Pédagogie des Langues à l’écolePédagogie des Langues à l’école

Intégration des Nouvelles TechnologiesIntégration des Nouvelles Technologies Technologically Enhanced Language Learning PedagogyTechnologically Enhanced Language Learning Pedagogy

www.tellp.org

Resume of TELLP project: French Resume of TELLP project: French perspectiveperspective

1 1 What were the IUFM aims?What were the IUFM aims?

2 Who did we work with?2 Who did we work with?

3 What did we do? our role?3 What did we do? our role?

4 4 Progress to date / evaluationProgress to date / evaluation

1 –1 –What were the IUFM aims?What were the IUFM aims?

- The target= initial teachers The target= initial teachers - Creating an innovative context for Creating an innovative context for

initial teacher training within a initial teacher training within a technologically-enhanced, holistic, technologically-enhanced, holistic, cross-curricular approach to teaching cross-curricular approach to teaching languages in the primary schools in languages in the primary schools in the three countries the three countries

teaching a language teaching a language differently: differently: plan de rénovation des langues, 2005plan de rénovation des langues, 2005

- Implementing the French curriculum for languages based on the Implementing the French curriculum for languages based on the Common European Framework of Reference for Languages: Common European Framework of Reference for Languages: (CEFR)(CEFR)

- : A1 level at the end of primary education, language (: A1 level at the end of primary education, language (evaluations)evaluations)

Focus on: Focus on: - oral communication- intercultural understanding,- oral communication- intercultural understanding,- use of videoconferencing and learning platform - use of videoconferencing and learning platform

( programme 1000 visios, Mr Darcos), ( programme 1000 visios, Mr Darcos), - task-based learning( ”approche actionnelle”), - task-based learning( ”approche actionnelle”), - CLIL pedagogy,- interactions between L1 and L2,- CLIL pedagogy,- interactions between L1 and L2,- project –based pedagogy and children’s motivation, impact - project –based pedagogy and children’s motivation, impact

on the school community and on the wider school on the school community and on the wider school curriculumcurriculum

Contribution to a broader scheme against school failureContribution to a broader scheme against school failure

A videoconference lesson A videoconference lesson with a trainee on placement with a trainee on placement in Francein France

2 –2 –Who did we work with?Who did we work with?

International collaboration:International collaboration: Manchester Metropolitan Manchester Metropolitan University MMU, Granada University University MMU, Granada University

Trainees: French and EnglishTrainees: French and English First group: French and English Trainee teachers First group: French and English Trainee teachers (bilateral (bilateral

exchange) exchange) Second group: Trainee teachers Second group: Trainee teachers (Personal project) (Personal project) Third group: trainees on placement in the schools Third group: trainees on placement in the schools

Class TeachersClass Teachers::The school teachers in the 3 countries, the Headteachers, The school teachers in the 3 countries, the Headteachers,

language and ICT advisers, Inspectorslanguage and ICT advisers, Inspectors

Pupils from the schoolsPupils from the schools: 4 classes every year: 4 classes every year

3 What did we do? Our role?3 What did we do? Our role?

- Maintain linksMaintain links between the 3 countries between the 3 countriesCommunicate with the other universities, especially with the Communicate with the other universities, especially with the

coodinatorcoodinator- Monitor the different actions (workplan)Monitor the different actions (workplan)- Prepare traineesPrepare trainees to observe, to collect data, to teach in to observe, to collect data, to teach in

the project schools, the project schools, interviewinterview them them- Work with classWork with class teachers and pupilsteachers and pupils lesson preparations, lesson preparations,

observations, analyse the lessons, videoconferences, observations, analyse the lessons, videoconferences, three countries’ meetings three countries’ meetings

- Interview pupils, evaluate their work and progressInterview pupils, evaluate their work and progress- Write draft pedagogyWrite draft pedagogy based on ICT based on ICT

TRAINING, RESEARCH, TRAINING, RESEARCH, DISSEMINATION DISSEMINATION

- Presentation of the programme to French parents- Presentation of the programme to French parents

- Dissemination of the project to secondary teachers preparing a CLIL - Dissemination of the project to secondary teachers preparing a CLIL certifiction (european sections)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 - Links between secondary schools: correspondance, projects between a secondary school in Manchester and a between a secondary school in Manchester and a

« collège » near one of the French primary schools involved« collège » near one of the French primary schools involved- Articles published on CLIL « RAF » (recherche action formation) in Articles published on CLIL « RAF » (recherche action formation) in

the 6 schools’ project (written and online), sent to CIEP (Centre the 6 schools’ project (written and online), sent to CIEP (Centre International des Etudes Pédagogiques in Paris)International des Etudes Pédagogiques in Paris)

