Welcome !

1. Chassé-croisé: how to integratemobility and practice abroad in the training of primary teachers. Examples of aEuropean and international coursewithin the IUFM of Orléans-Tours Welcome! Françoise Wolf-Mandroux IUFM Orléans-Tours

2. Plan • How to prepare the primary school trainee teachers for an immersion abroad • linguistic, cultural, pedagogical and practical teacher training • Testimonies and work • the 2nd year primary school trainee teachers (=PE2) and the foreign trainees • After the immersion • the birth of the European and international teacher

3. School placements abroad • The four-week exchange program for the PE2 • Franco-British training exchange program • Comenius and Tempus placements • bilateral agreements • Two or three-month placements • Erasmus

4. Mobility PE2 2004-2007 Evolution sur les 4 années du contrat : Mobilité stagiaires

5. Destinations PE2 2007 Capacités d'accueil : 61 places et 55 candidatures retenues Belfast : 5 Lucerne : 2 Dublin : 5 Twickenham : 15 Grenade : 8 Bristol : 10 Craiova : 10

6. Comenius Project, 2006-2008 • Cadre pour une expérience de classe en Europe en formation initiale • Framework for class practice in Europe as part of teachers' initial training • partners • France, Spain, Northern Ireland and Rumania

7. Tempus project, 2005-2007 • Training of primary school language teachers • Framework of skills • partners • Germany, France, Great Britain and Croatia

8. Linguistic and cultural training (1) • Teaching a language in primary education: • level B2 CEFR (the Common European Framework of Reference for Languages) in comprehension • level B1 CEFR in oral expression • Official Instructions (BO, August 29, 2002) • communication activities • discovery of cultural facts • international dimension • themes related to the environment of pupils of this age • authentic documents

9. Linguistic and cultural training (2) Geneviève Zarate : • a language teacher = a social actor • Importance • of adapting to his/her cultural environment • of adapting his/her pedagogy to the pupils of the country

10. Preparation at the IUFM of Orleans-Tours • Language practice • Knowledge of the culture • Preparation to the teaching of FFL (French as a Foreign Language) • more confidence • more practice

11. Advice and orientations • Understanding a new environment and adapting to it as best as possible • Teaching one’s mother tongue • advantages and disadvantages • Writing a log book Also available for the foreign trainees

12. Teacher training • Linguistic skills • Multidisciplinary skills • Integrating cultural and international dimensions while in immersion • Confidence • “… the myth of perfection, the very French fear of making mistakes,…” • Le Bihan (Jean-Claude), « Avant-après, la formation croisée des professeurs des écoles stagiaires », Les Langues Modernes, 2007, p. 58-67

13. Preparing a teaching kit • Starting from the BO (Official Instructions) and the CEFR • everyday life • interpersonal relations, food habits, family life, school; • cultural environment • urban environment, festivals, history; tales and legends, nursery rhymes, literature and children's songs, comic strips; sports and leisure; • geographical, socio-economic and political environment • geography ( French-speaking countries), institutions, flag, famous monuments, currency Use of new technologies (TICE)

14. Practical training • Overcoming fears • Giving the trainees the necessary information in 2 steps: • 1) theory: a course on didactics and pedagogy • 2) practice: teaching FFL (French as a Foreign Language) and other subjects • Meeting and preparing all the trainees: • initiation to FFL • booklet

15. Booklets : some examples • Bristol • Twickenham • Common Framework of Objectives

16. BookletBristol

17. Twickenham

18. CommonFramework

19. Immersion • Teamwork • 1) from France: visits of the IUFM teacher trainers to the trainees • 2) abroad: tutors, host teachers and staff in charge of the placements • facilitating comprehension and exchanges • Personal and professional making of the teacher • Trainee = ambassador of his/her country • Living in another country: sharing everyday life, discovering another culture, another language and adapting oneself. It is also to discover oneself, to come back enriched from life experiments.

20. Testimonies • Linguistic Aspect • a greater ease in the language • Professional Aspect • more maturity and more confidence • better prepared to teach the language • motivation to make progress in the language and to teach • teaching improvement • Personal Aspect • to feel “foreign” somewhere • difficult return

21. Teaching achievements • Making of a CD-Rom of FFL from the trainees’ work • 34 lessons • Many examples throughout Europe

26. Birth of the European teacher (1) • The placement abroad : a must • revealing, significant and pioneering • a rite of passage • a passport • the trainee acquires • know-how and know-to be • growing adaptability • A life experience

27. Birth of the European teacher (2) • Enriching course • Controlling many teaching situations • Facing multilingual pupils • Meeting and integrating better the pupils with specific needs • The training course abroad • is not a tourist journey • stands for a long-term training: that of life • brings motivation, stimulation, happiness, training, cultural and intercultural discovery, self-confidence

29. Birth of the European teacher(3) • From training to consciousness • belonging to the European Community • Birth of a European teacher • teachers beyond borders • Condition • To integrate mobility within the Initial Teacher Trainees’ Training

30. Conclusion • Placement abroad for all the teaching staff • “The visit or the exchange is to the language teaching what the practical experiment in the laboratory is to the scientist, or the field work to the geographer” • Tinsley (Teresa), Face à l’avenir, Les Enseignants en langues à travers l’Europe, Centre européen pour les langues vivantes, Conseil de l’Europe, 2003, p. 62

31. I wish you a good conference! francoise.wolf@orleans-tours.iufm.fr