Theory and analysis of methods of teaching French

Teacher(s)

De Croix Severine;

Language

French

Prerequisites

To have followed or to be following during the same academic year the course of didactics of French as the mother tongue (LROM2950) as well as the observation and teaching practice (LROM9011).

Main themes

1. Special didactic questions linked to some specific situations of the practical teaching sessions.
2. History and sociological elements of the teaching of French.
3. In-depth study of the bases of the teaching of French : what set of values and knowledge types should be ascribed to it ? What part should be allocated to the teachers ?
4. What kind of concepts and problems can come out of the reference subjects of the teaching of French : psychocognitive approach, social and anthropological sciences, language science , text and literature sciences.

Learning outcomes

At the end of this learning unit, the student is able to :

Allow a critical thinking on the link between the practical teaching sessions and the theory seen at the French didactic course. Analyse, in a interdisciplinary perspective, what the epistemological stakes are in the different subjects and contexts of the teaching of French (as a mother tongue or as a second or foreign language)

Content

8 lecture sessions
Each of the eight sessions is devoted to a given theme, approached through readings, presentations and analysis or device design activities.

1. Learning difficulties and teaching practices
2. Tools for positive management of heterogeneity (cultural, linguistic, social, etc.): co-teaching, pedagogical differentiation, formative assessment - particularly diagnostic assessment, etc.
3. French as a language of schooling: from the challenges faced by pupils to adapted teaching practices
4. Professional didactic gestures (in particular presentification, reformulation and institutionalisation)
5. Planning for learning French (establishing a progression, planning long sequences and systems)
6. Assessment for learning French
7. ‘Relationship to’, representations, conceptions, etc. levers for learning?
8. Metacognition in French lessons: why and how?

The personal research work expected of the student by way of assessment is the subject of gradual support as part of the course (presentation of the anticipated problem and discussion with the group on this subject; presentation of the theoretical and conceptual framework, etc.).
6 seminar sessions
1. In parallel with the first ten hours of active training: preparatory guidance, collective assessment of the experience.
2. Parallel to the rest of the placement: presentation by each student of a teaching sequence from the placement, collective critical reflection.
3. At the end of the placement: presentation of a supervision lesson under the guidance of the seminar leader, writing of a placement report.

Teaching methods

1. Sessions of magistral course : Unlimited number of students. Each week, during a term, a theme of the course will undergo an introductive analysis, followed by an interactive reflection with the students.
2. Sessions of seminar : working in group of 15 students supported by pedagogical collaborators coming from secondary schools. Taking into account the needs expressed by the students and their teaching experiences, the animator suggests concrete tools and self critical debates.

Evaluation methods

The unit is assessed at the June or September sessions, according to the same procedures.  
Lecture: Oral presentation of a summary work combining knowledge of the course and personal reading on a question chosen by the student (50% of the mark). The student carries out personal research on an issue specific to the teaching of French (relating to language, literature, reading, writing or speaking). The work has three components: (1) problem and contextualisation; (2) state of the art or theoretical framework presenting at least two different positions or currents (historical approach, insights from contributing sciences, etc.) and at least one study in didactics or education sciences based on empirical data; (3) synthesis oriented towards future teaching practices. This personal research is the subject of gradual support as part of the course, followed by an oral presentation in a small group (oral exam) to encourage discussion and provide food for thought.
Seminar: Two elements play an equal part in the assessment of the seminar: (1) involvement in the seminar: keeping of the portfolio, quality of analyses and reflection (unjustified absence = failing grade); (2) the final report of 4-5 pages on the 30 or 40 hours of placement, attesting to a critical reflection on the various stages of the placement and the seminar (50% of the grade).
In written productions, generative artificial intelligence (AI) must be used responsibly and in accordance with the practices of academic and scientific integrity, This means that all sources must be cited in compliance with bibliographic referencing standards and that the possible use of an AI must be explicitly indicated (this means indicating all the parts where an AI has been used and specifying, for example in a footnote, whether the AI was used to search for information, to write the text or to correct it). 

Other information

Teaching materials : The students are given a list of bibliographic suggestions, copies of slides and documents used at each session, teaching sessions assesment sheets, methodological suggestions and some sort of templates for the preparation of lessons.

Online resources

Use of the Moodle platform is required from the start of the course (course code LROM2920). 

Faculty or entity

> ELAL