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Circulaire n° 002177 AEFE 11th September 2012. Politique des langues AEFE : pour une éducation plurilingue. Introduction by Madame Anne-Marie Descôtes.

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circulaire n 002177 aefe 11th september 2012

Circulaire n° 002177 AEFE 11th September 2012

Politique des langues AEFE :

pour une éducation plurilingue

introduction by madame anne marie desc tes
Introduction by Madame Anne-Marie Descôtes
  • Language 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.
the aim of the document
The aim of the document:
  • Eachschool, country and zone willneed to workcloselywith the Service Pédagogique de I’AEFE in order to build a languagepolicywhichembodies and promotes the ideascontained in this document.
first priority mastering the french language culture and values
First priority: mastering the French language, culture and values
  • Assure the continuity of French education in line with official texts
slide6
Second priority: all studentsshould have a knowledge of the language and the culture of the host country
  • Assure the transmission of a dual cultural heritage for our binational and French students.
third priority a plurilingual and cultural education
Thirdpriority: a plurilingual and cultural education
  • 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.
a plurilingual education the choice of languages
A plurilingualeducation: thechoice of languages
  • Bilingualism develops a metalingual conscience and builds the capacity to learn languages and understand how they function. It is at the base of plurilingualism.
  • It is necessary to look at different forms of alternance – micro, macro…
  • Sources - CARAP : cadre de référence des approches plurilingues, Candelier (médiation culturelle et interculturalité).
plurilingual skills according to the cecrl
PlurilingualSkillsaccording to the CECRL
  • 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.
the choice of languages
The choice of languages
  • 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.
the choice of l anguages
The choice of languages
  • 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 !!
equal access for all students to this plurilingual education
Equalaccess for all students to thisplurilingualeducation
  • In fact the network is based on a French education system, education and excellence for all. Hence the Parcours Personnalisés de Réussite en Langues.
  • Personal pathway to language success.
teaching of languages and in languages for a plurilingual education
Teaching of languages and in languages for a plurilingualeducation.
  • 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.
a significant proportion 30 of emile is enough for a bilingual education
A significant proportion (≈30%) of EMILE isenough for a bilingualeducation
  • 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

teaching organisation
Teaching organisation
  • 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?
  • 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.
r emember
Remember
  • Any bilingual project should be part of the School Project and linked to the Inspetors and the AEFE Service Pédagogique.
  • The languages are both the object and the means of learning.
  • 50/50 is neither a guarantee of quality nor of efficiency.
remember to
REMEMBER TO
  • Articulate language teaching with the acquisition of knowledge in different subjects.
  • Reserve a specific place for each language according to the context and finding a balance between micro and macro-alternance.
  • Allow all students to have French as a second mother tongue.
remember to1
REMEMBER TO
  • Examine the teaching already in place
  • Favorise the creation of integration groups in language
  • Do not merely transpose French teaching methods into non-French contexts (FLE, FL2, FLSco).
the existing system to build plurilingual coherent progressive language teaching
The existing systemTo buildplurilingual, coherent, progressive languageteaching
  • Define the linguistic situation of
      • the country,
      • the school,
      • the family.
remember
REMEMBER
  • 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.
a possible chronology of a progressive and coherent plurilingual system
A possible chronology of a progressive and coherentplurilingual system
  • Petite and moyenne section : bilingual initiation in French and the language of the country
  • Grande 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.
a possible chronology of a progressive and coherent plurilingual system1
A possible chronology of a progressive and coherentplurilingual system
  • CE2 - CM1 : In the absence of any particular learning difficulties, initiation to another international language.
a possible chronology of a progressive and coherent plurilingual system2
A possible chronology of a progressive and coherentplurilingual system
  • 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.
  • 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.
strategies and policies
Strategies and policies
  • Globalise language hours and vary their distribution throughout the student’s language learning.
  • Reduce the formal teaching hours for those languages taught since the start of their language learning process and develop activities and methods using languages.
evaluation certificates and exams
Evaluation certificates and exams
  • Promote and offer national language certificates.
  • Integrate these certificates in to the school project.
  • Adopt a school policy concerning these exams..
international sections si
International Sections(SI)
  • Put these sections in place from Primary.
  • Place the sections at the heart of the school’s language policies.
  • Develop, as a priority, the Section in the language of the host country.
teaching in the language essential for any bilingual or plurilingual system
TeachingIN the language, essential for anybilingual or plurilingual system.
  • Diversify the subjects taught in other languages.
  • Adapt to organisation to the context and the local resources.
interactive and innovative teaching methods
Interactive and innovativeteachingmethods
  • Develop inter-comprehension
  • Use Actions Pédagogiques Pilotes (APP) to place teaching projects at the heart of language teaching.
conclusion de mme jo lle jean chef du service p dagogique de l aefe
Conclusion de Mme Joëlle JeanChef du Service Pédagogique de l’AEFE
  • Language teaching in the AEFE should ensure that our students have a sound mastery of French and the language of the host country.
  • We 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.
conclusion de mme jo lle jean chef du service p dagogique de l aefe1
Conclusion de Mme Joëlle JeanChef du Service Pédagogique de l’AEFE
  • 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.