|TITLE||Techniques de classe – Foreign Language Teaching Techniques|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Languages and Humanities Education|
|DESCRIPTION||This study-unit deals with how interactional language teaching theory translates into effective classroom practice. The unit tackles broad areas such as classroom language, types and functions of classroom layouts, the use of authentic documents, visual supports, video and song, role play and justification and methodology for group work.
It also deals with the methods of teaching of three fundamental language skills, namely listening, reading and writing, (speaking will be given more importance in a dedicated unit) also in view of the implementation of the SPA programme for French in secondary schools): It will tackle how to conduct lessons with specific content, namely vocabulary and grammar lessons which are soundly grounded in a context stemming from (a) text(s). It makes students aware of issues and challenges that teachers of French have to face in their work; including student motivation and the need to develop learner responsibility and autonomy. It moreover tackles curriculum planning through devising a Scheme of Work and lesson plans, and it encourages and trains for reflective teaching through the keeping of records like self-evaluations and class and pupil profiles. Students are encouraged to comment on classroom observations in the spirit of sharing of experiences: to associate what they observe in practice with what they are reading in theory, to evaluate in a spirit of respect and discretion and give weight to the more observable practices they are being exposed to. These discussions are based on observations related to specific topics during weekly placements in schools.
This study-unit aims to develop everyday skills in classroom management and to equip students with the necessary skills to produce lessons which are pedagogically valid to teach listening, reading and writing skills within the realistic context of the school curriculum and a learning outcomes framework for French. It also aims to make students aware of when and how to organize space and time and how to use traditional classroom resources such as boards, charts, prompts and games for language teaching, and to give them ideas for using cartoons, caricatures, song and theatre. The study-unit likewise aims to train the students to the preparation of their Teaching File, based on reflective practices, with its main sections: Scheme of Work, Lesson Plans, Record of Work, Self-evaluations, Class Profiles, Learner Profiles.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
- practice reflective teaching in their preparation and by (self-)evaluating practical achievements and weaknesses;
- identify efficient methodology for lesson, space and time organisation;
- identify efficient methodology for the teaching of listening, writing and reading skills.
By the end of the study-unit the student will be able to:
- adopt effective teacher-learner communication strategies;
- manage time and the classroom environment well;
- build and keep organized records in his/her teaching;
- adopt professional and ethical behaviour at his/her place of work.
Main Text/s and any supplementary readings:
- Beacco, J.C., 2007, L'approche par compétences dans l'enseignement des langues: enseigner à partir du Cadre européen commun de référence pour les langues, Didier.
- Bertocchini P., Costanzo E., 2008, Manuel de formation pratique pour le professeur de FLE, Clé International.
- Tagliante C., 2006, Techniques et pratiques de classe. La classe de langue. Nouvelle édition, Clé International.
- Cavalla C. et al., 2009, Le vocabulaire en classe de langue, Clé International.
- Cornaire C., 1999, Le point sur la lecture, Clé International.
- Cornaire C., Raymond P.M., 1999, La production écrite, Clé International.
- Courtillon J., 2003, Elaborer un cours de FLE, Hachette.
- Cuq J.P., Gruca I., 2005, Cours de didactique du français langue étrangère et seconde, PUG.
- Desmons F., 2005, Enseigner le FLE: Pratiques de classe, Belin.
- Ducrot J.M., "L'utilisation de la vidéo en classe de FLE", sur le site EduFLE.net, rubrique n° 60. Disponible sur: http://www.edufle.net/L-utilisation-de-la-video-en.
- Hirschprung N., 2005, Apprendre et enseigner avec le multimédia, Hachette.
- Julien P., 1988, Activités ludiques, Clé International.
- Payet A., 2010, Activités théâtrales en classe de langue, Clé International.
- Lancien T., 1986, Le document vidéo dans la classe de langue, Clé International.
- Runge A., Sword J., 1987, La BD, Clé international.
- Silva H., Abry D., 2007, Le jeu en classe de langue, Clé International.
- "Didactique du FLE: le rôle de l'enseignant: gestion de classe". Disponible sur: http://www.lepointdufle.net/didactiquefle.htm
- Méthode de français: Bourdeau M. et al., 2003, Oh là là, Clé International.
|ADDITIONAL NOTES||Pre-requisite Qualifications: 70 ECTS in the subject area French at first-cycle level|
|METHOD OF ASSESSMENT||
|LECTURER/S||Anne Marie Bezzina
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.