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2022/2023

Methodology of Teaching French as a Foreign Language and ICT

Code: 44306 ECTS Credits: 6
Degree Type Year Semester
4316204 French as a Foreign Language and Linguistic Diversity OB 0 1

Contact

Name:
Àngels Campa Guillem
Email:
angels.campa@uab.cat

Use of Languages

Principal working language:
(fre)

Teachers

Mercè Oliva Bartolomé

Prerequisites

It is recommended to have a level equivalent to C1 of the Common European Framework of Reference for Languages in French.

Objectives and Contextualisation

This module introduces and specifies the theoretical foundations and methodological approaches to the teaching of French as a foreign language (FLE).
It deals with the fundamental notions of the teaching/learning process and its main components.
Classroom practice activities provide tools and resources to students who must be able to teach French as a foreign language.

  • To provide a broad perspective of the knowledge involved in teaching and learning FLE.
  • To know and analyse the existing methodological approaches in FLE in the creation and planning of FLE activities and teaching/learning tasks.
  • Analyse, reflect on and understand the learning processes developed in the activities proposed in the manuals for the development of FLE competences.
  • To develop strategies to continue learning autonomously outside the classroom. Classroom practice activities provide tools and resources to students who must be able to teach French as a foreign language.

Competences

  • Conceive and develop teaching sessions in French as a foreign language and linguistic diversity using authentic documents.
  • Continue the learning process, to a large extent autonomously.
  • Design a programme and include teaching sequences or units.
  • Design and carry out research into a problem linked to teaching French as a foreign language and linguistic diversity.
  • Design, apply and use different evaluation techniques (formative, summative, etc.) for French as a foreign language and linguistic diversity.
  • Develop the ability to assess sex and gender inequalities in order to design solutions.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Organize and plan the content of a work of research (article, monograph) and/or an oral presentation (class, report, paper).
  • Select and use existing teaching resources with the aim of planning and carrying out teaching activities and adapt and produce teaching resources in different formats (written, audio, multimedia) which can be used for teaching practice and teaching of French as a foreign language.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Work individually and in teams, being able to analyze, interpret and synthesize the data and information generated.

Learning Outcomes

  1. "Select the most appropriate ""authentic"" documents for teaching and learning a specific phonetic, morphological, syntactic or lexical-semantic aspect taking into account the level of the person being trained."
  2. Analyse and evaluate existing teaching resources for training teachers in French as a foreign language. 
  3. Communicate using non-sexist and non-discriminatory language.
  4. Continue the learning process, to a large extent autonomously.
  5. Critically analyse some programmes and proposals for teaching units.
  6. Design the most appropriate resources for the teaching and learning of a specific phonetic, morphological, syntactic or lexical-semantic aspect taking into account the level of the person being trained.
  7. Identify the different types of possible assessment according to the learning activity.
  8. Identify the main inequalities and discriminations for reasons of sex/gender in society.
  9. Integrate and sequence different types of training resources for a specific phonetic, morphological, syntactic or lexical-semantic aspect taking into account the level of the person being trained.
  10. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  11. Know and differentiate between the main current lines of research in the areas of French as a foreign language.
  12. List and describe a wide variety of existing teaching resources for French as a foreign language.
  13. Organize and plan the content of a work of research (article, monograph) and/or an oral presentation (class, report, paper).
  14. Select different types of existing resources for training at different levels of reference in teaching French as a foreign language.
  15. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  16. Work individually and in teams, being able to analyze, interpret and synthesize the data and information generated.

Content

We work on the fundamental notions of the teaching/learning process and its main components: the learner, the teacher and the tasks

  • Theoretical models on language learning / acquisition and evolution of methodological approaches.
  • The actors in the teaching/learning process
  • The development and evaluation of receptive, productive and interactive (partial vs. global) skills in the French classroom.
  • The role of ICT in exolingual communication.
  • The planning and organisation of training in French as a foreign language. The classroom session. The management of time and space.
  • Procedures, materials and tasks for the evaluation of competences in French as a foreign language. The European Language Portfolio (ELP).
  • Self-assessment, self-regulation and student autonomy.

