrit. Finalement voyez-vous poindre peu à peu une véritable didactique de l'enseignement d'une matière par l'intégration d'une langue étrangère ou de scolarisation ? Pensiez-vous qu'il fallait autant de points de vigilance ? Avez-vous appris quelque chose de surprenant ou d'éclairant ? Souhaitez vous discutez certains points ? Touchez-en deux mots sur le forum (en français pour ne pas vous limiter). -
学生必须标记完成
30 min PART 4
Towards
an action plan / Team teaching : How
to develop Teacher/whole-school collaboration ? Imagine that you work in a school where there is a great need for collaboration between teachers on the language of schooling. There are many possibilities: a French school abroad, a school in France with allophones, a school teaching a subject in CLIL (international section, European section, etc.), a foreign school in which you teach your subject in French, etc. You decide to set up a collaborative project between language teachers (L1 and/or L2) and subject teachers (or between colleagues who decompartmentalise (décloisonnent) if you are in primary school).The aim is to improve the way in which the teaching team takes account of language issues, whether in terms of pedagogy, professional gestures (part 1 of the course) or didactics (part 2). Be sure that the fact that you have already thought about these questions will be an important asset during a possible job interview with the AEFE or a partner school.
TASK 15 minutes Take note of the 15 possibilities presented in the
diagrams below and reflect on the issues involved in each proposal. 15 minutes In group or pair (if it's easy to organise; if not do it by yourself) discuss the type of Team teaching you would like to try in your classes (do not
forget to draw on your experience and the knowledge acquired in parts 1 and 2
of this course). To be
detailed: Objectives (subject AND language) / Role of each person / Time frame / Product / Publicity.Optional: if you still have energy post your suggestion based on one or many of these proposals on the
FORUM OR describe shortly a team project you already successfully completed.
Take notes and record everything in your Portfolio
.And now you can celebrate having completed this very special training because it was the last official lesson ! Congratulations! Don't forget to give your feedback please!
-
学生必须标记完成
Temps
de travail total estimé pour ce cours 3h + Portfolio Enseignant : Jérome Béliard
Introduction :
The AEFE network continues to grow and E. Macron set a goal to double the number of students by 2030. These new target groups will not be French students but children who do not necessarily speak French at home (natives or expatriates from other countries than France). For them, French is neither their mother tongue nor a foreign language, but the language of schooling (on parle de Français comme langue de scolarisation). In some schools in the network, these students are already more than 70%. It is therefore important that each teacher be prepared to teach the different subjects in French as a language of schooling. Besides we know since course 1 that the teaching of DNL (Discipline non linguistique or DdNL Discipline dite non linguistique selon L Gajo car il y en a fait du linguistique partout) in English will continue to grow quickly, especially with the new Bac français international (BFI https://www.education.gouv.fr/reussir-au-lycee/le-baccalaureat-francais-international-bfi-5960). In addition to teaching in French as the language of schooling it is quite possible that you will be invited to teach a DNL in english or in another language if you are able to. This course should help you to answer the following problematic:
How to integrate language issues into subject matter teaching in AEFE classes in FLSCO OR in DdNL ? For secondary
and primary school subject teachers, this issue is vital ; for FLE or
language teachers, it is mainly a question of seeing what (major) role
you can play in collaborating with these colleagues and improving
students' global skills.(note that this course is quite dense; I recommend not to do it all at once but for example to do part 1 and 2 and then to have a good break before doing the rest.)
C'est aussi un cours qui pratique l'alternance codique (ou code switching) en fonction des enjeux. Si jamais le niveau de langue des parties en anglais est trop compliqué surtout ne passez pas des heures à essayer de comprendre et écrivez moi sans aucune gène que je simplifie tout cela.
-
学生必须标记完成
Objectifs
- A la fin de cet EC vous devriez être capable de :
- Identifier les difficultés langagières des disciplines dites non linguistiques
- Collaborer sur des projets entre enseignants de langue et de discipline dite non linguistique
- Intégrer des objectifs langagiers dans les préparations disciplinaires ou venir en appui des professeurs de DdNL pour les enseignants de langue
- Evaluer les stratégies d'étayage langagier et disciplinaire les plus adaptées selon les profils d'élève
- Identifier les outils du Conseil de l'Europe pour l'enseignement des langues vivantes et/ou de l'EMILE CLIL
- Mobiliser les savoirs sur l'acquisition des langues étrangères / langue seconde dans ses choix didactiques
- en mobilisant notamment les savoirs suivants
- Language awareness, discourse genre, language descriptors
- interdisciplinarity, integrated curriculum, project based teaching, team teaching,
- CLIL EMILE, integration, DNL et DdNL, scaffolding techniques
- ECML projects
- A la fin de cet EC vous devriez être capable de :
-
学生必须标记完成
45 min PART 1 : Perspective from the
fields. In this first part you will put yourself in the shoes of a pupil taking a subject course in a language that is not his or her mother tongue (for example, a foreign child attending a French college, in France or abroad, or a young French person taking a History course in English, in the case of non-language subjects). If you already have experience of this, note in your Portfolio (part 4.1 for example) what difficulties may arise for the student and the teacher. If not, I invite you to experience the difficulty of not mastering the language of schooling during a mathematics lesson in a short fictional video (see the the link below). Once the difficulties have been identified, the next step will be to look for professional strategies adapted to these almost permanent classroom situations in the AEFE network. For part one, feel free to work in pairs and exchange by tchat or telephone on the questions below. To conclude this first part, you will consult a web page that I created with an international team for an ECML project devoted to these issues, gathering recommendations from research, CASNAVs in France and authorities in Norway, Finland, Luxemburg and Canada.