- Data, information provided for common TELLP WebsiteData, information provided for common TELLP Website

CONFERENCESCONFERENCES

- National conference in IUFM, Niort: April, - National conference in IUFM, Niort: April, 2009: Lecturers, language advisers, class 2009: Lecturers, language advisers, class teachers, language and ICT experts, French teachers, language and ICT experts, French and English trainees, TDA representative, and English trainees, TDA representative, MMU lecturers, primary teachers, MMU lecturers, primary teachers, Headteachers (primary and Secondary)Headteachers (primary and Secondary)

-Internationl conference in Manchester: July -Internationl conference in Manchester: July 3rd3rd

4 -4 - Progress to date / evaluationProgress to date / evaluation1 Draft pedagogy emerged1 Draft pedagogy emerged: : Positive pointsPositive points: :

- The target language spoken by native and non The target language spoken by native and non native speakersnative speakers

- The impact on the first language development is The impact on the first language development is considerable (spoken by other learners )considerable (spoken by other learners )

- Oral communication supported by written aids = Oral communication supported by written aids = essential issue (listening, speaking)essential issue (listening, speaking)

- Class management adapted to the pedagogyClass management adapted to the pedagogy- Crosscurricular pedagogy, collaborative gamesCrosscurricular pedagogy, collaborative games- Motivation= real children to communicate with Motivation= real children to communicate with - Final AssessmentsFinal Assessments A1 level tested (July 2009): A1 level tested (July 2009):

better results for one class of the project better results for one class of the project compared to the average results in the regioncompared to the average results in the region

- 2 A Key-word in the - 2 A Key-word in the project=Collaboration at different project=Collaboration at different levelslevels -Between universities. Good guidance from the Coordinating -Between universities. Good guidance from the Coordinating

University partner: well-measured, initiaves left but guidelines University partner: well-measured, initiaves left but guidelines

suggestedsuggested

- - Universities with class teachersUniversities 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, - Steering committee gathering Inspectors, language advisers, headteachers, Representatives of Public Authoritiesheadteachers, Representatives of Public Authorities

To go further:To go further:

- More time needed toMore time needed to continue to continue to

developdevelop this pedagogythis pedagogy (communication, spoken (communication, spoken interaction..), the interaction..), the use of the use of the platformplatform, comunication in twos, less , comunication in twos, less prepared communication, ….)prepared communication, ….)

- Number of teachersNumber of teachers involved in school: involved in school: important element, 2 or more important element, 2 or more

- Impact on Impact on all the second year trainees in all the second year trainees in France: France: a key-issue, more integration of a key-issue, more integration of the programme in PE2’s training the programme in PE2’s training

(ICT, oral communication strategies, (ICT, oral communication strategies, crosscurricular pedagogy, cultural crosscurricular pedagogy, cultural understanding presentation of the work in understanding presentation of the work in the classesthe classes

More collabortive workMore collabortive work between trainees of between trainees of the 3 countriesthe 3 countries

Paroles d’élèves : le programme 6 écoles?Paroles d’élèves : le programme 6 écoles? ( ( entretiens Février 2009 )entretiens Février 2009 )

« Ca sert à avoir plus de renseignements en anglais « Ca sert à avoir plus de renseignements en anglais sur ce qu’ils font, la nourriture, ce qu’ils mangent, et sur ce qu’ils font, la nourriture, ce qu’ils mangent, et sur l’élève aussi, si y en a qui veulent y travailler. » sur l’élève aussi, si y en a qui veulent y travailler. » Anais, cm2Anais, cm2

« Tu peux parler sans lever le doigt. J’aime pas trop « Tu peux parler sans lever le doigt. J’aime pas trop l’école. »l’école. »

« Quand tu es en VC, tout le monde t’entend. Par « Quand tu es en VC, tout le monde t’entend. Par lettre, tu peux dire des choses précises. »Mathias, lettre, tu peux dire des choses précises. »Mathias, cm2cm2

« Ca me permet de s’en aller ailleurs mais ça revient à « Ca me permet de s’en aller ailleurs mais ça revient à l’école. Il faut apprendre les questions. » Mina, cm2.l’école. Il faut apprendre les questions. » Mina, cm2.

« On connaît la vie des autres, c’est très bien. « On connaît la vie des autres, c’est très bien. On On apprend d’autres vies. apprend d’autres vies. » Anais, cm2.» Anais, cm2.

Merci de votre

attention

CLIL Art lesson with a CLIL Art lesson with a trainee on placement in trainee on placement in

FranceFrance