Methodology

  •  Exposition Classes
  • Classroom practice
  • Problem-Based Learning (PBL)
  • Oral presentation of papers
  • Tutorials
  • Elaboration of works
  • Reading articles / reports of interest

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face learning (lectures, discussion of case studies, analysis of classroom vignettes, etc.) 42 1.68 1, 2, 6, 12, 5, 7, 9, 13, 10, 16
Individual or group tutorials 25 1 1, 2, 6, 13, 10, 4, 14
Type: Autonomous      
Self-directed non face-to-face activities 75 3 1, 2, 6, 12, 5, 7, 9, 13, 10, 15, 4, 14

Assessment

The evaluation will be done throughout the module by means of the activities shown in the grid.
The evaluation activities are broken down as follows:
- the student's portfolio (activities, exercises, work done at home or in class during the course = 30%) opf the final mark.
- an examination 35% of the final mark
- a final paper 35% of the final mark.


The final mark will be obtained from the sum of the marks corresponding to the different evaluation activities mentioned.
The student must attend a minimum of 60% of the classes in each block, otherwise it will be considered as not being presented.
In general, the main criteria that will be applied in the grading of the different evaluation activities are
1) informative rigor and conceptual correction
2. clarity and consistency of presentation (oral and written)
3. linguistic adequacy and correctness.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam 35 2 0.08 1, 2, 3, 6, 12, 7, 8, 9, 15, 14
Final Task 35 4 0.16 1, 2, 3, 11, 6, 12, 5, 7, 8, 9, 13, 10, 15, 4, 14, 16
Portfolio 30 2 0.08 1, 2, 3, 6, 12, 5, 7, 8, 9, 10, 15, 4, 14

Bibliography

Audet, L. (2010). Wikis, blogues et Web 2.0- Opportunités et impacts pour la formation à distance. Le Réseau d'enseignement francophone à distance du Canada (REFAD).Repéré à http://archives.refad.ca/nouveau/Wikis_blogues_et_Web_2_0.pdf

Béacco, J.-C., Lepage, S. et Porquier, R. (2011). Niveau B1 pour le Français / un référentiel. Paris : Didier.

Beacco, J. C., Blin, B., Houles, E., Lepage, S. et Riba, P. (2011). Niveau B1 pour le français. (Utilisateur apprenant indépendant) niveau seuil. Paris : Didier.

Béacco, J.-C, Lepage, S., Porquier, R. et Riba, P. (2008). Niveau A2 pour le Français / un référentiel. Paris : Didier.

Beacco, J. C. (2007). L'approche par compétences dans l'enseignement des langues. Paris :Didier.

Candelier, M. (Ed.). (2010). Cadre de référence pour les approches plurielles des langues et des cultures (CARAP). Version 3. Graz: Centre européen pour les langues vivantes /Conseil de l'Europe.

Callamand, M. (1981). Méthodologie de l'enseignement de la prononciation : organisation de la matière phonique du français et correction phonétique. Paris: Clé International.

Campà, À. (2010). "La glace au citron" ou le jeu des statistiques. Dans Baqué, L. et Estrada, M. (Éds.), La langue et l'être communiquant. Hommage à Julio MURILLO (pp. 63-72). Mons : Éditions du CIPA.

Campà, À. (2008). PELEU : portafolis europeu de llengües per a l'ensenyament universitari. Dans Martinez, M. et Añaños, E. (Coord.). Cap a l'espai Europeu d'Educació Superior. Experiencies docents innovadores de la UAB en ciències socials i en ciències humanes (pp. 185-195). Bellaterra : Universitat Autònoma de Barcelona.

Castellotti, V. (2017). Pour une didactique de l'appropriation. Diversité, compréhension, relation. Paris : Didier.

