P©dagogie des Langues   l©cole Int©gration des Nouvelles Technologies P©dagogie des Langues   l©cole Int©gration des Nouvelles Technologies Technologically

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Pdagogie des Langues lcole Intgration des Nouvelles Technologies Pdagogie des Langues lcole Intgration des Nouvelles Technologies Technologically Enhanced Language Learning Pedagogy www.tellp.org Slide 2 Resume of TELLP project: French perspective 1 What were the IUFM aims? 2 Who did we work with? 3 What did we do? our role? 4 Progress to date / evaluation Slide 3 1 What were the IUFM aims? -The target= initial teachers -Creating an innovative context for initial teacher training within a technologically- enhanced, holistic, cross-curricular approach to teaching languages in the primary schools in the three countries Slide 4 teaching a language differently: plan de rnovation des langues, 2005 teaching a language differently: plan de rnovation des langues, 2005 -Implementing the French curriculum for languages based on the Common European Framework of Reference for Languages: (CEFR) -: A1 level at the end of primary education, language (evaluations) Focus on: Focus on: - oral communication- intercultural understanding, - use of videoconferencing and learning platform ( programme 1000 visios, Mr Darcos), - task-based learning( approche actionnelle), - CLIL pedagogy,- interactions between L1 and L2, - project based pedagogy and childrens motivation, impact on the school community and on the wider school curriculum Contribution to a broader scheme against school failure Slide 5 A videoconference lesson with a trainee on placement in France Slide 6 2 Who did we work with? International collaboration: Manchester Metropolitan University MMU, Granada University International collaboration: Manchester Metropolitan University MMU, Granada University Trainees: French and English Trainees: French and English First group: French and English Trainee teachers (bilateral exchange) First group: French and English Trainee teachers (bilateral exchange) Second group: Trainee teachers (Personal project) Second group: Trainee teachers (Personal project) Third group: trainees on placement in the schools Third group: trainees on placement in the schools Class Teachers: Class Teachers: The school teachers in the 3 countries, the Headteachers, language and ICT advisers, Inspectors Pupils from the schools: 4 classes every year Pupils from the schools: 4 classes every year Slide 7 3 What did we do? Our role? -Maintain links between the 3 countries Communicate with the other universities, especially with the coodinator -Monitor the different actions (workplan) -Prepare trainees to observe, to collect data, to teach in the project schools, interview them -Work with class teachers and pupils lesson preparations, observations, analyse the lessons, videoconferences, three countries meetings -Interview pupils, evaluate their work and progress -Write draft pedagogy based on ICT Slide 8 TRAINING, RESEARCH, DISSEMINATION TRAINING, RESEARCH, DISSEMINATION - Presentation of the programme to French parents - Dissemination of the project to secondary teachers preparing a CLIL certifiction (european sections) - CPD secondary and primary French and English teachers - CPD secondary and primary French and English teachers - Links between secondary schools: correspondance, projects between a secondary school in Manchester and a collge near one of the French primary schools involved -Articles published on CLIL RAF (recherche action formation) in the 6 schools project (written and online), sent to CIEP (Centre International des Etudes Pdagogiques in Paris) -Data, information provided for common TELLP Website Slide 9 CONFERENCES CONFERENCES - National conference in IUFM, Niort: April, 2009: Lecturers, language advisers, class teachers, language and ICT experts, French and English trainees, TDA representative, MMU lecturers, primary teachers, Headteachers (primary and Secondary) -Internationl conference in Manchester: July 3rd Slide 10 4 - Progress to date / evaluation 1 Draft pedagogy emerged: Positive points: -The target language spoken by native and non native speakers -The impact on the first language development is considerable (spoken by other learners ) - Oral communication supported by written aids = essential issue (listening, speaking) -Class management adapted to the pedagogy -Crosscurricular pedagogy, collaborative games -Motivation= real children to communicate with -Final Assessments A1 level tested (July 2009): better results for one class of the project compared to the average results in the region Slide 11 - 2 A Key-word in the project=Collaboration at different levels -Between universities. Good guidance from the Coordinating -Between universities. Good guidance from the Coordinating University partner: well-measured, initiaves left but guidelines suggested University partner: well-measured, initiaves left but guidelines suggested - Universities with class teachers - Between teachers - Between teachers - Between teachers and trainees - Between teachers and trainees -Between trainees -Between trainees - Steering committee gathering Inspectors, language advisers, headteachers, Representatives of Public Authorities Slide 12 To go further: -More time needed to continue to develop this pedagogy (communication, spoken interaction..), the use of the platform, comunication in twos, less prepared communication, .) Slide 13 -Number of teachers involved in school: important element, 2 or more -Impact on all the second year trainees in France: a key-issue, more integration of the programme in PE2s training (ICT, oral communication strategies, crosscurricular pedagogy, cultural understanding presentation of the work in the classes More collabortive work between trainees of the 3 countries More collabortive work between trainees of the 3 countries Slide 14 Paroles dlves : le programme 6 coles? ( entretiens Fvrier 2009 ) Paroles dlves : le programme 6 coles? ( entretiens Fvrier 2009 ) Ca sert avoir plus de renseignements en anglais sur ce quils font, la nourriture, ce quils mangent, et sur llve aussi, si y en a qui veulent y travailler. Anais, cm2 Tu peux parler sans lever le doigt. Jaime pas trop lcole. Quand tu es en VC, tout le monde tentend. Par lettre, tu peux dire des choses prcises. Mathias, cm2 Ca me permet de sen aller ailleurs mais a revient lcole. Il faut apprendre les questions. Mina, cm2. On connat la vie des autres, cest trs bien. On apprend dautres vies. Anais, cm2. Slide 15 Merci de votre attention Slide 16 CLIL Art lesson with a trainee on placement in France