Pédagogie des Langues à l’école Intégration des Nouvelles Technologies

1. Pédagogie des Langues à l’écoleIntégration des Nouvelles Technologies • Technologically Enhanced Language Learning Pedagogy • www.tellp.org

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 • 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: • - 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 children’s 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 Trainees: French and English First group: French and English Trainee teachers (bilateral exchange) • Second group: Trainee teachers (Personal project) • Third group: trainees on placement in the schools  Class Teachers: The school teachers in the 3 countries, the Headteachers, language and ICT advisers, Inspectors • 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 classteachers 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 - 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 - 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 • - 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 • University partner: well-measured, initiaves left but guidelines suggested • - Universities with class teachers • - Between teachers • - Between teachers and trainees • -Between trainees • - Steering committee gathering Inspectors, language advisers, headteachers, Representatives of Public Authorities

12. To go further: • More time needed tocontinue to developthis 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 PE2’s 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

14. Paroles d’élèves : le programme 6 écoles? ( entretiens Février 2009 ) • « Ca sert à avoir plus de renseignements en anglais sur ce qu’ils font, la nourriture, ce qu’ils mangent, et sur l’élève aussi, si y en a qui veulent y travailler. » Anais, cm2 • « Tu peux parler sans lever le doigt. J’aime pas trop l’école. » • « Quand tu es en VC, tout le monde t’entend. Par lettre, tu peux dire des choses précises. »Mathias, cm2 • « Ca me permet de s’en aller ailleurs mais ça revient à l’école. Il faut apprendre les questions. » Mina, cm2. • « On connaît la vie des autres, c’est très bien. On apprend d’autres vies. » Anais, cm2.

15. Merci de votre attention

16. CLIL Art lesson with a trainee on placement in France