Problems faced by Immigrants who learn French as a Second Language

Duration

30h Th

Number of credits

Lecturer

Deborah Meunier

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

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 inclusion 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 appropriation 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, FLSco and alpha- FFL
• develop critical thinking on institutional reception facilities for newcomers and integration policy.

Prerequisite knowledge and skills

Knowledge and / or educational experience in the field of foreign languages is required.

Planned learning activities and teaching methods

The mode of teaching to be interactive. The students will work in groups and will be sought throughout the course to react to readings, meetings, experiences made in the course or outside. Several MOOC sequences "Moi, prof de FLE" will also be exploited.
 

Mode of delivery (face to face, distance learning, hybrid learning)

Second semester on Wenesday from 14:00 to 16:00. S100 

Organisational adjustments related to the current health context

If the health situation no longer allows the organization of face-to-face courses, the lessons will be provided online (videoconference) at the scheduled times. The sessions will be recorded and posted on MyULiège.
People who have difficulties in following the videoconference courses (no computer, no correct internet connection, no workspace at their home ...) are invited to let me know as soon as possible.
All course materials will be made available on eCampus.

Recommended or required readings

Various bibliographic documents and references are communicated to the participants.

Assessment methods and criteria

Below you will find information on the evaluation methods planned for in-person and remote exams as well as those planned for hybrid sessions. Depending on how the health crisis evolves, the chosen method will be communicated to you no later than one month before the start of the exam session.

Any session :

- In-person

written exam

- Remote

written exam

- If evaluation in "hybrid"

preferred in-person


Additional information:

Master à finalité spécialisée en FLE: a written exam and a written work
Master en Sciences de l'éducation : a written exam

Work placement(s)

Organizational remarks

All the resources of the course are accessible on eCampus.

Contacts

Deborah MEUNIER
Université de Liège Place du 20-Août, 7, Bat. A2, 4/47 B-4000 Liège
+32 (0)4 366 53 57 dmeunier@uliege.be