Use this opportunity to explore a little on the ECML website which is
- a goldmine of projects on plurilingualism for years
- an opportunity for you to participate in international research projects: every year the ECML recruits field teachers, whether or not they are language teachers, for a few days to participate, all expenses paid, in international research workshops in Graz, Austria. This is a unique opportunity to meet colleagues from all over Europe and to share good practices.
-
学生必须标记完成
TASK : read all the questions before
starting the task and watching the videos- Watch the beginning of this video in german (STOP at 3 min 20 sec, it's not necessary to watch more)
and note how you feel, how much you understand, what helps you, what is difficult, what could help you more? (Falls Sie perfekt Deutsch sprechen suchen Sie nach einem anderen Video in einer unbekannten Sprache)
- Reflect on your field experience : what is the most difficult when a newcomer arrives in your classroom without mastering the language of schooling? Try to explain what is difficult for the student and what is difficult for the teacher.
- Watch this video (12min 24) and write what are Moises’ strengths in this film and give some suggestions of what you could do as a teacher to help Moise.
- Read the following webpage from the European Centre for modern languages ; compare your ideas with these tips. Please note that most of the ecml pages are translated into french ; click on FR top right if you prefer to explore in your mother tongue. https://www.ecml.at/ECML-Programme/Programme2016-2019/languageinsubjects/Step2Teaching/3TeachingTips/tabid/4203/language/en-GB/Default.aspx
- Give us a very short feedback on the Forum (it could be writen or just a link to vocaroo). Examples of what you could share : How did you feel watching both videos ? or did you already experienced this and how did you react (as a student OR as a teacher)? or what did you learn today to improve your strategies ?
- Fill in your
portfolio
- Watch the beginning of this video in german (
-
学生必须标记完成
60 MIN PART 2 : Increasing your language awareness in subject classes TASK: View these 2 Powerpoint and complete the following quiz (NB : n'hésitez pas à regarder les video en vitesse 1.3, j'ai l'impression que cela passe bien). -
-
-
学生必须标记完成
45 MIN PART 3 : Reflecting on scaffolding strategies in subject classes TASK: View this video and take some time to really analyse the PDF file and Athens' exercise. -
-
学生必须标记完成FORUM : Un peu d'alternance codique à l'écrit. Finalement voyez-vous poindre peu à peu une véritable didactique de l'enseignement d'une matière par l'intégration d'une langue étrangère ou de scolarisation ? Pensiez-vous qu'il fallait autant de points de vigilance ? Avez-vous appris quelque chose de surprenant ou d'éclairant ? Souhaitez vous discutez certains points ? Touchez-en deux mots sur le forum (en français pour ne pas vous limiter).
-
学生必须标记完成
30 min PART 4
Towards
an action plan / Team teaching : How
to develop Teacher/whole-school collaboration ? Imagine that you work in a school where there is a great need for collaboration between teachers on the language of schooling. There are many possibilities: a French school abroad, a school in France with allophones, a school teaching a subject in CLIL (international section, European section, etc.), a foreign school in which you teach your subject in French, etc. You decide to set up a collaborative project between language teachers (L1 and/or L2) and subject teachers (or between colleagues who decompartmentalise (décloisonnent) if you are in primary school).The aim is to improve the way in which the teaching team takes account of language issues, whether in terms of pedagogy, professional gestures (part 1 of the course) or didactics (part 2). Be sure that the fact that you have already thought about these questions will be an important asset during a possible job interview with the AEFE or a partner school.
TASK 15 minutes Take note of the 15 possibilities presented in the
diagrams below and reflect on the issues involved in each proposal. 15 minutes In group or pair (if it's easy to organise; if not do it by yourself) discuss the type of Team teaching you would like to try in your classes (do not
forget to draw on your experience and the knowledge acquired in parts 1 and 2
of this course). To be
detailed: Objectives (subject AND language) / Role of each person / Time frame / Product / Publicity.Optional: if you still have energy post your suggestion based on one or many of these proposals on the
FORUM OR describe shortly a team project you already successfully completed.
Take notes and record everything in your Portfolio
.And now you can celebrate having completed this very special training because it was the last official lesson ! Congratulations! Don't forget to give your feedback please!
