Politique des langues AEFE :

pour une éducation plurilingue

OLanguage learning is a crucial issue both from a human perspective and a political perspective: it is essential to build a Language Policy and apply it to language teaching in our AEFE schools.

These projects should be ambitious, coherent, contextualised and respectful of ALL our students.

O Assure the continuity of French education in line with official texts

Assure the transmission of a dual cultural heritage for our binational and French students.

Dynamic and innovative, opening up to the international dimension of our network and giving our students diversified language skills, systematically certified and not limited in choice or number.

O Bilingualism develops a metalingual conscience and builds the capacity to learn languages and understand how they function. It is at the base of plurilingualism.

O It is necessary to look at different forms of alternance – micro, macro…

O Sources - CARAP : cadre de référence des approches plurilingues, Candelier (médiation culturelle et interculturalité).

O Plurilingual/pluricultural skills = the skill to communicate linguistically and interact culturally using different languages mastered at different levels and different cultural experiences. These skills should not be seen as separate, superimposed, juxtaposed but as a complex and integrated mixture of skills and knowledge.

O This is a complex and strategic question – widen and diversify language teaching in order for langauges to have a professional value in the recruitment process.

O It is essential today to think about the geopolitical reality of tomorrow to allow our students to make pertinent decisions in order to build a true plurilingualism. A pupil going into CP in 2013 will sit his bac in 2025 !!

O In fact the network is based on a French education system, education and excellence for all. Hence the Parcours Personnalisés de Réussite en Langues.

O Personal pathway to language success.

The European Framework encourages linguistic diversity from a very young age.

The application of this to teaching methods requires precise expertise and adaptation to the context and available resources.

O France gives a label of francophone excellence called the

« LabelFrancÉducation », to foreign schools who offer 30% of their

teaching in French. We should not encourage – even if it is convenient to

do so- the use of the expression Bilingual teaching/Bilingual streams for the language teaching organised 50/50

O It is essential to think carefully about the organisation of teaching these languages in order to be flexible and allow for these pupils to become bilingual. Micro or macro organisation? Or a combination?

O It should not be too rigid (one day per week or one week in one language and another week in another language) as this could halt the progress of the students.

O Any bilingual project should be part of the School Project and linked to the Inspetors and the AEFE Service Pédagogique.

O The languages are both the object and the means of learning.

O 50/50 is neither a guarantee of quality nor of efficiency.

O Articulate language teaching with the acquisition of knowledge in different subjects.

O Reserve a specific place for each language according to the context and finding a balance between micro and macro-alternance.

O Allow all students to have French as a second mother tongue.

OExamine the teaching already in place

OFavorise the creation of integration groups in language

ODo not merely transpose French teaching methods into non-French contexts (FLE, FL2, FLSco).

ODefine the linguistic situation ofOthe country, Othe school, Othe family.

O In order to ensure plurilingualism – in line with the student’s personal projects and future – we must be teaching two languages from the 6eme, develop teaching in the languages and of the languages, giving priority to situations facilitating language acquisition and experience.

OPetite and moyenne section : bilingual initiation in French and the language of the country

OGrande section and the introduction of writing: an evaluation of linguistic skills from which we can construct a system with variable hours adapted to the student’s needs in order to consolidate his mothe tongue and reinforce the teaching of the other language.

OCE2 - CM1 : In the absence of any particular learning difficulties, initiation to another international language.

O In 4ème : a 4th foreign language for certain students, the other continue to deepen their knowledge in and of the other three languages. Need to differentiate between formal teaching and learning opportunities which arise outside this formal framework.

O In 2nde : 4 languages are possible for all (French+ language of the host country+ 2 other modern languages) using diversified and complementary teaching methods not just mechanically superposing them.

OGlobalise language hours and vary their distribution throughout the student’s language learning.

OReduce the formal teaching hours for those languages taught since the start of their language learning process and develop activities and methods using languages.

OPromote and offer national language certificates.

OIntegrate these certificates in to the school project.

OAdopt a school policy concerning these exams..

OPut these sections in place from Primary.

OPlace the sections at the heart of the school’s language policies.

ODevelop, as a priority, the Section in the language of the host country.

ODiversify the subjects taught in other languages.

OAdapt to organisation to the context and the local resources.

ODevelop inter-comprehensionOUse Actions Pédagogiques

Pilotes (APP) to place teaching projects at the heart of language teaching.

OLanguage teaching in the AEFE should ensure that our students have a sound mastery of French and the language of the host country.

OWe need to aim for a true plurilingualism which respects the students and the different cultures intrinsically linked to these languages. We also need to include other languages.

O It is a true skill to learn languages and to learn in another language, to discover the world and to think using these languages as a medium. A skill which the AEFE should be able to develop for those students who are entrusted to us.