clil in france - hal.archives-ouvertes.fr
TRANSCRIPT
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CLIL in France
Morning discussion
Universidad Catolica, Murcia March 16 2018Alice Henderson [email protected]
Université Savoie-Mont Blanc, Chambéry, France
Dates to remember
� March 20 : Journée internationale de la francophonie
� May 14-18: Semaine Nationale des Langues
� USMB
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Outline
� French educational system
� Brief history of bilingual education in France
� Issues re foreign languages & Reform of 2016
� How can we interact, help & measure success?
� Myths & realities of language learning
� A positive conclusion
English in/and France
Stakeholders
Key issues
Future3
French educational system
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17 régions académiques 30 académies 26 in France + 4 overseas
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French educational system
Secondary School
15-18 yrs old Lycée (3 years)
11-14 yrs Collège (4 years)
Primary School
6-10 yrs Ecole élémentaire (5 years)
3-5 yrs Ecole Maternelle (3 years)
Teachers
• civil servants
• NSs & NNSs (*1990s non-Europeans can take exams)
• Follow a nationally set curriculum5
History of bilingual ed in the schools
� International sections (started in 1881)
� « foster high level of mastery by French pupils of
a foreign language »
� secondary AND primary school
� French AND foreign pupils AND teachers
� Pupils take the International Option of the
Baccalauréat
� Therefore, curriculum set up via collaboration
with other countries (Germany, Spain, Britain)
� 50% in each language for history-geography +
others6
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History of bilingual ed in the schools
� European sections (started in 1992)
� « proposer un enseignement ouvert sur un pays
étranger »
� « reinforced » teaching of a FL in collège
� lycée level: DNL subjects can be taught in a FL,
usually history-geography, life sciences, maths,
sometime sport)
� Pupils can obtain the « Euro mention » on their
Bac
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Issues re foreign languages (LVEs)
� How much & when?
� Who & for whom?
� NSs teachers?
� For all pupils?
� Which languages?
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2016 Reform of collèges (lower secondary, age 11-14)
� Initiation to an LVE obligatory in primary school
� Bring in more NSs
� Maintain 4h/wk in 6ème/age 11
� 2nd LVE as of 5ème/age 12 = Minister’s « attachment »
to making LVEs accessible to all, 2.5hrs/wk
� Before 2016: all kids can choose to do « more », via
extra hours or European & bilingual « sections »
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2016 Reform of collèges (lower secondary, age 11-14)
� Initiation to an LVE obligatory in primary school
� Bring in more NSs
� Maintain 4h/wk in 6ème/age 11
� 2nd LVE as of 5ème/age 12 = Minister’s « attachment » to
making LVE accessible to all, 2.5hrs/wk
� Before 2016: all kids can choose to do « more », via extra
hours or European & bilingual « sections »
� « rare » languages: probably by CNED
� Académie de Grenoble
� 2014 = 282 bilingual sections authorised
� 2016 = 106, « too elitist », move money to LV2 before collège
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Recurring, underlying principle: equality
Rare or less-frequently taught languages:
Pour favoriser la mutualisation de l'offre de formation et
… dans un souci de mixité sociale, le Cned proposera à
titre expérimental, dans quelques académies, un dispositif
de formation hybride (en présence et à distance), sur
des langues rares ou peu enseignées, à la rentrée scolaire.
Une palette de langues sera proposée au fur et à mesure
du déploiement de ce dispositif, qui a pour premier objectif
d'offrir à tous les élèves un égal accès aux langues
vivantes et d'éviter des stratégies qui entravent la mixité
scolaire
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How can we interact, help &
measure success?
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Questions for the CLIL classroom ….
� Who are the key actors involved?
� Pupils
� Language teacher
� Subject teacher
� How do they interact?
� How can they help each other?
� How can we measure the « success » of the
interactions?
