Teacher(s)
De Croix Severine; Wyns Marielle (compensates De Croix Severine);
Language
French
Prerequisites
LFRA2001 "French Didactics - Part 1"
Main themes
The course "French Didactics – Part 2" addresses, based on research in French didactics and educational sciences, the principles, frameworks, and tools for teaching French in upper secondary education. The course focuses on addressing learning difficulties and managing heterogeneity, as well as the adoption of long didactic sequences. In this perspective, it explores various aspects of planning, differentiation, and assessment of French learning. The didactic exercises (volume 2) allow students to internalize the competencies and learning outcomes in smaller groups, particularly focusing on the language teaching actions of the teacher.
Learning outcomes
At the end of this learning unit, the student is able to : | |
(2.6) Be able to mobilize and apply disciplinary knowledge in linguistics to authentic language data. (2.7) Be able to mobilize and apply disciplinary knowledge in literary studies to texts from different genres and periods. (3.6) Be capable of presenting complex disciplinary content orally in a clear, coherent, and reasoned manner. (5.3) Demonstrate reflective thinking about one's knowledge, methods, and productions. Regarding the learning outcomes (AA) of the program, this teaching unit contributes to the development and mastery of the following competencies and learning outcomes: AA.1. Competencies of the institutional, social, and cultural actor (AA1.3.2) Make the school a place where students learn, develop, and grow in a positive climate, rather than a place of selection. AA.3. Competencies of the organizer and facilitator of learning in an evolving dynamic (AA.3.1) Master disciplinary content, its epistemological foundations, its scientific and technological evolution, its didactics, and the methodology of teaching it. (AA.3.2) Master knowledge related to learning processes, research on different teaching models and theories. (AA.3.4) Take into account and develop the linguistic dimensions of learning and teaching, being attentive to the language of schooling or learning and aware of the socially and culturally unequal familiarity with it. AA.4. Competencies of the reflective practitioner (AA.4.3) Gradually build one's professional identity, particularly by using professional development tools such as the portfolio. |
|
Content
Through readings, presentations and activities involving analysis or the design of teaching methods, the course ‘French Teaching Methods, Part 2’ (22.5 hours) covers eight topics.
1. Learning difficulties and teaching practices
2. Tools for positive management of diversity (cultural, linguistic, social, etc.): co-teaching, differentiated instruction, formative assessment – particularly diagnostic assessment, etc.
3. French as the language of schooling: challenges faced by students and adapted teaching practices
4. Professional teaching techniques (in particular, presentation, reformulation and institutionalisation)
5. Planning for learning French (establishing progression, planning long sequences and systems)
6. Assessment for learning French
7. ‘Relationship to’, representations, conceptions, etc.: levers for learning?
8. Metacognition in French classes: why and how?
The personal research work expected of students as part of their assessment is supported progressively throughout the course and seminar (presentation of the anticipated issue and discussion with the group on this subject; presentation of the theoretical and conceptual framework, etc.).
The seminar ‘Teaching French, Part 2’ (15 hours, volume 2) is taught in small groups. In addition to providing ongoing support for students' individual work, it helps them to assimilate the course content through practical tasks (integrating differentiation or co-teaching practices into a teaching sequence, carrying out annual planning as a team, etc.) and activities involving the analysis of teaching practices.
1. Learning difficulties and teaching practices
2. Tools for positive management of diversity (cultural, linguistic, social, etc.): co-teaching, differentiated instruction, formative assessment – particularly diagnostic assessment, etc.
3. French as the language of schooling: challenges faced by students and adapted teaching practices
4. Professional teaching techniques (in particular, presentation, reformulation and institutionalisation)
5. Planning for learning French (establishing progression, planning long sequences and systems)
6. Assessment for learning French
7. ‘Relationship to’, representations, conceptions, etc.: levers for learning?
8. Metacognition in French classes: why and how?
The personal research work expected of students as part of their assessment is supported progressively throughout the course and seminar (presentation of the anticipated issue and discussion with the group on this subject; presentation of the theoretical and conceptual framework, etc.).
The seminar ‘Teaching French, Part 2’ (15 hours, volume 2) is taught in small groups. In addition to providing ongoing support for students' individual work, it helps them to assimilate the course content through practical tasks (integrating differentiation or co-teaching practices into a teaching sequence, carrying out annual planning as a team, etc.) and activities involving the analysis of teaching practices.
Teaching methods
1. Course sessions. During each session, a course topic is explored through the reading of one or more reference texts, a background presentation, analysis or design activities, followed by interactive group discussion. Several sessions are dedicated to providing ongoing support for personal research work, on the basis of which learning outcomes are assessed.
2. Seminar sessions: work in groups of 15 students supervised by teaching assistants from secondary education. Students are required to carry out various tasks involving lesson planning or practice analysis and to discuss them with the group. Several sessions are dedicated to providing progressive support for personal research work, on the basis of which learning outcomes are assessed.
2. Seminar sessions: work in groups of 15 students supervised by teaching assistants from secondary education. Students are required to carry out various tasks involving lesson planning or practice analysis and to discuss them with the group. Several sessions are dedicated to providing progressive support for personal research work, on the basis of which learning outcomes are assessed.