Conseil de l'Europe. (2001). Cadre européen commun de référence pour les langues :apprendre, enseigner, évaluer. (S. Lieutaud, Trans.). Strasbourg /Paris : Conseil de l'Europe /Editions Didier. Repéré à https://rm.coe.int/16802fc3a8

Coste, D., Moore, D. et Zarate, G. (2009). Compétence plurilingue et pluriculturelle. Version révisée et enrichie d'un avant-propos et d'une bibliographie complémentaire. Strasbourg: Conseil de l'Europe - Division des politiques linguistiques. Repéré à https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf

Conseil de l'Europe, 2018, Cadre européen commun de référence pour l'apprentissage et  l'enseignement  des  langues. Volume complémentaire  Strasbourg,  Conseil  de l'Europe.

Cuq, J.-P. (Ed.). (2003). Dictionnaire de didactique du français langue étrangère et seconde. Paris : Clé International.

Demaizière, F. (2009). De l'EAO au web 2.0. Diversité des usages des TIC pour l'apprentissage des langues. Revue Tourdetoile, 11. Repéré à http://flenet.rediris.es/tourdetoile/Demaiziere2009_DelEAOauweb20.html

Intravaia, P. (2000). Formation des professeurs de langue en phonétique corrective. Le Systeme Verbotonal. Paris : Didier Érudition / Mons : Centre International de Phonétique Appliquée.

Puren, C. (2006). De l'approche communicative à la perspective actionnelle. Le Français Dans Le Monde, (347), 37-40.

Tomé Díez, M. (2015). Desarrollo, análisis y evaluación de la producción oral en clase de lengua extranjera con las nuevas tecnologías. Thélème: Revista Complutense de EstudiosFranceses, 30 (2), 255-268. Repéré à http://revistas.ucm.es/index.php/THEL/article/view/48663/47215%20-%20PDF

Tomé Díez, M. (2016). Compétences orales et nouvelles technologies dans un cours de français langue étrangère. Çédille, Revista de Estudios Franceses, 12, 387-401. Repéré à http://cedille.webs.ull.es/12/20tome.pdf

 

WEBGRAFIA

Fabris : http://accentsdefrance.free.fr

Flenet : http://flenet.rediris.es/cours/cphon.html

Phonétique : Université de Lausanne : http://www.unil.ch/ling/page12580.html

Phonétique free : http://phonetique.free.fr

Université Léon : http://www3.unileon.es/dp/dfm/flenet/phonactivites.html

https://www.digischool.fr/methodologie/revisions/comment-memoire-parfait-17231.html

http://www.digischool.fr/stage/conclusion-memoire-4646.php

http://www.ebsi.umontreal.ca/jetrouve/ecrit/conclu.htm

http://www.ebsi.umontreal.ca/jetrouve/ecrit/formul3.htm

http://www.ebsi.umontreal.ca/jetrouve/ecrit/index.htm

Dictionnaire pratique de didactique du FLE : http://pagesperso-orange.fr/jeanpierrerobert/fle.htm

Evolution des Methodes de FLE : http://adaf.wordpress.com/2008/04/23/l%E2%80%99evolution-des-method...

Forum : Choisir un manuel pour la classe de FLE : http://flecampus.ning.com/forum/topics/choisir-un-manuel-pour-la

L'évolution des méthodologies dans l'enseignement du FLE - A. Rodríguez Seara : http://www.uned.es/ca-tudela/revista/n001/art_8.htm

Méthodologies FLE - Point FLE :http://www.lepointdufle.net/p/didactique_fle.htm#me

Petit glossaire de didactique - Claude Springer : http://u2.u-strasbg.fr/dilanet/courslicenceglossaire.htm

C. Puren : Histoire des Méthodologies de l'enseignement des langues - Republication en ligne : http://flecampus.ning.com/profiles/blogs/cpuren-histoire-des

 

Software

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