Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
15.0 h
Q1
Teacher(s)
Meunier Fanny;
Language
French
Prerequisites
Students' reflexive approach will be encouraged through incentives to (i) read reference books, articles, or textbooks and (ii) consult specific web sites such as le Secrétariat de l'Enseignement Catholique - http://www.segec.be/FESeC/Secteurs/LanguesModernes/index.htm - and the Council of Europe web sites where various documents can be downloaded http://culture2.coe.int/portfolio/documents/cadrecommun.pdf et http://www.coe.int/T/E/Cultural_Co-operation/education/Languages/Language_Policy /Portfolio/portfolio.asp#TopOfPage. .
Main themes
Theoretical part (22,5h) After a brief introduction on teaching in general and on foreign language teaching in particular, the various components of instructed learning will be reviewed: the learner (age, learning styles, motivation, etc), the classroom setting (group management and discipline), the school setting (choice of programmes and sections), the language teacher, and finally the language per se (second vs foreign languages, linguistic vs extra-linguistic knowledge, communicative competence, etc).
Keeping in mind the objectives of foreign language learning and teaching at secondary school level, the students will adopt a reflexive attitude towards the teaching, learning and assessment of foreign languages. The various teaching and learning methodologies will also be presented critically (translation method, direct method, audio-oral and audio-visual methods, notional-functional method, communicative approach, natural approach, receptive, cultural and mixed approaches). The legal decrees, descriptions of threshold and expected competences, together with the FESEC teaching curricula will also be presented and analyzed critically, taking into account the recent publications and recommendations from the Council of Europe and the Common European Framework for languages (Strasburg, Council of Europe, 2000). The student teachers will have the opportunity to practice actual teaching on site in the framework of observation (stage d'observation) and active classroom teaching sessions (stages actifs) carried out in upper-secondary schools of the French-speaking community of Belgium (see practical part). Practical part (50h). The 50 hours include the observation (10h) and active (40h) classroom teaching sessions (stages d'enseignement). These sessions will take place in upper-secondary school sections (2nd and 3rd degree) of Belgian. French-speaking community schools.
Keeping in mind the objectives of foreign language learning and teaching at secondary school level, the students will adopt a reflexive attitude towards the teaching, learning and assessment of foreign languages. The various teaching and learning methodologies will also be presented critically (translation method, direct method, audio-oral and audio-visual methods, notional-functional method, communicative approach, natural approach, receptive, cultural and mixed approaches). The legal decrees, descriptions of threshold and expected competences, together with the FESEC teaching curricula will also be presented and analyzed critically, taking into account the recent publications and recommendations from the Council of Europe and the Common European Framework for languages (Strasburg, Council of Europe, 2000). The student teachers will have the opportunity to practice actual teaching on site in the framework of observation (stage d'observation) and active classroom teaching sessions (stages actifs) carried out in upper-secondary schools of the French-speaking community of Belgium (see practical part). Practical part (50h). The 50 hours include the observation (10h) and active (40h) classroom teaching sessions (stages d'enseignement). These sessions will take place in upper-secondary school sections (2nd and 3rd degree) of Belgian. French-speaking community schools.
Content
The theoretical part aims to facilitate a reflexive approach on the objectives and methods of foreign language teaching in general and the teaching of foreign languages in FWB. The variables of instructed teaching and the various foreign language teaching methods will be presented. Official and legal documents (decrees, curricula, etc) will be analyzed in the light of the Common European Framework for Languages.
Teaching methods
Various teaching formats including :
- courses
- presentations by stakeholders in education
Evaluation methods
Written exam in January
Other information
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Online resources
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Bibliography
All documents will be availabel on the Moodle platform
Faculty or entity
LMOD
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Aims
Master [120] in Translation
Master [120] in Modern Languages and Literatures : German, Dutch and English
Teacher Training Certificate (upper secondary education) - Modern Languages and Literatures : German, Dutch and English