Duration
30h Th
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The course prepares participants to teach French to different types of immigrant communities, with the particular aim of facilitating their social integration in Belgique francophone.
The course first of all presents the different aspects: sociological, academic, cultural and linguistic, which determines the learning of the French language in a migration context. The course then deals with the general principles of conditions experienced by immigrants, as a variety of concrete situations that immigrants (and their children) must confront, either before or after arriving in their host country.
From the analysis of various situations and experiences of "primo-arrivants" and teachers, we will see the experience and profiles of immigrants, pedagogical and didactic approaches (intercultural, by project, etc.). But also the resources and plans developed in Belgium and elsewhere. Critically, in a theoretical and practical light, a number of specific teaching tools and plans (DASPA, "parcours d'intégration") will be analyzed. Finally, the questions considered include the objectives to be defined, the methods to utilize and the types of interaction to develop in the classroom in relation to the outside world. What is the relationship between language and immigration? What French to teach and with what resources? Which devices andmethods to choose and in what context?
Learning outcomes of the learning unit
To enable participants to analyse those situations peculiar to immigrant learners and to adapt accordingly their teaching of French as a foreign and second language, thus rendering their teaching more pertinent and efficient.
Upon completion of the course students should be able to:
- master and adequately use the terminology and concepts relating to immigration and to the teaching FSL
- identify and relativize stereotypes
- develop activities according to the pedagogy of the project, and an action-oriented and intercultural approach
- use and evaluate the relevance of repositories of skills and training tools, including evaluation, specific to an immigrant public
- define learning objectives according to the public
- distinguish profiles and teaching-learning situations FFL, FSL, and alpha- FFL
- develop critical thinking on institutional reception facilities for newcomers and integration policy.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
The mode of teaching to be interactive. The students meet with professionals and experts of immigration and intercultural, will work in groups and will be sought throughout the course to react to readings, meetings, experiences made in the course or outside.
Mode of delivery (face-to-face ; distance-learning)
Second semester on Wenesday from 14:00 to 16:00. S100
Recommended or required readings
Various bibliographic documents and references are communicated to the participants throughout the course.
Assessment methods and criteria
A written exam will be organized during the session of June examinations.
Work placement(s)
Organizational remarks
All the resources of the course are accessible to the students on eCampus (bibliographical references, slideshow of the course, readings, etc.).
Contacts
Deborah Meunier
Université de Liège
Service de didactique du FLES - ISLV
Place du 20-Août, 7
B-4000 Liège
Email : dmeunier@ulg.ac.be(jmdefays@ulg.ac.be
)
Tél. : 04 366 53 57