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How to help subject teachers? : ADEB
� Association pour le Développement de
l’Enseignement Bilingue
� 2011 booklet for DNL teachers: Statuts, functions,
pedagogical practices
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FAQs from DNL teachers
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Qs re student’s language level
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Mythes & réalités de l’apprentissage des langues (Roussel & Gaonac’h 2017)
• It’s best to learn another language as young as possible.
• Languages: you’re either gifted or not.
• The French are terrible at languages.
• With digital technologies, we learn languages better and in an innovative way.
• Watching films & TV series without subtitles or dubbing is the best way to learn a language.
• Watching films & TV series with French subtitles is the best way to learn a language.
• A stay abroad is the best way to learn another language.
• We kill 2 birds with 1 stone when we teach subjects in another language.
• Neurosciences: A pedagogical revolution in language learning.
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Myths & Réalités: L’apprentissage des langues (Roussel & Gaonac’h 2017)
• It’s best to learn another language as young as possible.
• MUST favour oral over written
• Home-fostered bilingualism≠schoool-based language learning
• Languages: you’re either gifted or not.
• Static vs dynamic view
• KEY: learn how to learn, to adopt language learning strategies
• The French are terrible at languages.
• French monolingualism is a state-sponsored reality
• French language is no more or less different to English than Spanish
(?), cannot explain so-called “deafness” to foreign languages
• French school system is not entirely responsible
Side note: Shocking stats (2011 First European Survey
on Language Competences)
France: next to last in Europe
Only 14% of pupils attain Level B1 at end of secondary school
(in English, the most frequently chosen FL)
(*England: only 9%, for French as most freq. chosen FL)
Eurostat, « feeling » of mastery of a FL: France in last position
Myth (set of beliefs, reps.) reinforces reality,
« it’s just who we are », national identity 20
Reading Listening Writing
France 13% 14% 16%
Sweden 81% 91% 75%
Belgium *Fr 29% 24% 27%
Spain 29% 24% 27%
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Myths & Réalités: L’apprentissage des langues (Roussel & Gaonac’h 2017)
• A stay abroad is the best way to learn another
language.
• Huge individual differences
• The key is engaging in interactions once there, engaging with
“communities of practice”
• We kill 2 birds with 1 stone when we teach subjects
in another language.
• CRUCIAL to recognize the dual-tasking cognitive processes
involved & to address this aspect
• BEWARE: simplification & approximation of knowledge,
“hidden agenda” of selection
Side note: 2011 Survey, What needs to be done
First European Survey on Language Competences (https://ec.europa.eu/education/)
“Language competences still need to be significantly improved, and educational
systems must step up their efforts to prepare all pupils for further education and
the labour market.
Language policies should address the creation of language-friendly living and
learning environments inside as well as outside schools and other educational
institutions.
The Survey points out those educational systems can make a positive difference
with an early onset of foreign language learning, increase the number of
foreign languages learnt and promote methods enabling pupils and teachers to
use foreign languages for meaningful communication in lessons.
The importance of the English language as a basic skill and as a tool for
employability and professional development requires concrete actions to further
improve competences in this language.
The need to improve language skills for employability in a globalised world must
be combined with the promotion of linguistic diversity and intercultural dialogue.”
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Example: EVLANG « Eveil aux langues »
� 1980s, Eric Hawkins , British sociolinguist
� European project, Socrates-Lingua 1998-2000
� Quantitative study of an experimental curriculum in
150 classrooms around Europe
� Evaluate 4 areas of acquisition
� deconstruction & reconstruction tasks with written texts
� FL memorisation & auditory discrimination tasks
� Openness towards linguistic & cultural diversity
� Motivation to learn FLs
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Example EVLANG « Eveil aux langues »
� Goals of an EVLANG approach
� favour positive attitudes to languages
� develop metalinguistic abilities
� recognize and value the home languages of
pupils from minority language groups
� facilitate learning the language of the school
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A Positive Conclusion?
� Journées de la Francophonie
� http://20mars.francophonie.org/
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Eva Joly
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THANK YOU / GRACIAS / MERCI
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