Evaluation methods
The assessment of the unit takes place during the June and September sessions, according to the same procedures.
1° Oral examination and written assignment (70%): oral presentation of a summary paper linking knowledge of the course and personal reading to a question chosen by the student. The student carries out personal research on an issue specific to the teaching of French at secondary school level. The work has three components: (1) issue and contextualisation (relevance of the issue, link with personal background, professional challenges ahead, etc.); (2) state of the art or theoretical framework presenting at least two scientific articles in didactics or educational sciences based on empirical data; (3) critical discussion of the contributions and limitations for professional practice and a summary focused on future teaching practices. This personal research is supported progressively throughout the course, followed by an oral presentation in a small group (oral exam) to encourage discussion and reflection, and a written assignment submitted during the exam.
2° Research journal (30%): the assessment of the unit is also based on the student's ongoing work through a research journal. This involves gradually compiling a record of the activities and learning achieved both in the course and in the seminar and, during the examination session, presenting one piece of work (an annual plan produced in a sub-group, with justifications). This research journal is designed to support students’ gradual engagement with the course. Students must complete 75 per cent of the tasks in the research journal in order to submit the completed piece of work (annual plan).
Rules Governing the Use of Generative Artificial Intelligence Tools
In all tasks and activities related to this course, students must comply with the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative defined by the École de langue et lettres. More specifically, any use of artificial intelligence tools in the context of evaluated written work must be limited to Level 2 (moderate use) of the Grille des usages de l’intelligence artificielle générative, which supplements the guidelines, and must be accompanied by a Déclaration using the template provided therein.
In the event of non-compliance with these rules, the examination board will apply the measures set out in Section 6 of the Lignes directrices.
More generally, students must adhere to UCLouvain’s Règlement général des évaluations des études et des examens (RGEE), particularly with regard to irregularities and plagiarism (Article 107 of the RGEE).
Specific Assessment of Language Quality
The language quality of the submitted work is subject to a specific assessment by one of the examination board members. The modalities of this assessment are defined in the document « Modalités d’évaluation spécifique de la qualité de la langue des productions écrites dans les programmes de l’École de langues et lettres de l’UCLouvain ».
This language quality assessment may lead the examination board to lower the grade awarded or even to declare a failure.
1° Oral examination and written assignment (70%): oral presentation of a summary paper linking knowledge of the course and personal reading to a question chosen by the student. The student carries out personal research on an issue specific to the teaching of French at secondary school level. The work has three components: (1) issue and contextualisation (relevance of the issue, link with personal background, professional challenges ahead, etc.); (2) state of the art or theoretical framework presenting at least two scientific articles in didactics or educational sciences based on empirical data; (3) critical discussion of the contributions and limitations for professional practice and a summary focused on future teaching practices. This personal research is supported progressively throughout the course, followed by an oral presentation in a small group (oral exam) to encourage discussion and reflection, and a written assignment submitted during the exam.
2° Research journal (30%): the assessment of the unit is also based on the student's ongoing work through a research journal. This involves gradually compiling a record of the activities and learning achieved both in the course and in the seminar and, during the examination session, presenting one piece of work (an annual plan produced in a sub-group, with justifications). This research journal is designed to support students’ gradual engagement with the course. Students must complete 75 per cent of the tasks in the research journal in order to submit the completed piece of work (annual plan).
Rules Governing the Use of Generative Artificial Intelligence Tools
In all tasks and activities related to this course, students must comply with the Lignes directrices pour une utilisation responsable des outils d’intelligence artificielle générative defined by the École de langue et lettres. More specifically, any use of artificial intelligence tools in the context of evaluated written work must be limited to Level 2 (moderate use) of the Grille des usages de l’intelligence artificielle générative, which supplements the guidelines, and must be accompanied by a Déclaration using the template provided therein.
In the event of non-compliance with these rules, the examination board will apply the measures set out in Section 6 of the Lignes directrices.
More generally, students must adhere to UCLouvain’s Règlement général des évaluations des études et des examens (RGEE), particularly with regard to irregularities and plagiarism (Article 107 of the RGEE).
Specific Assessment of Language Quality
The language quality of the submitted work is subject to a specific assessment by one of the examination board members. The modalities of this assessment are defined in the document « Modalités d’évaluation spécifique de la qualité de la langue des productions écrites dans les programmes de l’École de langues et lettres de l’UCLouvain ».
This language quality assessment may lead the examination board to lower the grade awarded or even to declare a failure.
Other information
Students receive a selective bibliography. The course is also based on current French teaching programmes (secondary education, all types of education).
Online resources
Use of the Moodle platform is required from the start of the course (course code LFRA2002).
Bibliography
Une bibliographie sélective est mise à disposition via la plateforme Moodle.
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Teacher Training Certificate (upper secondary education) - Ancient and Modern Languages and Literatures
Teacher Training Certificate (upper secondary education) - French and Romance Languages and Literatures
Master [120] of Education, Section 4 : French
Master [60] of Education, Section 5 : French