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Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Technologically.

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Presentation on theme: "Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Technologically."— Presentation transcript:

1 Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Pédagogie des Langues à lécole Intégration des Nouvelles Technologies Technologically Enhanced Language Learning Pedagogy

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

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

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

5 A videoconference lesson with a trainee on placement in France

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

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

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 « 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

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

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

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

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, ….)

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

14 Paroles délèves : le programme 6 écoles? ( entretiens Février 2009 ) Paroles délèves : le programme 6 écoles? ( entretiens Février 2009 ) « Ca sert à avoir plus de renseignements en anglais sur ce quils font, la nourriture, ce quils mangent, et sur lélève aussi, si y en a qui veulent y travailler. » Anais, cm2 « Tu peux parler sans lever le doigt. Jaime pas trop lécole. » « Quand tu es en VC, tout le monde tentend. Par lettre, tu peux dire des choses précises. »Mathias, cm2 « Ca me permet de sen aller ailleurs mais ça revient à lécole. Il faut apprendre les questions. » Mina, cm2. « On connaît la vie des autres, cest très bien. On apprend dautres vies. » Anais, cm2.

15 Merci de votre attention

16 CLIL Art lesson with a trainee on placement in France


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