https://www.um.edu.mt/library/oar/handle/123456789/51623 2026-04-23T04:16:48Z https://www.um.edu.mt/library/oar/handle/123456789/51689 Title: Quelle est la place accordee a la didactique du F.L.E. au sein de la Faculte d'Education? Authors: Seychell, Lawrence Abstract: In this short article dealing with present situation of the teaching of French as a foreign language in the Faculty of Education, one may note the following points: a) Taking into account the fact that French occupies the 4th or 5th place of importance in the sphere of language teaching in Malta, the author feels that language methodology should be given priority over Methodology in Literature and Culture. b) Since the Capelle Method (La France en Direct by J & G. Capelle) is wholly based on utterance Linguistics we do our best to give our students sufficient training in that particular area without ignoring the pragmatic approach "Linguistique de l'enonciation". The latter gives our students the opportunity of keeping in touch with modern trends in language teaching. c) Our students undergo a period of practical instruction during which they observe teachers in Secondary State Schools using the Capelle method with adolescents. The students themselves take over for short periods. In both cases the students are continuously supervised. d) It is regrettable that there is no University examination which tests the language skills imparted to our Secondary school pupils through this method of teaching French. The author hopes that with the help of advisers from French Universities, a suitable examination will be devised in the near future. e) Finally, the author would like to invite all those interested in French Language and Culture to visit the University with a view to consulting the students' own work in French Methodology. 1983-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/51688 Title: Froebel on education Authors: Liebschner, J. Abstract: Froebel lived at a time when children were considered as something apart from adults, something which needed moulding and forming, something to be used, at best something to be tolerated. This attitude towards children led to violence, arson, revolt, mutiny. The following occurrences in renowned British schools are evidence enough: 1818 Winchester - two companies of troops had to be called in to suppress an uprising of pupils. 1818 Rugby - pupils set fire to desks and books, withdrew to an island which had to be taken by assault by the army. 1783 Eton - Revolt against the headmaster with rooms pillaged and windows broken. 1983-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/51670 Title: Some tentative suggestions for a children's museum Authors: Buhagiar, Mario Abstract: The need for a Children's Museum or, at least, for some sort of Museum-School Service has been felt for some time in education circles in Malta. At a time when stress is put on environmental studies and extra-curricula activities the setting up of such a service has become increasingly important. This report contains suggestions for a Children's Museum devoted primarily to Maltese Archaeology, History and Folklore. Museums are usually planned for an adult public and, therefore, often lack appeal to children. The conventional arrangement of show-case after show-case with methodically arranged, carefully labelled exhibits is meaningless to children. These need a special type of museum where show-cases are reduced to a minimum and the display is organized in a way that will stimulate interest and excite imagination. It is a basic principle in education that memory depends on the kind of material to be remembered; the more meaningful the material the more easily is it assimilated. 1983-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/51669 Title: Meeting teachers' needs : evaluation of in-service courses run by the Faculty of Education Authors: Bonnici, George Abstract: Since the beginning of 1982 the Faculty of Education has fostered a growth in commitment to in-service education courses for teachers (INSET). The programme of INSET activities is being accelerated throughout the year (1983). This growth has raised a series of questions about the evaluation of INSET. Evaluation usually stems from two major concerns. First there is the concern of accountability. Are the courses offering value for the money spent to provide human and material resources for INSET? Secondly there is the concern for the quality of courses. Is the quality of the in-service programme meeting the participants' needs? 1983-01-01T00:00:00Z