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					   Pédagogie des Langues à l’école
Intégration des Nouvelles Technologies
 Technologically Enhanced Language Learning Pedagogy
Resume of TELLP project: French

1   What were the IUFM aims?
2   Who did we work with?
3   What did we do? our role?
4   Progress to date / evaluation
   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
teaching a language
differently:                plan de rénovation des langues, 2005

-   Implementing the French curriculum for languages based on the
    Common European Framework of Reference for Languages:
-   : A1 level at the end of primary education, language (evaluations)
                    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 children’s motivation, impact on the
    school community and on the wider school curriculum
Contribution to a broader scheme against school failure
A videoconference lesson with a
trainee on placement in France
       2 –Who did we work with?
International collaboration: Manchester Metropolitan
  University MMU, Granada University
Trainees: French and English
First group: French and English Trainee teachers (bilateral
  Second group: Trainee teachers (Personal project)
  Third group: trainees on placement in the schools
 Class Teachers:
The school teachers in the 3 countries, the Headteachers,
  language and ICT advisers, Inspectors
 Pupils from the schools: 4 classes every year
 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
          - 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
- Links between secondary schools: correspondance, projects between
    a secondary school in Manchester and a « collège » 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 Pédagogiques in Paris)
       - Data, information provided for common TELLP Website

- 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
-Internationl conference in Manchester: July 3rd
4 - Progress to date / evaluation
      1 Draft pedagogy emerged: Positive points:
- The target language spoken by native and non native
  - 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
- 2 A Key-word in the project=Collaboration
at different levels
 -Between universities. Good guidance from the Coordinating
University partner: well-measured, initiaves left but guidelines

- Universities with class teachers
- Between teachers
- Between teachers and trainees
-Between trainees
- Steering committee gathering Inspectors, language advisers,
   headteachers, Representatives of Public Authorities
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, ….)
- 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 PE2’s training
(ICT, oral communication strategies,
  crosscurricular pedagogy, cultural understanding
  presentation of the work in the classes
 More collabortive work between trainees of the 3
 Paroles d’élèves : le programme 6 écoles?
                                                   ( entretiens Février 2009 )

« Ca sert à avoir plus de renseignements en anglais sur ce qu’ils font, la
   nourriture, ce qu’ils mangent, et sur l’élève aussi, si y en a qui veulent y
   travailler. » Anais, cm2
« Tu peux parler sans lever le doigt. J’aime pas trop l’école. »
« Quand tu es en VC, tout le monde t’entend. Par lettre, tu peux dire des
   choses précises. »Mathias, cm2
« Ca me permet de s’en aller ailleurs mais ça revient à l’école. Il faut apprendre
   les questions. » Mina, cm2.
« On connaît la vie des autres, c’est très bien. On apprend d’autres vies. »
   Anais, cm2.
Merci de votre
CLIL Art lesson with a trainee
   on placement in France

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