Educating load (S2, L1 Linguistics, Paris Cité College)

1) From grammar to linguistics (12pm, 6 weeks, schedule to be determined)

Objective: This course aims to consolidate and deepen the students’ knowledge of grammar in order to help them build a reflective approach to linguistics: it is therefore a matter of acquiring the linguistic system in order to complement the other lessons of the course with the necessary ones intellectual means to tackle and critical perspective. Content: terms dealt with in particular: grammatical classes, syntactic functions; from simple sentence to complex sentence. Development of linguistic knowledge through manipulation of language. Observations and linguistic manipulations to bring to light the workings of language: switching, deleting, shifting, permutation, transformation, framing, etc. Assessment: ongoing assessment (homework on the table). Literature: • COSTAOUEC D., GUERIN F., Functional Syntax. Theory and exercises, Rennes, University Press of Rennes, 2007. • RIEGEL M., PELLAT J.-C. & RIOUL R., Methodical Grammar

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2) Writing workshops and non-speaking audiences (24 hours, Friday 8:30 a.m. – 10:30 a.m.)

Content: Introduction to the issues of teaching methods for a foreign language, particularly in its written dimension, using in particular the tools of the Council of Europe: how to define a learning progression? How do I select learning resources? How can writing activities be designed according to learners’ profiles and needs? These are the key questions addressed in this course. Rating: continuous monitoring. Bibliography: • EUROPARATE (2001), Common European Framework of Reference for Languages. Learn, teach, evaluate, Paris, Didier. • FORZY B., LAPARADE M., (2019), Writing in situations A1, A2, B1, multi-level, Paris, Hachette FLE, Focus collection. • HIDDEN M.-O. (2013), Writing practice. Learn to write in a foreign language, Paris, Hachette FLE. • TAGLIANTE C. (2006), The Language Class, CLE International.

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4) Preparation for the profession of school teacher (24h, Thursday 1-3 p.m.):

Program :
Underlying this semester’s work is a problem that guides reflection on the teacher’s ethos without reducing the course to it: the issue of gender(s).
So let’s go through a survey on gender stereotypes, filling in the reflection little by little.
We rely on numerous media (articles, institutional documents, elements of communication, etc.) which are intended to be compared and which also constitute working bases.
So let’s switch between:
1. Sessions focused on teaching practices (What is a “good teacher”? What is pedagogical goodwill? Differentiation: issues and problems. The ideal space: how to organize my lessons? etc.)
2. Sessions focused on the notion of gender, with both the analysis of documents (articles, videos, etc.) and the development of educational projects to raise students’ awareness of inequalities.

Aim: This teaching unit is part of the perspective of building a professional project aimed at teaching in cycles 1, 2 and 3 (nursery and primary school). It is part of the specific course “School Professorship” (PE). The aim is to promote entry into the world of pedagogy after the bachelor’s degree both on the basis of the programs and competencies defined by the common basis and on research work in didactics and psycholinguistics. The students will be responsible for acquiring theoretical knowledge and methodological know-how for implementation in the classroom, developing the premises of a didactic conscience and gradually dealing with the practice of the teaching profession. You are invited to an analytical attitude and a reflective step backwards with regard to the different pedagogical approaches and teaching materials. A reflection will also be carried out on the roles, statutes and functions of the PE, which are at the same time pedagogical, ethical and institutional, in the context of the functioning of the educational system and its developments: the themes of interculturality and gender in the school, for example, will be examined.
(assistance will be provided to the teacher)

Content: The program poles “Language mobilization in all its dimensions” (Cycle 1) and “Languages ​​for thinking and communicating” (Cycles 2 and 3) will be more specifically the focus of our work. The interactions between oral language, reading and writing, ‘language thinking’ and the development of reading skills are addressed from both a learning and teaching perspective. The central and founding place of languages ​​(verbal, paraverbal, non-verbal) in the formation of the person and the citizen, as well as their importance in terms of communication, exchange and construction of meaning, will lead us to approach the theories of learning, the different oral and written language practices in the school context and the analysis of language production and verbal interactions in the classroom. We will reflect on the didactic implementation of content, the creation of exercises, writing practices and the development of cultural and educational projects related to language and the languages ​​of the world (particularly in partnership with Mundolingua, interactive museum “of languages, language and linguistics”) .

Examination: continuous examination (table work (knowledge assessment, analysis of documents – e.g. exercises, sequences or student work) and exercise-related files).

– AMIEL M. and MEVEL Y., “Teaching: a Profession in Transition”, Educational NotebooksNo. 514, June 2014: 10-57.
– BERBAUM J., Learning and Training (6th ed.), Paris, PUF, 2005.
– BRIGAUDIOT M., First mastery of writing, Paris, Hachette Education, 2004.
– CATACH N., DUPREZ D. and LEGRIS M., Teaching spelling, the international phonetic alphabet, the typology of mistakes, the typology of exercisesParis, Nathan, 1980.
– FERREIRO E., The writing before the letterParis, Hachette Education, 2000.
– LENTIN L., Learning to think, speak, read, write, acquire oral and written languageESF, 1998.
– MINISTRY OF NATIONAL EDUCATION (March 2015), kindergarten curriculum, Special Official Bulletin No. 2 and Ministry of National Education (Nov. 2015), Teaching Programs for the Basic Learning Cycle (Cycle 2), the Advanced Learning Cycle (Cycle 3) and the Advanced Learning Cycle (Cycle 4), Special Official Bulletin No. 10, France.

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